Relevant bibliographies by topics / Approaches to teaching

Academic literature on the topic 'Approaches to teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Approaches to teaching"

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Bobosher kizi, Shovqieva Shohida. "INDUCTIVE AND DEDUCTIVE TEACHING APPROACHES." American Journal Of Philological Sciences 02, no. 05 (May 1, 2022): 5–8. http://dx.doi.org/10.37547/ajps/volume02issue05-02.

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Gao, Shang, Jo Coldwell-Neilson, and Andrzej Goscinski. "Approaches to Improving Teaching." Creative Education 04, no. 07 (2013): 1–7. http://dx.doi.org/10.4236/ce.2013.47a2001.

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Tucker, John, Jess B. Bessinger, Robert F. Yeager, Kevin Crossley-Holland, Fred C. Robinson, and Joyce Hill. "Approaches to Teaching 'Beowulf'." Yearbook of English Studies 18 (1988): 252. http://dx.doi.org/10.2307/3508206.

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Juraboyeva, Gulmira, Odina Baxridinova, and Zarnigor Bahriddinova. "Approaches to teaching english." TRANS Asian Journal of Marketing & Management Research 10, no. 4 (2021): 74–83. http://dx.doi.org/10.5958/2279-0667.2021.00023.7.

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Ari, Asim, and Nicolas Schmitt. "Student-Friendly Teaching Approaches." International Journal of Instruction 15, no. 2 (April 1, 2022): i—iii. http://dx.doi.org/10.29333/iji.2022.1520a.

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Ismayilova, Sakina Mirashraf. "Approaches to language teaching." Scientific Bulletin 4 (2021): 6–12. http://dx.doi.org/10.54414/ikas9730.

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The article is written considering scientific research methods and actuality. As we know, the teaching approaches have some interesting relationshipswith each other. They sometimes overlap, support, complement and even contradict each other. Do not become strict about how these approaches are used in the classroom; just be aware of what they are andhow they are used best. Of course, no single approach can answer all of every teacher’s questions,so it depends on your interest to be open-minded enough to try all of them andbegin to see which one works best in which situations. As you can see, the teaching approaches vary in how specific they are about views on language and language learning and their typical classroom practices.
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Gitsaki, Christina. "Editorial: Innovative teaching approaches." Learning and Teaching in Higher Education: Gulf Perspectives 18, no. 2 (December 13, 2022): 77–78. http://dx.doi.org/10.1108/lthe-08-2022-089.

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Segal, Eyal, Kathleen McCormick, and Erwin R. Steinberg. "Approaches to Teaching Joyce's "Ulysses." Approaches to Teaching World Literature, no. 44." Poetics Today 16, no. 4 (1995): 746. http://dx.doi.org/10.2307/1773375.

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Rakhmetova, Sh. "Modern approaches to teaching a foreign language." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 178–88. http://dx.doi.org/10.31489/2020ped4/178-188.

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Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches
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Shaughnessy, Mina P. "Some New Approaches Toward Teaching." Journal of Basic Writing 13, no. 1 (1994): 103–16. http://dx.doi.org/10.37514/jbw-j.1994.13.1.10.

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Dissertations / Theses on the topic "Approaches to teaching"

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Del, Mastro Puccio Fernando, Risi Walter Piazza, Cuba José Saldaña, Paredes Noemí Ancí, Garzón Martín Sotero, and Mantilla Gorki Gonzáles. "Teaching Law: Perspectives and approaches." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/119123.

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This event revolves around the change inside the teaching law, as well as the relationship between this and other social and economics phenomena like the market. In this way, the reader will be introduced in the changes that teaching law has experienced in the last years.
El presente evento gira en torno al cambio de paradigmas dentro de la enseñanza del Derecho, así como la relación que existe entre esta y otros fenómenos sociales y económicos como el mercado. De esta manera el lector se introducirá de lleno en los cambios que experimenta la educación legal en los últimos años.
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Мальована, Нiна Володимирiвна, Нина Владимировна Малеванная, and Nina Volodymyrivna Malovana. "Various approaches in teaching English." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40187.

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In the first term of teaching, every teacher probably be full of enthusiasm and energy, rising happily to the challenge of any problems that crop up. However, towards the end of this term teachers may well find themselves feeling both physically and emotionally drained. At this point I would like to offer a few suggestions for lessons that will give variety to teaching and give a rest at the same time. Although these are not lessons that it would be used every day of the week, there is no need to feel guilty when a bit of a break is needed.
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Karpuk, Deborah J. "Visual Approaches to Teaching Classification." dLIST, 2004. http://hdl.handle.net/10150/105476.

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Teaching classification extends beyond teaching any one classification system, but involves a variety of thinking approaches to the possibilities of how to organize. Teaching classification in the 21st century involves recognizing that the traditional parking of materials co-exists with more flexible ways of classifying new formats, objects, digital files, etc. Involving students in the logical and systematic underpinnings of various classification systems along with the technological advancements that offer new ways to organize and sort launches the thinking process. Classroom simulations serve to introduce students to a range of classification problems, including organization of objects and images along with discussions of user perspectives and anticipation of future use of the item. The group simulations and discussions surface new issues while presenting basic concepts through active participation.
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Brown, Stacy D., Andy Coop, Paul Trippier, and Eric Walters. "Contemporary Approaches For Teaching Medicinal Chemistry." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5251.

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As the profession of pharmacy has transitioned from a chemistry-centered profession to a patient-centered profession, the role of medicinal chemistry in the curriculum has evolved. There is decreased emphasis on memorization of chemical structures, and priority placed on relating these structures to ADME, physical properties, and pharmacodynamics. Simultaneously, the delivery of this content has shifted from traditional lecture format to other styles. Here we discuss some new approaches to teaching medicinal chemistry.
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Hui, Oi-lin Irene, and 許愛蓮. "Teachers' perceptions of task-based language teaching: impact on their teaching approaches." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30203077.

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Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.

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Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.
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Hathaway, Tanya Marie. "Educators' epistemological beliefs and their approaches to teaching." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496107.

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Лещенко, Ольга Іллівна, Ольга Ильинична Лещенко, and Olha Illivna Leshchenko. "Effective Training Approaches to Learning/Teaching Business English." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67270.

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English language teaching has gone through a radical shift of emphasis in the last forty years, beginning with the communicative revolution in the mid-1970-s. The English language teachers are no longer all alone in their role as trainers as they are able to bring parts of the outside world to the classroom. Beyond the trainer’s “chalk and talk” and the trainees’ language and communication practice there is a range of materials in different media, which help the trainer to turn the Business English classroom into a varied learning/teaching environment. While printed text remains the most common training medium, both the ELT world and the non-ELT world give us access to a wide range of video and audio material, and increasingly multimedia.
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Муліна, Наталія Ігорівна, Наталия Игоревна Мулина, and Nataliia Ihorivna Mulina. "New approaches to teaching english to graduate students." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29440.

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Still, despite worldwide demand for new language skills as well as some positive changes in the national understanding of foreign language acquisition problems, a person with fluent and accurate English is difficult to be found among the graduates of Ukrainian universities. But the need for such specialists is undoubtedly increasing taking the proportion of offers of employment in the press which require language skills into account. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29440
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Wong, Ip Sook-kuen. "A comparison of two approaches to teaching speed reading." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627711.

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Books on the topic "Approaches to teaching"

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F, Soltis Jonas, ed. Approaches to teaching. 3rd ed. New York: Teachers College Press, 1998.

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F, Soltis Jonas, ed. Approaches to teaching. New York: Teachers College, Columbia University, 1986.

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F, Soltis Jonas, ed. Approaches to teaching. 4th ed. New York: Teachers College Press, 2004.

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F, Soltis Jonas, and Sanger Matthew N, eds. Approaches to teaching. 5th ed. New York: Teachers College press, 2009.

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Fenstermacher, Gary D. Approaches to teaching. 2nd ed. New York: Teachers College Press, 1992.

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Queensland. Religious Education Curriculum Project. Religious education: Teaching approaches. Brisbane: Curriculum Services Branch, Dept. of Education, Queensland, 1987.

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Children's Learning in Science Project. Approaches to teaching plant nutrition. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds, 1987.

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Practical approaches to teaching Shakespeare. Oxford: Oxford University Press, 1991.

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H, Evert Walter, and Rhodes Jack Wright, eds. Approaches to teaching Keats's poetry. New York: Modern Language Association of America, 1991.

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Peter, Erickson, and Hunt Maurice 1942-, eds. Approaches to teaching Shakespeare's Othello. New York: Modern Language Association of America, 2005.

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Book chapters on the topic "Approaches to teaching"

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Marvin, Claire, and Chris Stokoe. "Teaching approaches." In Access to Science, 17–28. London: David Fulton Publishers, 2021. http://dx.doi.org/10.4324/9781315069937-3.

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Tan, Benjamin S. J. "Teaching Approaches." In CPD for Teaching and Learning in Physical Education, 169–88. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003171973-12.

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Meyer, Edwin F., Nickolas Falkner, Raja Sooriamurthi, and Zbigniew Michalewicz. "Effective Teaching Approaches." In Undergraduate Topics in Computer Science, 37–63. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6476-0_4.

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Delić-Zimić, Amina. "Modern Teaching Approaches." In Lecture Notes in Networks and Systems, 223–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71321-2_19.

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Bart, William M. "Mathematics Teaching Approaches." In Encyclopedia of Cross-Cultural School Psychology, 599–600. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_239.

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Kim, Rina, and Lillie R. Albert. "Methodological Approaches." In Mathematics Teaching and Learning, 33–48. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13542-7_3.

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Cobb, Shelley. "Canons, Critical Approaches, and Contexts." In Teaching Adaptations, 11–25. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137311139_2.

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Pollard, D. J. "Approaches to teaching CADCAM." In CADCAM: Training and Education through the ’80s, 151–60. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-011-7118-2_13.

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Entwistle, Noel. "Evolving Approaches to Teaching." In Teaching for Understanding at University, 71–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-09106-2_5.

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Blum, Michelle. "Teaching and Learning Approaches." In An Inquiry-Based Introduction to Engineering, 15–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91471-4_2.

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Conference papers on the topic "Approaches to teaching"

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Ivan, Brodenec. "Different Approaches in Teaching Programming." In 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte131382.

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Lutz, Michael J. "Functional approaches to teaching concurrency." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684861.

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Yuet Ling, Kwan. "Enhancing students’ learning with Game-Based Approaches." In ‏Global Conference on Education and Teaching. GLOBALKS, 2021. http://dx.doi.org/10.33422/globalet.2021.06.528.

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Viorelia, Lungu. "Conceptual Approaches of Prospective Pedagogy." In 3rd World Conference on Research in Teaching and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.worldte.2021.04.10.

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Ibrahim, Intisar, Rosmah Ali, Mohd Zulkefli Adam, and Nazar Elfidel. "Embedded systems teaching approaches & challenges." In 2014 IEEE 6th Conference on Engineering Education (ICEED). IEEE, 2014. http://dx.doi.org/10.1109/iceed.2014.7194684.

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Bresenham, Jack, Cary Laxer, John Lansdown, and G. Scott Owen. "Approaches to teaching introductory computer graphics." In the 21st annual conference, Chair Maria M. Larrondo-Petrie. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/192161.192290.

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Grissom, Scott, Bill Kubitz, Jack Bresenham, G. Scott Owen, and Dino Schweitzer. "Approaches to teaching computer graphics (abstract)." In the twenty-sixth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/199688.199891.

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Khromchenko, Olena, and Ilona Shutilo. "APPROACHES AND METHODS IN LANGUAGE TEACHING." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-28.05.2021.v2.05.

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Wulf, Tom. "Constructivist approaches for teaching computer programming." In the 6th conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1095714.1095771.

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Kurbakova, Svetlana, Anna Kozis, Elena Knyazeva, and Natalia Karzhanova. "PSYCHOLINGUISTICAL APPROACHES TO TEACHING CONSECUTIVE TRANSLATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2122.

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Reports on the topic "Approaches to teaching"

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Hall, Martha L., and Belinda T. Orzada. Zero Waste Patternmaking in the Classroom: Creative Approaches to Teaching Sustainable Design. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-895.

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Roca-Cuberes, C. New approaches to communication teaching in the Spanish university: analysis of competencies associated with the field of Global Communication Studies. Revista Latina de Comunicación Social, December 2017. http://dx.doi.org/10.4185/rlcs-2017-1234en.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Higgins, Steve, Emma Dobson, Jonathan Kay, and Patrick Okwen. Using meta-analysis to explore the transferability of education mid-range theories to Cameroon, Chad, Nigeria and Niger: Final academic report – Evidence synthesis. Centre for Excellence and Development Impact and Learning (CEDIL), July 2022. http://dx.doi.org/10.51744/crpp2.

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Our project sought to recontextualise a popular evidence portal from the English education system to Cameroon, Chad, Niger and Nigeria. The Teaching and Learning Toolkit is a resource that summarises the global evidence for 30 different pedagogical approaches in plain language so that it can inform the decisions of school leaders in England. This paper shares the evidence synthesis for the project.
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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