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Готові списки джерел за темами / Content of the teacher

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Добірка наукової літератури з теми "Content of the teacher"

Автор: Grafiati

Опубліковано: 28 травня 2022

Оновлено: 31 липня 2025

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Статті в журналах з теми "Content of the teacher"

1

Williamson, Peter, Xornam Apedoe, and Christopher Thomas. "Context as Content in Urban Teacher Education." Urban Education 51, no. 10 (2016): 1170–97. http://dx.doi.org/10.1177/0042085915623342.

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Urban teacher residencies have emerged as an innovation for recruiting, preparing, and retaining teachers for high-need urban schools. Though residencies aim to prepare teachers for specific urban contexts, we know little about how context is conceptualized in the teacher education curriculum or what teachers learn about it. This study finds that participants in one residency in San Francisco came to see context as complex and layered, interrupting stigmas often associated with urban schools. Participants felt well prepared to teach in particular high-need settings, but their knowledge and ski

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2

Taylan, Rukiye Didem, and João Pedro Da Ponte. "Investigating Pedagogical Content Knowledge-in-Action." Journal of Research in Mathematics Education 5, no. 3 (2016): 212. http://dx.doi.org/10.17583/redimat.2016.2227.

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Abstract: This paper investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the teacher’s reflections and pedagogical reasoning on the interactions. The analyses indicate examples of PCK development during teaching, especially refinement in the domain of knowledge of instructional strategies and representations. This knowl

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3

Russell, Felice Atesoglu. "Context for Content Teachers' Learning." Journal of School Leadership 28, no. 2 (2018): 229–58. http://dx.doi.org/10.1177/105268461802800204.

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This article examines the context for content teachers‘ professional learning concerning English learners (ELs), paying particular attention to the role of leadership in supporting and constraining this capacity development. The contextual features of the school are analyzed, specifically the leadership of the principal and an EL facilitator, as well as supports that influenced the development of teacher capacity. The data used in this analysis comes from a yearlong qualitative case study of professional learning and the instruction of ELs in one diverse, urban high school. Data analysis revea

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4

Niebles-Thevening, Indira, Angela Bailey, and Nayibe Rosado. "Evaluating Teachers’ Practices Beyond Content and Procedural Knowledge in a Colombian Context." Profile: Issues in Teachers' Professional Development 24, no. 2 (2022): 99–115. http://dx.doi.org/10.15446/profile.v24n2.92797.

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This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students’ perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-p

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5

van Hover, Stephanie, David Hicks, and Elizabeth Washington. "Multiple Paths to Testable Content? Differentiation in a High-stakes Testing Context." Social Studies Research and Practice 6, no. 3 (2011): 36–53. http://dx.doi.org/10.1108/ssrp-03-2011-b0003.

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This qualitative case study explores how one secondary world history teacher, teaching in a high-stakes testing context in a district pushing teachers to utilize differentiated instruction, makes sense of this pedagogical approach. We examine teacher sense-making within a conceptual framework of policy realization and ambitious teaching and learning. The teacher made no claims to being an expert on differentiation; yet, the findings indicated that she did possess an understanding of differentiation congruent with the literature and, whether she recognized it or not, used many strategies sugges

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6

Sarkar, Shubha. "Exploring the Role of Digital-content in Enhancing Teacher Professional Development in the Context of NEP 2020." International Journal for Social Studies 10, no. 7 (2024): 83–92. https://doi.org/10.5281/zenodo.14167288.

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<strong><em>This study explores the role of digital content in enhancing teacher professional development in the context of the National Education Policy 2020 (NEP, 2020). A descriptive survey method was employed; 100 secondary school teachers were selected to collect data, and questionnaires were made to collect the data from Teachers. Data was collected through a questionnaire using Google Forms. The study investigates teachers' perceptions of digital content effectiveness, identifies the most effective types of digital content, and examines the barriers and facilitators to its adoption. The

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Nezvalová, Danuše. "RESEARCHING SCIENCE TEACHER PEDAGOGICAL CONTENT KNOWLEDGE." Problems of Education in the 21st Century 35, no. 1 (2011): 104–18. http://dx.doi.org/10.33225/pec/11.35.104.

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Pedagogical content knowledge (PCK) has been embraced as a way of describing the knowledge possessed by teachers and developing models of science teacher education. We try to analyse the possibility of improving quality of science teacher training on the basis of PCK development. The Taxonomy of PCK Attributes addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The concept of PCK conceived by Shulman (1986) embraces the idea that successful teachers have a special understanding of content knowledge and pedagogy which th

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Ritu, Bala. "Mathematics Content Knowledge and Pedagogical Content Knowledge." Education India Journal 2, no. 1 (2013): 71–78. https://doi.org/10.5281/zenodo.14384015.

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Teachers’ knowledge is a key factor to students’ achievement. One could question what this teachers’ knowledge comprises of content knowledge or pedagogical content knowledge or both. Whether acquiring Mathematics content knowledge alone adequately prepares prospective Mathematics teachers for teaching mathematics. Specifically, does the mastery in arithmetic, algebra, geometry, trigonometry, calculus etc. prepare future teachers to be highly competent to teach students or just acquiring pedagogical knowledge alone adequately prepares prospective Mathematics teachers for teac

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HRA, Mulyani, and Zahra Hermayani Anisa. "Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers." Education Quarterly Reviews 4, no. 1 (2021): 20–26. https://doi.org/10.31014/aior.1993.04.01.170.

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The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowled

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Amanda, Giles, and Yazan Bedrettin. "ESL and content teachers' collaboration." Indonesian Journal of English Language Teaching 14, no. 1 (2019): 1–18. https://doi.org/10.5281/zenodo.3795019.

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This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers" collaboration and discusses Amanda"s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students" participation, and strengthened professional partnerships. However, ESL and content teachers" collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported ch

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Дисертації з теми "Content of the teacher"

1

Chang, Yueh-hsia. "The Pedagogical Content Knowledge of Teacher Educators: A Case Study in a Democratic Teacher Preparation Program." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1122493565.

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Aigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.

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Jackson, Jennifer K. "Teacher certification content area tests: Predictors of teacher knowledge for post-baccalaureate secondary candidates." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5267/.

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In response to a growing teacher shortage, increasing numbers of secondary teachers are prepared through streamlined certification programs. For this reason, assessing candidates' content area knowledge gained from institutions of higher education across the United States is an important program admission factor as candidates must demonstrate content area knowledge by passing a Texas content area certification test (TExES). This study examines content knowledge for candidates enrolled in an online post-baccalaureate program from September 1, 2002 through April 30, 2005. Academic transcript

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4

Butterworth, A. "Content and context of pupils' and teachers' mutual perceptions in three junior schools." Thesis, University of Liverpool, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355112.

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DANI, DANIELLE E. "THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086191691.

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Dunmill, Merryn. "Secondary music teachers' content knowledge and skill bases : implications for teacher education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/2095.

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Анотація:

This thesis investigates nine student teachers' pre-course, through-course, and postcourse beliefs about the teaching of secondary school music. The study considers the nine student teachers' own experiences and views, and bases the points of reflection around their contextual experiences in schools during their one year post-graduate course of study at the Christchurch College of Education. It examines the skills and knowledge bases that the selected cohort of student teachers and their respective associate (supervising) teachers view as being essential for effective teaching and learning to

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7

Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.

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Анотація:

New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate a

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8

Kieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.

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Sharp, Sara J. "Standardized Professional Development Content Validation for Educators." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1173.

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Анотація:

Educators in a low socioeconomic urban school district have been concerned with the quality of professional development (PD) training provided by the district. This issue affects students, parents, and teachers. Guided by the educational philosophy of inquiry and community, which hold that empowering teachers with validated PD could improve teacher pedagogy and perhaps academic outcomes, this project study examined (a) what benefits a standardized professional development content validation program for the 21st century can provide and, (b) what standardized professional development content val

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10

Markey, Camille Fitzpatrick. "Content Mentoring in Teacher Education: Its Value for Teacher Candidates and Their Arts and Sciences Faculty Mentors." Thesis, Boston College, 2009. http://hdl.handle.net/2345/737.

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Thesis advisor: Audrey A. Friedman<br>This qualitative study examines the value of content mentoring for pairs of arts and sciences faculty members and teacher candidates in the same discipline. The researcher utilized participant interviews, demographic surveys, and student teacher performance assessments of four pairs of arts and sciences faculty members and student teachers (eight total participants) who participated in Boston College's semester-long One-on-One Content Mentoring program during the Fall 2008 semester. The researcher used a sociocultural theoretical perspective and interpreti

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Книги з теми "Content of the teacher"

1

Service, Educational Testing, ed. Fundamental subjects: Content knowledge study guide. Educational Testing Service, 2004.

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2

Siedow, Marie Dunn. Inservice education: For content area teachers. Internation Reading Association, 1985.

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3

Cammarata, Laurent, and T. J. Ó Ceallaigh, eds. Teacher Development for Immersion and Content-Based Instruction. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bct.110.

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4

Siedow, Mary Dunn. Inservice education for content area teachers. International Reading Association, 1985.

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5

W, Bean Thomas, and Baldwin R. Scott, eds. Content area reading: An integrated approach. 2nd ed. Kendall/Hunt Pub. Co., 1985.

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6

Rebekah, Warner, ed. Praxis II biology: Content knowledge (0235). Research & Education Association, 2012.

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7

Oliveira, Alandeom W., and Molly H. Weinburgh, eds. Science Teacher Preparation in Content-Based Second Language Acquisition. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43516-9.

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8

Flack, Clare Buckley. Executing Content: Instructional Guidance Infrastructures and Conceptions of Teacher Professionalism. [publisher not identified], 2020.

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9

Service, Educational Testing. Elementary education: Content area exercises : study guide. Educational Testing Service, 2000.

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10

Service, Educational Testing. Solutions, samples, and scoring guides for the MSAT: Content area exercises. Educational Testing Service, 1999.

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Частини книг з теми "Content of the teacher"

1

Kling, Joyce, Slobodanka Dimova, and Alessandra Molino. "EMI Teacher Cognition." In Research on Integrating Language and Content in Diverse Contexts. Routledge, 2022. http://dx.doi.org/10.4324/9781003181859-12.

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2

Sasajima, Shigeru. "Teacher Development: J-CLIL." In Content and Language Integrated Learning in Spanish and Japanese Contexts. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27443-6_12.

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3

Kremer-Hayon, Lya. "The Content of Self-Evaluation." In Teacher Self-Evaluation. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2194-1_4.

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4

Mclachlan, Annette. "Enhancing Pedagogical Content Knowledge." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_386-1.

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Mclachlan, Annette. "Enhancing Pedagogical Content Knowledge." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_386.

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Niess, Margaret L. "Transforming Teachers’ Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_2.

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Custodio Espinar, Magdalena. "CLIL Teacher Education in Spain." In Content and Language Integrated Learning in Spanish and Japanese Contexts. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27443-6_13.

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Domović, Vlatka, Željka Knežević, and Lidija Cvikić. "Coherence in Initial Class Teacher Education in Croatia – Student Teachers’ Perspective." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_5.

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AbstractSince 2005/2006, class teachers in Croatia have been educated in five-year integrated university study programmes (300 ECTS, MA level). The rationale behind this was the growing complexity of the class teacher's role. A more coherent curriculum was aimed for in order to avoid fragmentation between subject-matter content knowledge, pedagogical-content knowledge, and general pedagogical knowledge. Considering that the perspectives of students and of experts developing the programme can differ significantly, this paper analyses the student teacher perspective on the coherence of different

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Donegan, Kristen. "From Teacher to Content Creator." In The Edupreneur’s Side Hustle Handbook. Eye on Education, 2020. http://dx.doi.org/10.4324/9780429331510-6.

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Johnson, Brad, and Hal Bowman. "Use the Content of Your Classroom to Impact the Character of Your Kids." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-86.

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Тези доповідей конференцій з теми "Content of the teacher"

1

Mavhunga, Elizabeth. "UNLOCKING POTENTIAL: DIGITIZATION OF SCIENCE TEACHER CONTENT AND PROFESSIONAL KNOWLEDGE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0573.

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2

Starks, Francheska. "VOLUNTEER TEACHER SPIRIT (VOLTS): AMPLIFYING FAMILY AND COMMUNITY ENGAGEMENT IN TEACHER PREPARATION." In 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.9192.

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Family, school, and community engagement is an important factor in primary school students’ academic performance and social and emotional development. However, there is a lack of attention in teacher preparation curricula focused on supporting and developing preservice and in-service educators’ capacity to engage with their students’ families and communities. As a group of University-based teacher educators, we collaborated with local families and community partners to design an open source, web-based curriculum for teacher educators to provide focused instruction on family, school and communi

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3

Sergienko, I. V. "Teacher Interactive Educational Content Designing." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.89.

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Popov, Leonid M., Pavel N. Ustin, and Ralina A. Valeeva. "“Open Quest Study” Technology: Content and Interpretation." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.58.

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Chanetsa, Tarisai, and Umesh Ramnarain. "DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.

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"The study describes the development of a lesson observation schedule, to document Science teacher pedagogical content knowledge for nature of science (PCKNOS) and a subsequent pilot study to test the instrument. The objective of the study was to develop an observation schedule that could document enacted PCKNOS. NOS refers to the epistemology and sociology of science, science as a way of knowing and understanding the natural world, and the role of values and beliefs of the scientific community in the development of scientific knowledge (Lederman, 1998; Lederman and Lederman, 2004). Shulman (1

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6

VanBiene, Nakita, Cristina Trowbridge, and Cristina Trowbridge. "BEYOND CONTENT: BECOMING A SCIENCE TEACHER." In GSA Connects 2023 Meeting in Pittsburgh, Pennsylvania. Geological Society of America, 2023. http://dx.doi.org/10.1130/abs/2023am-394398.

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SKORYK, Tamara, and Antonina MINENOK. "Formation of professional success of the future art teacher." In International Congress "Research – Innovation – Innovative Entrepreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.17-18-05-2024.p113-117.

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The stages of development of the theory and practice of professional success of the future teacher in higher education institutions of Ukraine in the second half of the 20th - beginning of the 21st century are considered. The essence and content characteristics of the professional success of the future art teacher are revealed. The author's definition of a teacher's professional success as a metaconstruct of professional activity and an integral characteristic of a teacher, which is determined by external and internal factors, is proposed. Organizational and pedagogical conditions, technologie

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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge

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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers

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Demakova, Irina, Inna Shustova, and Roza Valeeva. "Reconsidered Content of Upbringing in Modern Pedagogy." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0861.

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Звіти організацій з теми "Content of the teacher"

1

Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: so

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Filmer, Deon. Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/128.

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Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests—statistically significantly so in language—than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries—gaps are large and significa

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Fasteen, Jodi. An Investigation of the Role of Alternate Numeration Systems in Preservice Teacher Mathematics Content Courses. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2311.

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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004476.

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This paper studies the potential of personalized "smart" information interven- tions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achiev- able" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the

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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Luana Marotta, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004527.

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This paper studies the potential of personalized "smart" information interventions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achievable" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the ove

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Sitabkhan, Yasmin, Matthew C. H. Jukes, Eileen Dombrowski, and Indrah Munialo. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0084.2212.

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There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to som

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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The acti

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen

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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh, and Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality

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