接待班教师教学方法在学前课程教学中的有效性——来自实践的证据

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Gaotlhobogwe, S. Trivedi, J. Kasozi, Tiroyaone Kebalepile
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引用次数: 2

摘要

根据1994年修订的国家教育政策(RNPE)(博茨瓦纳共和国,1994年)的建议,制定了一个更加健全和全面的儿童早期发展和教育路线图,成为2001年儿童早期保育和教育政策(博茨瓦纳共和国,2001年)。后来的政策统一了所有幼儿保育和发展活动,并划定了0-21⁄2岁的日托,21⁄2 - 4岁的日托/托儿所和4-6岁的学前发展。根据这项政策,在交付的各个方面都有最低标准要达到。背景部制定了学前教育课程:该报告是委托开展的一项研究的一部分,该研究旨在为提高质量和到2020年在博茨瓦纳所有公立小学推广公共接待班计划(RCP)提供证据。本研究采用差异评价模型(DEM)作为理论框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice
Building on the recommendations of the Revised National Policy on Education (RNPE) of 1994 (Republic of Botswana 1994), a much more robust and comprehensive early childhood development and education roadmap was developed into the Early Childhood Care and Education (ECCE) Policy of 2001 (Republic of Botswana 2001). The later policy harmonised all early childhood care and development activities and delineated ages 0–21⁄2 for day care, 21⁄2–4 for day-care/nursery and 4–6 for pre-primary development. According to the policy, there were minimum standards to be met for all aspects of delivery. A curriculum for pre-primary was developed by the Ministry of Background: This report is part of a study commissioned to provide evidence to inform quality improvements, and the rolling out of the public reception class programme (RCP) to all public primary schools in Botswana by 2020. The study adopted the Discrepancy Evaluation Model (DEM) as a theoretical framework.
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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