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 →

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 →

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 →