179 research outputs found
Investigating Educational Change: The Aga Khan University Institute For Educational Development Teacher Education For School Improvement Model
This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (Khamis and Sammons 2004). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan, the article considers the ‘Teacher Education for School Improvement Model’ based on findings from nine co-operating school case studies. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts
Development of a cadre of teacher educators: some lessons from Pakistan
This article is based on an educational innovation, the creation of a cadre of teacher educators, in the developing world. Professional Development Teachers were trained in an in-service two-year teacher education programme leading to a Masters of Education Degree. The Professional Development Teachers were expected to play three roles in their home schools upon completion of the Degree Programme: (a) Exemplary Teachers; (b) Teacher Educators; and (c) Change Agents within their home schools to effect improvement
The differential improvement of schools causing concern in England
Inspection and performance data show that the least effective schools in England are more likely to sustain the improvement they make after inspection than those that are relatively more effective. This paper discusses the relative improvement of two categories of schools causing concern and illuminates some factors associated with their improvement, focusing on the greater progress of the least effective group. The estimate that approximately one million pupils have benefited from substantial improvement of most of the weakest schools reflects the government's policy of identifying the schools where 'special measures' are needed and requiring action to be taken to improve the
The effective pre-school provision in Northern Ireland (eppni) project: summary report 1998-2004
Influences on students’ social-behavioural development at age 16 : Effective Pre-School, Primary & Secondary Education Project (EPPSE): September 2014
Influences on students’ GCSE attainment and progress at age 16 : Effective Pre-School, Primary & Secondary Education Project (EPPSE): September 2014
Influences on children's development and progress in Key Stage 2 : social/behavioural outcomes in Year 5
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11). The influence of school and teaching quality on children's progress in primary school
- …