Your search
Results 6 resources
-
School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of...
-
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable...
-
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable...
-
This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of...
-
June 30, 2006 was the deadline under the No Child Left Behind (NCLB) Act for ensuring “...that poor and minority children were not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers...” In the weeks after the deadline, the US Department of Education informed state departments of education that while no extension had been declared, states can still be in good standing if they show a “good faith” effort. Though states bear this responsibility,...
Explore
Theme
Location
-
Asia
- South-eastern Asia
-
Eastern Asia
(3)
- China (3)
- Japan (2)
- Korea, Republic (1)
-
Southern Asia
(6)
- Afghanistan (1)
- Bangladesh (1)
- India (6)
- Nepal (2)
- Pakistan (2)
- Sri Lanka (1)
- Western Asia (3)
-
Africa
(5)
- Eastern Africa (3)
- Middle Africa (2)
- Northern Africa (1)
-
Southern Africa
(4)
- Botswana (1)
- Lesotho (2)
- Malawi (4)
- Mozambique (4)
- Namibia (2)
- South Africa (2)
- Western Africa (4)
-
Americas
(6)
-
Caribbean
(2)
- Jamaica (1)
- Trinidad and Tobago (1)
-
Central America
(3)
- Mexico (3)
-
Northern America
(4)
- Canada (2)
- United States (4)
- South America (4)
-
Caribbean
(2)
-
Europe
(6)
-
Northern Europe
(4)
- Finland (2)
- Ireland (1)
- Norway (3)
- Sweden (2)
- United Kingdom (3)
- Southern Europe (3)
-
Western Europe
(2)
- Belgium (1)
- France (2)
- Germany (1)
- Netherlands (2)
-
Northern Europe
(4)
-
Oceania
(2)
-
Australia and New Zealand
(2)
- Australia (2)
-
Melanesia
(2)
- Papua New Guinea (2)
- Vanuatu (1)
-
Micronesia
(1)
- Nauru (1)
-
Australia and New Zealand
(2)
Publication year
-
Between 2000 and 2024
-
Between 2000 and 2009
(1)
- 2007 (1)
- Between 2010 and 2019 (3)
-
Between 2020 and 2024
(2)
- 2020 (2)
-
Between 2000 and 2009
(1)