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 →