Tag: teachers
Who matters in Measuring What Matters – Notes on a creative session at the UKFIET 2023 conference
by Fergal Turner, Emily Tusiime, Devotha Mlay and Maurits Spoelder | Dec 20, 2023 | 2023 UKIFET Conference, Assessment
We wanted to take the subject of learning assessment, a serious and complex topic at the heart of many of the conferences discussions, and address it with a sense of fun and unstructured creativity.
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Collecting disability data in schools in Sierra Leone
by Julia de Kadt, Steven Kaindaneh and Elena Schmidt | Nov 14, 2023 | 2023 UKIFET Conference, Education and Disabilities
For disability-inclusive education to work, accurate information about schoolchildren with disabilities is required at all levels of the educational system.
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Assessment: the forgotten component in large scale teacher professional development?
by Lina Adinolfi, Freda Wolfenden and Saraswati Dawadi | Nov 10, 2023 | Assessment, Teachers
Much attention has been given to the assessment of learning at school and university. Reflecting this increased focus on this area, Teacher Professional Development (TPD) programmes include considerable support to teachers to improve how they use assessment , but how much thought is given to the design and evaluation of…
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Deficit-oriented teacher beliefs inhibit poor students’ learning and wellbeing
by Rob J. Gruijters and Nomisha Kurian | Apr 3, 2023 | Learning
Low learning outcomes, especially among poor and marginalised students, are a pervasive problem in many low- and middle-income countries. Negative teacher beliefs and expectations may contribute to low learning outcomes among the poor, especially if they are reflected in classroom practices and interactions.
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Holistic learning processes and outcomes – interview with convenors of UKFIET conference theme
by Jaya Gajparia and Anita Reilly | Mar 10, 2023 | 2023 UKIFET Conference
Interview with theme convenors of one of six 2023 UKFIET conference themes, ‘Holistic learning processes and outcomes’: Jaya Gajparia, Senior Lecturer in Sociology, London South Bank University, and Anita Reilly, education consultant.
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Bringing teachers’ voices into the discussion about teaching and learning in Rwanda
by Laterite and REAL Centre | Oct 5, 2022 | Teachers
An important part of any research project should be engaging research participants so that both researchers and research participants have the chance to learn and reflect together on the findings. Engaging research participants in the findings they have contributed to can also help to identify rich evidence-based solutions. However, this…
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World Teachers’ Day 2022
The theme for World Teachers' Day 2022 is “The transformation of education begins with teachers”. This is a day to celebrate the transformative and critical role that teachers play in growing learners’ potential. We need to ensure that they have the tools they need and are recognised for their key…
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How Senior Women Teachers support #everygirlinschool
by PEAS | Sep 29, 2022 | Girls' Education
Female role models and mentors help tackle gendered roles which limit girls’ access to secondary education in Uganda and Zambia, according to research.
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Teachers in 2040: Far fewer but much more effective and substantially better rewarded
by Mike Douse | Aug 22, 2022 | Teachers
This article, based on a recent conference presentation, is contributed by Mike Douse, who explores how education’s forthcoming fundamental transformation will result in far fewer teachers worldwide, with each of them facilitating learning much more effectively, and all deserving and hopefully receiving substantially greater remuneration and intangible rewards than in…
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Socioemotional Learning (SEL) and EdTech – Opportunities for Turbulent Times
by Akanksha Bapna | Jul 11, 2022 | Learning
The Covid-19 pandemic has led to a seismic shift in education - not only in its delivery but also its goals. Here we identify five opportunities emerging from the pandemic that can help bring socioemotional learning to the front and centre of learning goals.
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Teacher absenteeism and children’s learning – the elephant in the classroom
by Margo O'Sullivan | Mar 29, 2022 | Learning
Prior to COVID-19, 6 out of 10 children globally and 9 out of 10 children in Sub-Saharan Africa, were not learning. With the significant learning losses during the pandemic, even more children are at risk of learning poverty and lifelong poverty. COVID-19 school closures highlighted further the issues around learning…
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Supporting young women to become teachers and role models in Sierra Leone
by Barbara Harvey | Mar 15, 2022 | Learning
The Girls’ Access to Education – Girls’ Education Challenge (GATE-GEC) project was a four-year UK Aid-funded project. It was led by Plan International UK and implemented by Plan International Sierra Leone, alongside consortium partners Action Aid, Humanity and Inclusion and the Open University (OU).
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