Access to Education in Bangladesh: Country Analytic Review of Primary and Secondary Education

This country analytical review examines the key issues in access to and participation in primary and secondary education in Bangladesh, with a special focus on areas and dimensions of exclusion. Against a background of overall progress, particularly in closing the gender gap in primary and secondary enrollment, the research applies a conceptual framework outlining different forms of exclusion and presents two significant findings which compromise access and diminish gains made: high dropout rates at primary and secondary levels and nominal access but virtual exclusion from quality learning. Other areas surveyed in the review include interventions by public sector and non-governmental providers in primary and secondary education as well as the financing of basic education. This review of the literature concludes with suggestions for future research directions that might lead to new understanding and insights on equitable access and participation

The impact of synchronous inter-networked teacher training in ICT integration.

This research aimed to provide fresh perspectives and experiences in technology-based learning, in an endeavour to produce new knowledge that would further inform the literature on the utilisation of technology in education. The Case Study research (Merriam, 1988) attempted to develop an understanding of the change in pre-service teacher trainees' pedagogical practices in the integration of ICT in learning environments during a 12-week undergraduate course where synchronous networked tasks were developed and implemented. The contributions by the trainees (n=16) to the process of the iterative task design, post-task discussions, and commentaries on a Bulletin Board System, provided insights to the research question regarding changing beliefs and the impact of synchronous networking in affecting such change. This qualitative data was supported by quantitative data in the form of weekly surveys that situated synchronous and asynchronous task activities and cognitive outcomes (Knipe & Lee, 2002). In summary, the research highlighted a development of academic competencies (Morrison & Collins, 1996) considered appropriate for informed ICT integration; namely, generic, epistemic and declarative competencies. In addition, after taking into consideration the competencies developed during this Case Study, a framework consisting of four key elements, namely, the communication, the task, the learning and the technology, was drawn. It is thus anticipated that the competencies and the framework contribute new knowledge to the literature on technology in education on how best facilitate the 'informed' integration of ICT (Towndrow & Vallance, 2004) by teachers to support 'good' learning (Goodyear, 2001)

2005 Newsletter

UMASSK12: 20 Years Connecting Teachers to the World p. 1, 2 Pioneer Valley PC Users Group Grand Finale p. 14 Alternative Certification for Science Teachers Imagery for Classroom Learning Nanotechnology p. 6 Earth Science p. 7 Food Safety Online p. 13 Noyce Scholars Announced p. 4 Adventures for Scouts p. 5 Science and Engineering p. 8 Saturday Seminars STEM Connections: 8th Graders Win Awards p. 3 Update and Final Year p. 9 Science Conference p. 10 Field Trips p. 10 PV-STEMNET Project-Year p. 12 STEMTEC: Nears End p. 14 Evaluation p. 1

Integrating Internet resources into the learning of English as a foreign language in a Taiwanese high school : a case study.

This research study explores use of Internet resources for learning English as a foreign language (EFL) in Taiwanese high school EFL education. The overall objectives of this research are to examine qualitatively 40 high school students\u27 performance, attitudes, and learning strategies using an experimental Internet-integrated learning mode; to consider its potential impact on current EFL education in Taiwan; and to gain insight into the feasibility of integrating the Internet into Taiwanese high school EFL standard curriculum. Subjects were engaged in thematic, purposeful, collaborative Internet-integrated learning activities where English is used for data searching, group discussion, and individual presentation, as well as for acquiring knowledge of other subject matter. E-mail messages, mailing lists, interviews, questionnaires and subjects\u27 writing samples were collected and analyzed. Students\u27 performances were recorded through fieldnotes, audiotaping, and videotaping. Results indicate that the Internet-integrated learning environment sufficiently scaffolded subjects in information processing and knowledge construction of the target language via exploration, discovery, and meaning-negotiated interactions. Results are discussed in terms of meeting the demands of information and human resources required for effective EFL learning and reshaping the role of instructor as guide and co-learner. Also discussed is how the Internet-integrated mode facilitates interdisciplinary, collaborative and learner-centered EFL learning and incorporates students\u27 and teachers\u27 interests and expertise. Finally, recommendations are offered for future research studies, including possibly developing a compatible assessment system and establishing an EFL instruction web station to convince and support teachers interested in conducting authentic, cross-cultural, and learner-centered EFL instruction with the aid of rich and dynamic multimedia resources on the Internet

The West Oak Lane Charter School : Philadelphia, PA

In June 1997, the Commonwealth of Pennsylvania passed Act 22, which allowed for the creation of charter schools, an innovative educational alternative to public schools. Recognizing this opportunity to meet the concerns of its target community, the Ogontz Avenue Revitalization Corporation (OARC) devoted all of its resources to develop the West Oak Lane Charter School. The primary outcome of this project was the opening of an elementary charter school on September 15, 1998. To make this project a reality, OARC sponsored the development of the school, which not only included the successful renovation of the school's facility, but also required staff to perform a host of administrative tasks that were not foreseen. This was a comprehensive project that required the collaboration of staff, board members, community activists, volunteers, and other stakeholders of the community. This document summarizes the process that OARC embarked upon to develop the school. It further highlights the major challenges, assumptions, outputs, and recommendations for other community development corporations to consider when sponsoring the development of a charter school. (Author abstract)Thomas-Reynolds, A. (1999). The West Oak Lane Charter School : Philadelphia, PA. Retrieved from http://academicarchive.snhu.eduMaster of Science (M.S.)School of Community Economic Developmen

The Relationship between Leadership Styles and Labour Disputes in British Columbia\u27s Public Schools

For the last decade, adversarial relationships between teachers\u27 associations and district administrators in the British Columbia public school system have been commonplace, frequently resulting in formal grievances and arbitration. Since dealing with these issues imposes enormous costs on both teachers\u27 unions and school boards, this study used hierarchical regression analysis to explain why some schools have fewer grievances filed than other schools in the province. Specifically, this study used data gathered from 160 principals in the British Columbia public school system to examine the extent to which school demographics and principal leadership style helped explain variation in the rate of filed grievances per one hundred teachers. Results suggest that both demographic factors and principal leadership style were key determinants of filed grievances. Specifically, two aspects of principals\u27 leadership styles were important—those that reported engaging in Charisma/Inspirational leadership had more grievances files against them, while those with higher levels of Individualized Consideration had fewer grievances filed against them. Three demographic factors were also found to be important, with the most significant being that K–9 and K–12 schools had approximately 18 more grievances filed per one hundred teachers than elementary schools. In addition, those schools with a considerable number of office referrals (92–225) tended to have more filed teacher grievances, as did schools that had a comparatively large percentage of their student population from lower income families

Way of the Ferret: Finding and Using Resources on the Internet

This source-book is designed to aid educators in exploring the Internet.https://scholarworks.wm.edu/educationbook/1000/thumbnail.jp

Understanding Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Online Communities of Teachers?

Thesis (PhD) - Indiana University, School of Education, 2007This study examined reasons for teacher participation in three online communities of K-12 teachers with an aim of investigating methods to improve teacher professional development. To achieve the goal of this study, multiple data were gathered from four sources: (a) interviews with 31 members from the three online communities, (b) online postings, (c) member profiles, and (d) community guidelines. The findings of this study indicated that there were six reasons why teachers wanted to participate in the online communities of teachers: (a) sharing emotions, (b) exploring ideas, (c) seeking advice, (d) experiencing a sense of camaraderie, (e) combating teacher isolation, and (f) utilizing the advantages of online environments. These reasons are intrinsically connected to each other, so a holistic perspective is necessary to understand teacher participation in the communities fully. Moreover, the analysis of data indicated four components affecting teacher participation in the online communities. The components included community culture, safety, flexibility, and teachers' shared values and time. In conclusion, the findings suggested elements that should be considered when teacher educators create online learning environments in which teachers can freely share both emotions and knowledge

Washington University Record, May 14, 2004

https://digitalcommons.wustl.edu/record/2003/thumbnail.jp