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Digital education usage models for the classroom of the future
"... We present a model for teaching and learning with technology to improve the comprehension of key concepts and to support the development of 21st century skills will be outlined including: Curriculum learning content to support the knowledge acquisition of key curriculum objectives; Advanced open-end ..."
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We present a model for teaching and learning with technology to improve the comprehension of key concepts and to support the development of 21st century skills will be outlined including: Curriculum learning content to support the knowledge acquisition of key curriculum objectives; Advanced open-ended learning and teaching toolkits to explore and deepen the students ’ understanding of key concepts; Project and activity based learning for knowledge deepening and knowledge creation; Open ended learning to support innovation, problem solving, decision making, teamwork and collaborative learning; Communities of practice enabling teachers share best practice and communicate with students and classes in private and secure environments. This paper is based on our experience developing Intel skoool™.com learning and teaching technology programme which has developed education content and tools in 30 countries and 12 languages and dialects.
Policy Goals Status
"... Authorities clearly state teacher and student expectations, and provide some time for teachers to prepare lessons and other duties. 2. Attracting the Best into Teaching Teacher-student ratios and opportunities for advancement make the career attractive, but teacher pay does not vary with performance ..."
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Authorities clearly state teacher and student expectations, and provide some time for teachers to prepare lessons and other duties. 2. Attracting the Best into Teaching Teacher-student ratios and opportunities for advancement make the career attractive, but teacher pay does not vary with performance. 3. Preparing Teachers with Useful Training and Experience Current policies prepare aspiring teachers by requiring advanced pre-service training and practical experience before entering the profession. 4. Matching Teachers ’ Skills with Students ’ Needs While policies identify critical shortage subjects, they do not identify hard-to-staff schools or provide incentives for teachers to work at either. Policies do allow transfer decisions to be based on school needs. 5. Leading Teachers with Strong Principals Policies require that principals support instruction quality, but do not ensure principals receive practical experience in their training or receive performance incentives.
Education By
, 2011
"... requirements for the degree of Master in City Planning on May 19, 2011 Personal teacher self-efficacy (PTE), or the belief in one's own ability to overcome a particular challenge, often acts as a catalyst for teachers to improve the effectiveness of their teaching. Gaining PTE can translate int ..."
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requirements for the degree of Master in City Planning on May 19, 2011 Personal teacher self-efficacy (PTE), or the belief in one's own ability to overcome a particular challenge, often acts as a catalyst for teachers to improve the effectiveness of their teaching. Gaining PTE can translate into better classroom practices, thus affecting student learning and other educational outcomes (Keenan, 2005). However, the multitude of external challenges faced by teachers, especially those who teach in disadvantaged areas in developing countries such as township schools in South Africa, can overwhelm teachers and consequently lower their self-efficacy. Since the South African government neither has the resources nor the political capital to address this concern alone, reform efforts may require the expertise of and collaboration with civil society organizations. The purpose of this study is to analyze the Cape Town Teacher Training Program (CT3P) ' teacher training program and its impacts on teacher self-efficacy. A 22-question survey was completed by 81 educators in ten different township schools in the Metro South district of Cape Town, South Africa. Using statistical analysis, the study finds that there was a high baseline level of self-efficacy across the board among the CT3P-trained teachers,
Science Journal of Education
"... Inequality in school enrolment in Uganda among children of ages 6-17 years: the experience after introduction of universal primary education – UPE ..."
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Inequality in school enrolment in Uganda among children of ages 6-17 years: the experience after introduction of universal primary education – UPE
Investigating school autonomy:a comparison between England and Italy
"... Recent studies have shown that the institutional setting of the education system matters for pupil performance. This paper provides a comparative analysis of the institutional features of the English and Italian education systems, focusing particularly on the importance of school autonomy and the ro ..."
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Recent studies have shown that the institutional setting of the education system matters for pupil performance. This paper provides a comparative analysis of the institutional features of the English and Italian education systems, focusing particularly on the importance of school autonomy and the roles of the head-teacher and governing body. The English system is characterised as a market-oriented system; the Italian system more centralised. In England, school autonomy is extensive, depending on the type of school being considered, and includes management of all staff, buildings maintenance and facilities, while Italian school autonomy is certainly more limited. School funding as well is a crucial point of autonomy in both systems and both systems use formula-funding for delegated functions. To understand these institutional features further and to analyse the extent of genuine school autonomy across both education systems, we make use of three data sources: (i) existing institutional literature ii) PISA 2006 data (schools questionnaire) and (iii) interviews with academic experts and head teachers. The PISA data includes questions asked of head teachers about who has responsibility for tasks, who has influence on the decision-making process and about the presence and impact of competition. The interviews with key stakeholders in the system then provide further clarification on key points that emerge from the
COMPULSORY EDUCATION IN ROMANIA BETWEEN EQUITY AND EFFICIENCY
"... The paper aims at investigating the two main characteristics of a modern system of compulsory education with a focus on Romania. It assumes that the equity of the education sector and the efficiency of resource use are strongly correlated, both supporting the development of a knowledge- based societ ..."
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The paper aims at investigating the two main characteristics of a modern system of compulsory education with a focus on Romania. It assumes that the equity of the education sector and the efficiency of resource use are strongly correlated, both supporting the development of a knowledge- based society. The trade-off between equity and efficiency persists in the Romanian educational sector, since the opportunity cost of increased budgetary allotment for education is high for an developing country such as Romania; on the one hand, the efficiency of these allotments are very important for the economic growth, on the other hand, the government’s compensatory actions to increase equity and equal opportunities are equally important.
From the Streets to the Classrooms: The Politics of Education Spending in
, 2012
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AN ASSESSMENT OF THE EFFECTS OF PROGRAM INTERVENTION ON LEARNING ACHIEVEMENT IN
"... This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact ..."
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This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact
Educational Participation in Developing Countries Multilevel Determinants of Going to School and Dropping Out in the Developing World
"... The following full text is a publisher's version. For additional information about this publication click this link. ..."
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The following full text is a publisher's version. For additional information about this publication click this link.
Primary Schools in Tanzania: A phenomenological study
"... This study explored pupils ’ perceptions of sex and reproductive health education in primary schools in Tanzania. Specifically, the study aimed at (i) exploring pupils ’ views on sex and reproductive health education in primary schools; (ii) determining opinions on the appropriateness of sex and rep ..."
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This study explored pupils ’ perceptions of sex and reproductive health education in primary schools in Tanzania. Specifically, the study aimed at (i) exploring pupils ’ views on sex and reproductive health education in primary schools; (ii) determining opinions on the appropriateness of sex and reproductive health education for pupils in primary schools; and (iii) exploring pupils ’ views on the influence of culture on sex and reproductive health education to pupils in primary schools. The study was conducted in primary schools in Kinondoni Municipality. Purposive and stratified simple random sampling techniques were employed to obtain 132 respondents amongst science teachers and pupils in standard five, six and seven. Qualitative research approach informed by phenomenological research design was employed to achieve the objectives of this study. Data were collected through interviews and focused group discussion.The findings revealed that majority of teachers and pupils perceive sex and reproductive health education as important for learning in primary schools. Teachers believed that the teaching of sex and reproductive health education is important for a good health of the pupils. Furthermore, findings revealed that education about sex and reproductive health is appropriate to pupils of 10 to 14 years of age. To them, sex and reproductive health education helps to control behaviours and reduce shocks because of the transition period from childhood to adolescence. In addition, it was found that culture did not
