Sefut-E-Shan In the year 1997, Bangladesh government signed a peace accord with the indigenous people of CHTs which included some educational components to ensure their right to education. This empirical study is an effort to get an insight of the contribution of the education system of Bangladesh in the peace-building process, after 18 years of … Continue reading
Category Archives: Empirical Study
John Mayo, Graduate teachers’ perceptions and experienced about the usefulness of the secondary school teacher education project of Domasi College of Education in enabling teachers to improve their teaching competences.
John Foster Jill Mayo The study explored graduate teachers’ perceptions and experiences about the usefulness of the Secondary School Teacher Education Project (SSTEP) in improving teaching competences. SSTEP is an in-service distance teacher preparation programme offered by Domasi College of Education (DCE) in Malawi. The study was empirical and employed a qualitative case study approach. … Continue reading
Voices of Out-of-Secondary School Peruvian Youth on School Participation
Jinhee Kim Although it is widely recognised that youth in secondary education (SE) face supply and demand constraints for participants in SE, the perceived value of SE and the choice of SE participation, particularly for youth in rural areas, are not well incorporated into most educational strategies and programmes. The purpose of this study is … Continue reading
Living in Two Worlds: A Case Study of a Remote Secondary School in Northern Tanzania
Susan Kent This case study considers the position of students, who are mainly Maasai, attending an NGO run secondary school in Northern Tanzania where indigenous knowledge (IK) is valued by the founders of the school. Attempts have been made to include IK as a subject with a specially written curriculum running alongside the Tanzanian National … Continue reading
Teacher Experiences During the Shift in Medium of Instruction in Rwanda: Voices from Kigali Public Schools
Cady Tolon The 2008 language shift impacted the whole of Rwandan society. In the education sector, the change in medium of instruction brought about extreme challenges for students and teachers, alike. In the years since this shift was implemented, teachers in Rwanda have experienced huge changes within their classrooms, teaching methodology, and own understanding of … Continue reading
Secondary school students’ perceptions of vocational education in Barbados
Trudi Harris The field of technical and vocational education presents an intriguing opportunity to investigate economic and social issues. For Clarke and Winch (2007) the approach to vocational education can give insight into the peculiarities of a society. This research paper examined secondary school student perceptions of vocational education in Barbados. Qualitative and quantitative methods … Continue reading
What Can the Child Do? A Case Study of Continuous Assessment in a Ugandan P1 Class
Elizabeth Toohig Assessment is inextricably linked with teaching and securing positive learning outcomes for pupils. This small scale case study uses classroom observations and semi-structured interviews to investigate teachers’ understanding and enactment of continuous assessment in a P1 class in Uganda. Vignettes of practice from literacy lessons reveal how teachers implement assessment within the teaching … Continue reading
A Qualitative Study of the Jordanian National Curriculum and its Propensity for Student Centred Teaching and Learning
Taline Sabella This dissertation seeks to explore the propensity of the Jordanian National Curriculum of Science and Social Studies for the incorporation of Student-Centred (SC) pedagogy to teaching and learning in International Baccalaureate (IB) World Schools in Amman. A qualitative and interpretivist methodological approach was adopted to investigate whether the National Curriculum accepts a more … Continue reading
Classroom interaction in Rwandan secondary physics classrooms
Sawa Iwakuni This study investigates the classroom environment and interactions in physics lessons in Rwandan lower secondary schools. The data obtained from 6 classroom observations, interviews with 6 teachers, and interviews with 17 students have been used to explore classroom discourse which has been generally regarded as ‘teacher-centred’, ‘knowledge transmission’ and ‘highly ritualized’. The research … Continue reading
More than just a number: a deeper look at the secondary school experience for females in Dabou, Togo
Abstract This empirical study conducted in Dabou, Togo, uses interview data collected from male secondary school teachers and female secondary school students to realise the local implications of being feminine in the education system. The qualitative data uncovers the difficulties the ten interviewed female students have faced throughout their educational journey and how they have overcome the many inhibiting … Continue reading
How Can We Perceive Education As inclusive? A study on the perspective of the inclusive education of people with a visual impairment in Sudan
How Can We Perceive Education As inclusive? A study on the perspective of the inclusive education of people with a visual impairment in Sudan Kentaro Fukuchi This research explores how people with visual impairment in Sudan regard education as either inclusive or exclusive. Drawing on the capability approach, the research explores what is important to people with … Continue reading
What is Quality Education? Stakeholders’ Conceptions and Enactments in Malawian Primary Schools
What is Quality Education? Stakeholders’ Conceptions and Enactments in Malawian Primary Schools Corinne Yaqub This small-‐scale qualitative study investigates stakeholders’ (pupils, teachers and school leaders) conceptions and enactments of quality education in two Malawian primary schools. Resources, infrastructure and teaching methods were found to be key factors for quality of education. Other factors included class … Continue reading
Primary School Teachers’ Perceptions of Enablement for Inclusive Classrooms: An Empirical Study of Inclusive Education in Bangladesh
Primary School Teachers’ Perceptions of Enablement for Inclusive Classrooms: An Empirical Study of Inclusive Education in Bangladesh Marisa Hayden This empirical study investigates teachers’ perceptions of enabling factors to create inclusive classrooms for children with disabilities (CWD). The key enabling factors have been situated within the framework of knowledge, skills, and beliefs. Semi-structured interviews were … Continue reading
Bilingual education for language minority children in Thailand: Successes and challenges identified by educators and parents in a pilot project
Bilingual education for language minority children in Thailand: Successes and challenges identified by educators and parents in a pilot project Katherine Dooley This research project investigates the successes and challenges of a bilingual education pilot project for minority language children in Thailand from the point of view of key stakeholders: qualified class teachers, untrained local … Continue reading
“These days it’s difficult to get them to leave”: Parental Engagement in Tower Hamlets
“These days it’s difficult to get them to leave”: Parental Engagement in Tower Hamlets Regina Gilroy Parental involvement and parental engagement are concepts and tools used to establish the parent-school relationship. This ethnographical study, carried out in ’Blue Skies School’, Tower Hamlets, unpacks and clearly defines these concepts thus removing confusion as to their intended … Continue reading
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