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This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on...
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This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and...
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Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the...
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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,...
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This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is...
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In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between...
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Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning...
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This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
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The research suggests that teachers need to keep abreast of new ideas about student learning and effective strategies for enhancing that learning, and that professional learning is an essential aspect of improving practice at the classroom level. Furthermore, the evidence suggests that traditional approaches to professional development, usually delivered away from the school and focusing on teacher needs and development rather than student learning, have little impact on practice unless they...
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The Regional Educational Laboratory - Southwest (REL Southwest) conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in three core academic subjects (reading/ELA, mathematics, and science). The primary goal of this study was to address the question, What is the impact of teacher participation in professional development on student achievement? Nine studies emerged as meeting What Works...
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