Journal of international cooperation in education最新文献_第10页

教授・学習における教科書の役割と伝達性 : 途上国における教科書開発に向けて教科书在教授和学习中的作用和传递性:发展中国家的教科书开发

Journal of international cooperation in education Pub Date : 2010-04-30 DOI: 10.15027/34364

Ayatoshi Matsunaga

引用次数: 0

ケニアにおける就学前教育の現状と課題 : ラム島・キプンガニ集落を事例として肯尼亚学前教育现状与挑战:以拉姆岛基丰加尼为案例

Journal of international cooperation in education Pub Date : 2009-10-31 DOI: 10.15027/34347

Maho Nakagawa, Seiji Utsumi

引用次数: 0

ケニア農村部における小学校就学の実態と意味 : 生徒、教師、保護者へのインタビューを通して肯尼亚农村小学入学情况和意义:通过对学生、教师和家长的访谈

Journal of international cooperation in education Pub Date : 2009-10-31 DOI: 10.15027/34355

Nobuhide Sawamura, Chieko Imoto

引用次数: 0

基礎教育と理数科協力の小規模・多目的プロジェクトの事例報告 : タイ国IPSTにおけるJICAボランティアによるモデル学習題材と教具開発、および辺境地校への提供(2007～2009年) 基础教育和理科合作的小规模多目的项目案例报告:JICA志愿者在泰国IPST开发示范学习题材和教具，并向边远地区学校提供(2007—2009年)

Journal of international cooperation in education Pub Date : 2009-10-31 DOI: 10.15027/34350

Norikazu Osumi

引用次数: 0

教育プログラムのボロウィング・レンディング : 授業研究を例に教育项目的鲍洛温借贷:以课程研究为例

Journal of international cooperation in education Pub Date : 2009-10-31 DOI: 10.15027/34351

Y. Ono

引用次数: 0

Multicultural Education in Early Childhood : Issues and Challenges 幼儿多元文化教育:问题与挑战

Journal of international cooperation in education Pub Date : 2009-04-30 DOI: 10.15027/34324

A. C. Abdullah

引用次数: 38

Exploring Educational Quality through Classroom Practices : A Study in Selected Primary School Classes in Burkina Faso 通过课堂实践探索教育质量:对布基纳法索选定小学班级的研究

Journal of international cooperation in education Pub Date : 2009-04-30 DOI: 10.15027/34318

P. Kouraogo, N. Ouédraogo

{"title":"Exploring Educational Quality through Classroom Practices : A Study in Selected Primary School Classes in Burkina Faso","authors":"P. Kouraogo, N. Ouédraogo","doi":"10.15027/34318","DOIUrl":"https://doi.org/10.15027/34318","url":null,"abstract":"The paper reports on an exploratory study on the quality of education which attempts to identify and analyse classroom practices in a few Grade 5 (CM1) classes in Burkina Faso primary schools. The study is grounded on a model of the teaching-learning encounter and a framework for summarising the characteristics of a “good” teacher and an ideal classroom that underline the central place of classroom processes in a definition of quality education. The findings from the questionnaires and interviews summarize the views expressed by the various key actors of the educational system about the definition of quality education, some indicators that can be used to measure it, what one can expect to observe in an ideal classroom and the characteristics of a good teacher. The classroom observations revealed many of these “good” features of classroom practices. Some of the most important ones relate to a lively anxiety-free atmosphere and warm teacher-learner relations, and the special attention and initiative given to the pupils. These results as well as the feedback from the participants show that despite a certain number of methodological issues and practical diffi culties raised by this type of research, it can be further refi ned and used for monitoring quality and designing tools for school-based teacher development schemes.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121225981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Kenya's HIV/AIDS Education Sector Policy: Implications for Orphaned and Vulnerable Children and the Teaching of HIV/AIDS Education 1 肯尼亚艾滋病毒/艾滋病教育部门政策:对孤儿和弱势儿童的影响以及艾滋病毒/艾滋病教育教学

Journal of international cooperation in education Pub Date : 2009-04-30 DOI: 10.15027/34322

S. Ruto, F. Chege, V. Wawire

{"title":"Kenya's HIV/AIDS Education Sector Policy: Implications for Orphaned and Vulnerable Children and the Teaching of HIV/AIDS Education 1","authors":"S. Ruto, F. Chege, V. Wawire","doi":"10.15027/34322","DOIUrl":"https://doi.org/10.15027/34322","url":null,"abstract":"This paper results from a study conducted in 2005-2006 on “the 2004 HIV/AIDS Education Sector Policy”. It investigates the practical implications of the policy document in addressing provisions related to orphaned and vulnerable children and the teaching and learning of HIV/AIDS education. The paper further assesses practitioners’ understanding of the policy. Data was collected from three districts in Kenya, Bondo, Nairobi and Garissa, which were selected to represent high, middle and low HIV prevalence, respectively. A total of 12 institutions were sampled. A cross cutting population of learners, teachers and teacher trainees, parents/ guardians, and education offi cers were reached primarily via qualitative methods of interviews, group discussions and observations. The data was analysed using MAX qda, a computer package for analysing qualitative data. The study fi ndings show that the basic needs of vulnerable children remain unmet, curtailing their full participation in the schooling process. This notwithstanding, most children had detailed factual knowledge of HIV and AIDS even though it was not apparent how such knowledge was translated into skills of life. Although some head teachers were aware of the HIV/AIDS education sector policy, relatively few teachers were conversant with its contents. The study concludes that national educational targets would be diffi cult to attain unless capacity development for teachers and school administrators was improved in the area of HIV/AIDS education and policy. There is a need to locate the OVC at the centre of child well-being strategies that are sensitive and responsive to their special circumstances.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126834609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Enhancing Active Learning through blank-and-Peer Reflections : The Case of Selected Schools in Ethiopia 通过空白和同伴反思加强主动学习:埃塞俄比亚选定学校的案例

Journal of international cooperation in education Pub Date : 2009-04-30 DOI: 10.15027/34319

D. Desta, D. Chalchisa, Yeshitila Mulat, A. Berihun, Adane Tesera

{"title":"Enhancing Active Learning through blank-and-Peer Reflections : The Case of Selected Schools in Ethiopia","authors":"D. Desta, D. Chalchisa, Yeshitila Mulat, A. Berihun, Adane Tesera","doi":"10.15027/34319","DOIUrl":"https://doi.org/10.15027/34319","url":null,"abstract":"Learning can be enhanced, among other conditions, through teachers’ effective design of their classes by taking into consideration peer assessment and selfreflection. In order to introduce this notion and practice, a study that passes through five phases was conducted in three regions of Ethiopia: Addis Ababa, Amhara and Oromia involving eight primary schools. Phase one dealt with introducing the concept of peer and self-reflections in relation to enhancing active learning in primary schools. Thirty two professionals drawn from the three regions’ education bureaus, UNESCO, UNICEF and selected NGOs participated in the one day kickoff workshop organized to introduce peer assessment and selfreflections as a method for enhancing active learning in primary schools. The second phase covers developing a training manual on peer assessment and selfrefl ection for primary school teachers. The manual was prepared in English and translated into two local languages-Amharic and Afan Oromo. In the third phase a one day training of trainers was organized for four key teacher trainers from two teacher education institutes who organize and conduct the classroom observations in Adama, Bahir Dar and Gondar. The fourth phase of the project was organizing a training workshop for school teachers.The fi fth phase dealt with peer assessment and refl ections by observing the classes of teachers who participated in the training workshop while they are teaching. The result showed that peer assessment and self–refl ections were positively perceived by the teachers and school principals. The results further showed that peer assessment and self-reflections are useful strategies in enhancing active learning among students.","PeriodicalId":356133,"journal":{"name":"Journal of international cooperation in education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123749580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

An Investigation of the Relationship between School and Pupil Characteristics and Achievement at the Basic Education Level in Malawi 马拉维基础教育阶段学校和学生特征与成绩关系的调查

Journal of international cooperation in education Pub Date : 2009-04-30 DOI: 10.15027/34317

D. Kunje, E. Selemani-Meke, K. Ogawa

引用次数: 29