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1.
Benveniste Luis A. McEwan Patrick J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):31-48
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking. 相似文献
2.
Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview 总被引：1，自引：0，他引：1
E. Hargreaves C. Montero N. Chau M. Sibli T. Thanh 《International Journal of Educational Development》2001,21(6)
This paper comprises reviews of multigrade teaching in three countries: Peru, Sri Lanka and Vietnam. For each country, we describe the context for multigrade teaching, the country's education system, the place of multigrade teaching within the system, problems associated with multigrade teaching and current strategies for multigrade teaching. We conclude by noting some common experiences for multigrade schools across the countries, including those of isolation and dispersion, lack of physical facilities, poor teacher backgrounds and conditions, limited classroom teaching and learning strategies and pupils' deprived backgrounds. Also common across the three countries is a national commitment to improving the situation for multigrade classrooms. 相似文献
3.
Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’. 相似文献
4.
As one of the world's largest and most diverse countries, Indonesia faces an enormous challenge as it seeks to upgrade the skills and knowledge of its widespread primary teacher workforce. This challenge is even more acute in remote rural areas, where practising teachers require specialized training to work in classrooms with children of different ages and grades. Yet, due to their remote locations, these teachers have little access to training opportunities, and teacher educators have few opportunities to assess their needs. To explore training needs and instructional strategies employed by rural teachers, we conducted a case study of nine rural schools in the district of Bogor, West Java. We interviewed headmasters and teachers in these schools, instructors at a major Indonesian university, and a district official. We found that while rural teachers generally consider their training to be helpful, they receive little guidance to help them manage and teach large multigrade classes. As a result, pedagogical practices and perspectives vary across nine schools in the same rural district. At the same time, a growing number of “contract teachers” in these schools has reduced the number of multigrade classrooms while increasing the need for training of novice teachers in rural schools. 相似文献
5.
A large proportion of teachers throughout the world teach in multigrade classrooms, or classes with more than one grade level. It is reliably predicted that the number of multigrade classes will increase in the future. This paper addresses the issue of teacher education for multigrade. The main thesis of this paper is that the professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. However, many of these skills need to be given a specific multigrade emphasis in the context of the preparation of teachers for multigrade teaching. This does not necessitate separate teacher education programmes for multigrade teachers. The paper makes comparisons between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense. The content of programmes aimed at the specific preparation of multigrade teachers are examined, and a categorisation of specific areas of content that need particular emphasis in the context of teacher education for multigrade is provided. 相似文献
6.
This study, which is based on a longer report by Willms and Somers (2000), employs hierarchical linear regression models to examine the relationships between 3 schooling outcomes (language and mathematics achievement, and time to complete primary schooling) and family background, as well as various school policies and practices. The analyses employ data from the Primer Estudio Internacional Comparativo (PEIC ; UNESCO, 1998), which includes data for 13 Latin American countries, with samples of approximately 100 schools in each country, and 40 grades 3 and 4 pupils sampled in each school. The study finds that the relationship between schooling outcomes and family background varies among countries. The most successful country, Cuba, has uniformly effective schools, and relatively small inequities along social class lines and between the sexes. Across all countries, the most effective schools tend to be those with: high levels of school resources; classrooms which are not multigrade, and where students are not grouped by ability; classrooms where children are tested frequently; classrooms and schools with a high level of parental involvement; and classrooms that have a positive classroom climate, especially with respect to classroom discipline. The article concludes with a discussion about how we might improve capability to monitor school performance in low-income countries. 相似文献
7.
Pat Pridmore 《课程研究杂志》2013,45(5):559-576
This paper draws on the findings from an international programme of research that has demonstrated the need for teachers in many developing countries to be given more support in adapting monograded curricula to the needs of their multigrade classes. It describes four empirical models of multigrade practice and examines the models of curriculum construction and child learning that inform them. It then presents a five‐step process that can be used by curriculum planners to adapt monograded curricula, taking account of the different empirical models of multigrade practice. Finally, it outlines a strategy for implementing such a process by providing further support to strengthen curriculum units and improve teacher education. 相似文献
8.
Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands 总被引：1，自引：0，他引：1
This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research. 相似文献
9.
Zita Lysaght Michael O’Leary 《Assessment in Education: Principles, Policy & Practice》2017,24(2):271-289
AbstractExploiting the potential that Assessment for Learning (AfL) offers to optimise student learning is contingent on both teachers’ knowledge and use of AfL and the fidelity with which this translates into their daily classroom practices. Quantitative data derived from the use of an Assessment for Learning Audit Instrument (AfLAI) with a large sample (n = 594) across 42 primary schools in the Republic of Ireland serve to deprivatise teachers’ knowledge and use of AfL and the extent to which AfL is embedded in their work. The data confirm that there is urgent need for high-quality teacher professional development to build teacher assessment literacy. However, fiscal constraints coupled with the fractured nature of current provision renders it impossible to offer sustained support on a national scale in the immediate term. In response, this paper proposes the adoption of a design-based implementation research approach to site-based collaborations between researchers, teachers and other constituent groups, such as that engaged in by the authors over recent years, as a mechanism for addressing teachers’ needs in a manner that also supports other participants’ professional interests. 相似文献
10.
William F. Vásquez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):9-33
This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is improved by using seemingly unrelated regressions to account for potential correlation between test scores. Results indicate that the community-based management programme, bilingual schools and traditional schools produce comparable learning of first-graders. However, in the case of third-graders the community-based school management programme and bilingual schools produce less learning than traditional schools. The learning of both first- and third-graders is found to be diminished in the multigrade teaching approach. 相似文献
11.
Mollie Rubin Susan Kemper Patrick Ellen B. Goldring 《Peabody Journal of Education》2017,92(5):609-626
This paper studies the early implementation of a school improvement effort in two high schools. We examine what explains variation in the teacher adoption of program practices. Our findings highlight the tension between encouraging immediate adoption of program practices and the longer term goals of schoolwide culture change. We find that highly structured practices and those that are already aligned with teachers' extant beliefs and classroom practices can be implemented with little preexisting capacity. These conditions could also lead to more consistent and quicker initial adoption. However, this type of implementation might not encourage sufficient understanding of program goals and may inhibit the diffusion of practices into the school culture. Findings highlight dilemmas associated with program practices when the goal is to bring educational reforms to scale. 相似文献
12.
Demet Seban 《师资教育杂志》2015,41(1):19-36
This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers’ identities, drawing in particular on Gee’s four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students’ reflective narratives written over four consecutive years and discussed in terms of these categories, which were identified as nature, institution, discourse and affinity. The results indicated that a practicum undertaken in multigrade classrooms influenced students’ thinking about continued identity development as teachers and supported their development, as well as the awareness needed to develop, shape or reshape an identity. The data also demonstrated that practicum experiences in multigrade classrooms are important, particularly in countries where teachers are frequently appointed to such an educational setting in their first year of teaching. 相似文献
13.
The OECD's recent research initiative, Attracting, Developing and Retaining Effective Teachers ( OECD 2002 ), has highlighted teacher supply and demand as an area of international concern. Using data collected in this area as part of a wider OECD initiative (the PISA 2000 study) an individual‐level analysis was conducted on the views on teacher recruitment and retention of 5416 headteachers, principals and administrators working in secondary schools in 25 countries. The findings showed considerable variation between countries in terms of perceptions of the impact of teacher shortages, inadequacy and turnover. Surprisingly, however, differences in the reports of headteachers working in the same countries were only rarely related to the size, location, or other characteristics of the schools in which they worked. Although there has been considerable previous research into headteachers’ views on this issue, much of this research has been, by necessity, small scale and restricted to a single nation. This article provides a much larger scale perspective and allows international comparisons to be made. 相似文献
14.
Evaluating multigrade school reform in Latin America 总被引：1，自引：0，他引：1
Patrick J. McEwan 《比较教育学》2008,44(4):465-483
This paper describes three multigrade school reforms in Latin America: (1) Colombia’s Escuela Nueva, (2) Guatemala’s Nueva Escuela Unitaria, and (3) Chile’s MECE‐Rural. Each reform endowed primary teachers and students with special training and instructional materials, and encouraged new kinds of instruction in rural classrooms, with the goal of improving student learning. The paper discusses the challenges to evaluating school reforms in a rural context. It then reviews the international literature on each reform, assessing whether reforms were effectively implemented and whether they caused improvement in student outcomes. Even in the best cases, multigrade schools were not fully implemented. There is consistent evidence of positive effects on student achievement. Yet, the causal interpretation of evaluation findings is severely limited, especially in Guatemala and Chile. It concludes with suggestions for improving multigrade evaluations. 相似文献
15.
周丽华 《唐山师范学院学报》2004,26(1):89-90
20世纪80年代以来，为实现教师教育一体化，许多国家(如美、英)的大学与中小学在教师教育上密切合作，收效颇丰。借鉴国外经验，我国教师教育中大学与中小学开展合作研究，可探索出一条新路。 相似文献
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17.
The quality of the teacher workforce is a subject of perennial concern in many developed countries. In the United States, through the No Child Left Behind (NCLB) Act, the federal government has a mandate for reform of teacher education that is unprecedented in its scale. Essentially the Act demands that every teacher of core academic subjects must be deemed to be highly qualified in every subject they teach by the end of the 2005–2006 academic year. This paper considers the impact that NCLB's teacher quality mandate is having in US schools. By drawing upon school-level data for the state of California, we examine the progress that this state is making towards meeting NCLB's mandate and also the role that teacher quality can play as a determinant of school success. The findings suggest that overall California has a well-qualified and highly experienced teacher workforce which is relatively equitably distributed among the states’ institutions. On the other hand, the distribution of California's students appears to be less fair, with students from poorer homes and certain ethnic backgrounds being disproportionately represented in the state's least wealthy and least successful schools. In addition, the finding that it is student background factors rather than teacher quality characteristics that are the key determinants of school success, also brings into question the extent to which requiring teachers to improve their subject content skills will really help close the achievement gaps in California's schools. 相似文献
18.
Liliana Ciascai 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):101-111
There is a developing interest in the role of the schoolteacher as mentor to teachers in training in Romanian secondary schools. Despite the fact that mentors are both overworked and under-rewarded in Romania, when their unique contribution to the teacher training process is diminished, the efficacy of the training process is shown to be adversely affected. This is the perception of both the mentors themselves, and of some 700 children exposed to the trainees. This paper attempts to demonstrate that the mentoring process is a viable way of supporting trainee teachers even in a context which would be seen by most European countries as extremely difficult. Governmental financial strictures are threatening this emerging methodology, and in the light of this the author proposes a number of ways in which the mentoring programme in Romanian schools might be encouraged and spread to other universities who are engaged in the teacher training process. 相似文献
19.
Abstract A battery of tests was administered to three trial groups who studied the Israel BSCS Adaptation Program for several years. Compared with non-BSCS students the performance and progress of the BSCS students in three cognitive areas, namely biological knowledge, inquiry skills and the understanding of science, demonstrates the feasibility of the BSCS adaptation program for students in academic city schools as well as for those in the Kibbutz rural schools. It is less adequate for most students in agricultural schools as well as for a considerable number of students of non-European descent. The results indicate that achievement in biology is not unidimensional and that different students reach different levels of achievement with different measures. The implications of the findings regarding program revision, teacher training, adoption as well as further research are discussed. The study may be helpful to other countries which either have adapted or considered the adaptation of programs such as the BSCS. 相似文献
20.
Paul F. Burke Sandy Schuck Peter Aubusson Matthew Kearney Bart Frischknecht 《Technology, Pedagogy and Education》2018,27(2):149-163
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not. 相似文献