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In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed...
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Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher...
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Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored...
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[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
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As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on...
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Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers...
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Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance....
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It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and...
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This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose students had a history of academic underachievement and where violence and student...
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Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about...
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Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what...
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