Introduction

Vavrus, Frances; Bartlett, Lesley; Salema, Victorini

doi:10.1007/978-94-6209-224-2_1

Cited by 11 publications

(18 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To ensure that a large portion of the population acquires scientific literacy, thus promoting wider societal development, engaging learners in active learning in science seems important. Learner-centred teaching is the main theme for my thesis and, according to previous scholars (APA, 1997;Vavrus et al, 2013), this teaching style links the themes addressed in the three articles in my thesis: inquiry-based science teaching, critical thinking skills and intrinsic motivation. Further, learner-centred teaching is the focus of the operational Tanzanian ordinary level curriculum (MoEVT, 2005), as illustrated in the next section.…”

Section: Learner-centred Teachingmentioning

confidence: 68%

“…Learner-centred approach to teaching is a theme for various curriculum documents but lacks a common definition (Paris & Combs, 2006). This type of instruction emerged from constructivism, a philosophical approach in which learners are given first priority when educators are planning and executing teaching (Paris & Combs, 2006;Vavrus, Bartlett, & Salema, 2013). In this type of teaching students' ideas, opinions, needs and beliefs are respected and considered (Pierce & Kalkman, 2003).…”

Section: Learner-centred Teachingmentioning

confidence: 99%

“…The principles also emphasise the importance of considering the context of the learner, such as his or her culture, for effective implementation of learner-centred teaching. In learner-centred teaching, students need to be actively involved in creating meaning through the use of inquiry-based teaching (Vavrus et al, 2013). This instructional type emphasises involving learners' prior knowledge, thinking and experiences to facilitate meaningful learning.…”

Section: Learner-centred Teachingmentioning

confidence: 99%

“…Learner-centred approaches to teaching, following a constructivist philosophy, have been embraced by most educational policies implemented in Africa (Vavrus et al, 2013). These approaches emphasise, for example, the role that students' interactions play in their learning (Vavrus et al, 2013). The Tanzanian secondary education curriculum was changed from content-based and teacher-centred to competence-based and learner-centred (MoEVT, 2005).…”

Section: Learner-centred Teaching In a Tanzanian Contextmentioning

confidence: 99%

“…In my thesis, I studied learner-centred approaches to teaching which are linked to inquirybased teaching (Vavrus et al, 2013), critical thinking skills (APA, 1997) and intrinsic motivation in learning science (Osborne & Dillon, 2008;UNESCO, 2009). In the next section, I provide the background for inquiry-based science teaching and for understanding students' motivations in science education in a Tanzanian context.…”

Section: Learner-centred Teaching In a Tanzanian Contextmentioning

confidence: 99%

See 4 more Smart Citations

The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools

Mkimbili

Tiplic

Ødegaard

2017

African Journal of Research in Mathematics, Science and Technol

View full text Add to dashboard Cite

Section: Learner-centred Teachingmentioning

confidence: 68%

Section: Learner-centred Teachingmentioning

confidence: 99%

Section: Learner-centred Teachingmentioning

confidence: 99%

Section: Learner-centred Teaching In a Tanzanian Contextmentioning

confidence: 99%

Section: Learner-centred Teaching In a Tanzanian Contextmentioning

confidence: 99%

See 3 more Smart Citations

The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools

Mkimbili

Tiplic

Ødegaard

2017

African Journal of Research in Mathematics, Science and Technol

View full text Add to dashboard Cite

A feedback view of behavioural distortions from perceived public service gaps at ‘street‐level’ policy implementation: The case of unintended outcomes in public schools

Bianchi

Rua

2020

Syst Res Behav Sci

View full text Add to dashboard Cite

This paper discusses the limitations and risks associated with the use of output‐oriented measures to assess public school performance. In particular, it questions the capability of the performance measures set by external institutions, with respect to schools, to support sustainable educational outcomes. To this end, the ‘street‐level bureaucracy’ theory is used in the paper as a basis to analyse the behavioural distortions generated by perceived public service gaps at school level policy implementation. Such unintended behavioural effects are often a major cause of disappointing outcomes when test‐based accountability systems are adopted. In the second part of the paper, an insight model referred to a hypothetic medium‐sized public school located in a poor area in Colombia is used to illustrate how a feedback approach to school performance measurement can support decision‐makers to pursue sustainable education outcomes and to prevent behavioural distortions from perceived public service gaps at ‘street‐level’ policy implementation. This analysis outlines an alternative approach to school performance measurement that might help policy makers in extending the domain of governmental benchmarks to performance measures and collaborative efforts that reflect the challenges of holistic education in the context where public schools are located.

show abstract

The (in)visibility of pedagogical practices: Illustrations from three Asian-Pacific countries

Biase

Mesiti

Ham

et al. 2021

Asia Pacific Journal of Education

View full text Add to dashboard Cite

The (in)visibility of pedagogical practices: Illustrations from three Asian-Pacific countriesThe (in)visibility of pedagogical practices: Illustrations from three Asian-Pacific countriesThis paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers' classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching practice and the ideas they hold that underpin these acts of teaching. Our analysis, across our respective studies, revealed insights to the questions: how teachers name their practices; how teachers articulate their understanding of these practices; and, how teachers identify priorities for their practice. Insights drawn from our meta-synthesis explore the implications of naming practices and the importance of considering teacher voice in determining visions of effective teaching. What teachers believe and do needs to be taken into account if professional development and reform initiatives are to be enacted in ways that are relevant and sustainable. The findings have implications for improving the quality of education and approaches to teachers' professional development.

show abstract

Introduction

Cited by 11 publications

References 41 publications

The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools

The Role Played by Contextual Challenges in Practising Inquiry-based Science Teaching in Tanzania Secondary Schools

A feedback view of behavioural distortions from perceived public service gaps at ‘street‐level’ policy implementation: The case of unintended outcomes in public schools

The (in)visibility of pedagogical practices: Illustrations from three Asian-Pacific countries

Contact Info

Product

Resources

About