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While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. 相似文献
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Sherryl Scott Heller Janet Rice Allison Boothe Margo Sidell Krystal Vaughn Angela Keyes 《Early education and development》2013,24(6):919-944
This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover. 相似文献
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The Plantwise knowledge bank is an open access, online resource that provides information to users involved in plant health systems in the developing world. The challenge was to deliver dependable information that could serve users with widely differing needs and understanding and to get actionable knowledge to subsistence farmers in particular. This was met by bringing together resources across CABI, particularly by supplementing core publishing capabilities with the knowledge, skills and understanding of the internationally based scientific staff and their network of collaborators. An iterative development process, with scoping, wireframes and prototype delivery, was undertaken with constant feedback from global users. Content needed to be repurposed from CABI's own databases, brought in from international partners and freshly created, and then delivered to each user in a structure that was easy to navigate and had easy‐to‐use tools to add value. The product has been widely well received and ongoing development will be guided by lessons learned and new requirements as the Plantwise programme expands. 相似文献
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This research investigated the relation between children’s performance on two measures of receptive language and children’s
auditory discrimination of consonant-vowel sounds having frequency and temporal acoustic differences. The measures of fine-grained
auditory discrimination produced significant multiple regression coefficients against both receptive vocabulary (Peabody Picture
Vocabulary Test-Revised) and receptive language (Token Test for Children) scores. Validation analyses conducted by predicting
receptive vocabulary and language scores for a new sample of children and relating them to the actual scores led to significant
outcomes. It was concluded that fine-grained auditory discrimination is particularly important in the relatively early stages
of language learning.
The cooperation of the participating children, teachers, principals, and school district administrators is gratefully acknowledged.
This research was supported, in part, by a grant from NINCDS (NIH). 相似文献
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Margo O'Sullivan 《Irish Educational Studies》2013,32(3):241-251
Since the late 1980s and early 1990s, Comparative and International Education (CIE) has almost disappeared from the curricula of teacher education colleges in Ireland, the United Kingdom and the United States. Yet, CIE is experiencing a revival at postgraduate level. This article will explore the reasons for this dichotomy and the decline of CIE in initial teacher education. It will use findings from a research study in an Irish teacher education college to inform this exploration. The author initiated, developed, and offered a CIE course to final year BEd (n=24) students in 2003 and again in 2005. This article will use data gathered during the latter course to explore CIE for undergraduate trainee teachers, considering students’ motivation for choosing to study CIE, their perceptions of CIE, and their beliefs about how it may enhance their professional practice in classrooms. It will explore, in particular, a significant finding that emerged from the study – the potential of CIE in developing student teachers’ capacities to teach in multicultural classrooms. 相似文献
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