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 →

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 →