Relevant bibliographies by topics / Catholic primary teacher education

Academic literature on the topic 'Catholic primary teacher education'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Catholic primary teacher education"

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Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti, and Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.

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This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: ‘Does the Catholic primary school teachers’ emotional exhaustion and organisational commitment correlate significantly negatively?’ To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth. Keywords: emotional exhaustion, primary school, organisational commitment, teacher
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Duncan, Jill, Renée Punch, and Nic Croce. "Supporting Primary and Secondary Teachers to Deliver Inclusive Education Educatio." Australian Journal of Teacher Education 46, no. 4 (April 2021): 92–107. http://dx.doi.org/10.14221/ajte.2021v46n4.6.

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With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made
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Willems, Frank, Eddie Denessen, Chris Hermans, and Paul Vermeer. "‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education." Journal of Empirical Theology 25, no. 1 (2012): 77–98. http://dx.doi.org/10.1163/157092512x635752.

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Abstract In this article we adopt a virtue ethical approach to study teachers’ moral beliefs about citizenship and their relation to two kinds of teacher behaviour in citizenship education: (1) teachers’ modelling behaviour, and (2) the way they arrange moral classroom discussions. We believe that a virtue ethical approach would appeal especially to religious schools, which is why we conducted our study in Catholic primary schools. Two hunderd and three teachers at 20 Catholic schools were involved. Teachers’ beliefs and behaviours were defined and operationalised from a community-centred perspective, because we expected that perspective to fit the context of a Catholic school. We found that these teachers indeed hold community-centred views on citizenship, the more so if they frequently attend church. Another important finding is that teachers do not necessarily show and share their beliefs about citizenship with their students. From a virtue ethical point of view, however, they should not be afraid to do so. As moral educators, especially in a religious school, teachers are allowed, even obliged, to name, explain and defend their beliefs and values.
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Tang, Hei-Hang Hayes, King Man Eric Chong, and Wai Wa Timothy Yuen. "Learning to understand a nation." Social Transformations in Chinese Societies 15, no. 2 (August 21, 2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.

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Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.
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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.

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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Scaglia, Evelina. "The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 249. http://dx.doi.org/10.14516/ete.148.

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The following paper focuses on the original nature of Individual Written School Memories, shown by some commentaries published by the Italian primary teacher Marco Agosti in the Catholic teachers’ magazine «Supplemento pedagogico a Scuola Italiana Moderna» between 1933 and 1938, during the Fascist regime. They dealt with the main results of his educational experimentations in primary school, according to his idea of education as the full development of each human being. An analysis of Marco Agosti’s interventions reveals how they represented an original interpretation of the critica didattica, a new way of documenting research on didactics introduced by the Italian scholar Giuseppe Lombardo Radice, a partner of Giovanni Gentile in the preparation of the Italian School reform during Benito Mussolini’s first government. As recommended by Lombardo Radice to all Italian primary teachers, also Agosti produced day by day some personal notes, which helped him to reflect on his first achievements and to improve upon them on the basis of a pedagogical in-depth analysis. They became a particular form of Individual Written School Memories, «sedimented» during the time he taught at the State Primary School «Camillo Ugoni» in Brescia and conceived for «public use» with a double function – one academic and the other educational, thanks to their publication in a teachers’ magazine.
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Davies, John. "‘L’Art Du Possible’, The Board of Education, The Catholic Church and Negotiations Over the White Paper and the Education Bill, 1943–1944." Recusant History 22, no. 2 (October 1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.

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The negotiations between the Board of Education and the Roman Catholic authorities over what was to become the 1944 Education Act began in April 1941 when the Government's Green Book on educational reform was delivered to the Catholic hierarchy. They were to continue until the Government's proposals became law in 1944. There were three distinct phases in these negotiations, centred on the Green Book, the White Paper, and the Bill. The intention of this article is to examine the latter two phases.After protracted negotiations on the Green Book there was near deadlock between the Board and the Catholic Church. R. A. Butler's aim in the Green Book, which he adopted when he became President of the Board of Education in July 1941, was to provide a national system of education, primary, secondary and further. There would be secondary education for all, children being transferred at the age of eleven to grammar, modern or technical schools. This raised the issue of the role of denominational schools, the so called ‘Dual System’. Essentially the voluntary bodies, if they were to continue to be part of the State system were offered two possibilities. Under the first they would receive 100% grant towards the maintenance and repair of buildings (in addition to the payment of teachers’ salaries) for which they would concede the appointment of teachers to the Local Education Authority (LEA) and accept an ‘agreed syllabus’ for religious education. The second possibility would allow the voluntary bodies to retain the appointment of teachers and the teaching of their own religious syllabus, but the Government grant in this case would be only 50%. Catholics felt that, in conscience, they could not accept the first option and that they were being penalised for their religious beliefs in regard to the second. They pressed, therefore, for 100% grant.
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Bual, Joel, and Dennis Madrigal. "The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards." Philippine Social Science Journal 1, no. 1 (December 31, 2018): 41–53. http://dx.doi.org/10.52006/main.v1i1.11.

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Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.
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Ismanto, Bambang, Arief Sadjiarto, Dwi Iga Luhsasi, Lelahester Rina, and Destri Sambara Sitorus. "Monitoring dan Evaluasi Penyelenggaraan Relawan Guru Pendidikan Kristen dan Katolik BKGS Salatiga." Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 1, no. 3 (August 7, 2021): 438–49. http://dx.doi.org/10.24246/jms.v1i32021p438-449.

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Primary schools lack Christian and Catholic teachers so there are volunteer teachers of the religious teaching staff. The volunteer has not enough education and teaching experiences. Therefore, provision is important both from a spiritual perspective, introduction to vision and mission, core values of BKGS, and as well as intellectually Christian and Catholic learning methods. The method that we used was to distribute the instrument to partner schools. The activity is carried out in several steps: Preparation, Implementation, Evaluation, and Reporting. The outcome and achievement are the performance of BKGS volunteers who are placed in schools, especially primary school in Salatiga, are classified good. This activity implies that teachers can improve learning strategies in schools through evaluations.
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Gabel, Haley, and Claire Snowden. "Raising Awareness About Birth Control." Journal for Activist Science and Technology Education 5, no. 1 (May 10, 2020): 24–28. http://dx.doi.org/10.33137/jaste.v5i1.34272.

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The socio-scientific issue that we studied was methods of birth control and how they may be influenced by political, ethical and religious controversies. In our study we uncovered how much knowledge an average person has about such a common and crucial issue. We concluded, based on our mini study, that 74% of high school students attending Catholic school in 2012 did not receive any education about methods of birth control. In addition, 85% of the general public that we surveyed are supporters of birth control. We feel that young people need more education about birth control. We would like to spread awareness about primary types of birth control methods. We wrote letters to six popular teenage and young adult magazines. We also created a video featuring an interview with our health education teacher, which we posted to YouTubeTM with her permission. Educating youth can help change the rates of teenage pregnancy and avoid any unnecessary controversy about emergency methods such as abortion.
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Dissertations / Theses on the topic "Catholic primary teacher education"

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Nongkas, Catherine Matmadar, and res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.

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Papua New Guinea gained its independence from Australia in 1975. However, as a developing nation, PNG has continued to depend on external assistance for its development programs. Extensive foreign aid has been expended primarily to enhance the quality of education. To explore the issue of foreign aid and its impact on PNG as a postcolonial society, the dependency and postcolonial theories were adopted to guide the discussion. The theorist Beeby argues that in order to improve the quality of education, the level of general education and training of teachers in developing countries must be raised. This has occurred in PNG but it has not significantly enhanced the quality of education. Consequently, the issue explored concerns the type of educational change occurring in PNG primary teachers’ colleges (PTCs) and its leadership. Globalization processes were adopted to guide the exploration of the education reform and its impact on the quality of education in primary teacher education in PNG. The following questions focused the content of the study:1. What is the quality of education being experienced in the Catholic Primary Teachers’ Colleges? 2. What are the lecturers’, students’, and recent graduates’ perceptions of the recent Primary and Secondary Teacher Education Project innovations occurring in the teachers’ colleges? 3. How is the curriculum in the teachers’ colleges perceived by the lecturers, students and recent graduates? 4. How is leadership demonstrated in the three Catholic Primary Teachers’ Colleges? The epistemological framework of the research was constructionism adopting an interpretivist approach. The specific interpretivist perspective employed was symbolic interactionism because symbolic interactionism places emphasis on the importance of understanding, interpretation and meaning. A case study approach was adopted as the methodology for this research because of the nature of the research purpose. This study involved a total of 166 participants consisting of staff and students from the three Catholic primary teachers’ colleges, representatives from the Catholic Church, National Department of Education (NDOE), Primary and Secondary Teacher Education Project (PASTEP) and other education officers. The data was gathered through a variety of methods including in-depth interviews, participant observation, focus groups, and documentary analysis. The major conclusions that emerged from this study revealed that educational change in primary teacher education has been implemented. However, the study concluded that the quality of leadership demonstrated to lead the educational change was disappointing. Inadequate leadership at the administration and curriculum levels had a negative influence on the quality of education. Achieving quality education was also hampered by inadequate funding, scarcity of resources and inappropriate infrastructure in all the institutions. The two-year trimester program has improved access and quantity but at the expense of quality. To assist primary teacher education implement the reform agenda, foreign aid was required. PASTEP was introduced and the contribution made by PASTEP was substantial. However, the study concluded that some of the strategies adopted by PASTEP to conduct its programs were questionable because there was evidence of hegemonic and colonial practices found among some of its workforce. In accepting foreign aid projects, PNG needs to establish strategies to ensure equitable partnerships with all stakeholders for sustainable development in education. In this respect, the findings of this study may serve as a guide for future decisions about educational leadership, curriculum innovation, donor funding agencies and policy generation.
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Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.

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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
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Allingham, Pauline Kay, and n/a. "Thank God it's Friday : occupational stress and coping among Catholic primary teachers." University of Canberra. Teacher Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060531.155625.

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Occupational stress among teachers is a painful, prevalent and costly phenomenon, one which impacts on individuals, families, schools and wider society. A growing body of evidence suggests that individuals' susceptibility to occupational stress is not determined exclusively by environmental or personality factors, but by the cognitive and behavioural transactions between the individual and potentially stressful events. Two major factors which contribute to individual stress are a person's appraisal of events as threatening or demanding, and the strategies they use in coping with those events. The purpose of this study is to explore the relationship between experience, stress levels and coping patterns in a group of primary school teachers. Two groups of teachers were surveyed, 'Starters' who were in their first year of teaching and 'Stayers' who had at least 10 years of teaching experience. Stayers were divided, on the basis of their responses, into Low-stress, Moderate-stress and High-stress groups. The aspects of coping which were explored are: 1. The range of coping strategies used by teachers in each group, 2. The frequency of use of those coping strategies for each group, and 3. The coping styles preferred by teachers in each group. The results of this study show no direct connexion between stress level and any of the demographic variables (sex, age, religion, piety, teaching experience, full-time teaching, part-time teaching and time away from teaching). Nor are significant differences found between the coping patterns of more or less experienced and more or less stress teachers. A pattern is suggested by correlational analysis, wherein inexperienced teachers (Starters) and highly-stressed experienced teachers (High-stress Stayers) show the same preference for coping styles. It is hypothesized that this similarity of preference relates to role of control in reducing stress, and that these groups are examples of different stages of adaptation to teaching. Implications for the use of these preferences in detecting teacher stress, and for the inclusion of coping strategies in teacher training are discussed.
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Whitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.

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This thesis considers the initial teacher education of non-specialist primary undergraduate student teachers in teaching Religious Education. The focus of the research is a short module taught in the second year of the students’ degree course, which prepares students to teach in predominantly multicultural classrooms in London. The module adopts an Interpretive Approach to Religious Education, which contributes to a realignment of the students’ conceptualisation of knowledge through examination of the concepts of episteme and phronesis. Findings show that overt acknowledgement of the student teachers’ developing professional understandings, situated in decisions which reference values as well as subject knowledge, can alter their understanding and confidence about teaching Religious Education and indicates wider benefit in their appreciation of their developing teacher personae. The Structure of the Research Chapter 1 is a contextual introduction which presents a series of lenses through which to view the Religious Education module. Chapter 2 is an exploration of three main ideas which influenced the research: the Interpretive Approach to RE, the concept of phronesis, and the benefits to understanding pedagogy through self-study in teacher education. Chapter 3 explains the methodological thinking behind the research, ethical considerations and the methods employed. These include practitioner research, use of ethnographic and reflexive lenses and analysis of data from both students and personal reflection through self-study. Chapter 4 reports the findings from the research carried out with students, exploring the ideas which emerge from their responses to the module and my observations and interviews which illuminate ideas which emerge from the analysis. Chapter 5 is a discussion of the content and development of the module itself, exploring the impact and development of activities which influence the students’ understanding of RE. Chapter 6 draws together the threads of the research to explore the vision of a transformative ITE RE module, which recognises the value of acknowledging and developing phronesis in primary non-specialist student teacher education and concludes with recommendations to improve the current situation in RE in primary ITE.
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Gould, Rachel Amanda. "Leadership in the primary Catholic school in the West Midlands." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6820/.

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Since the year 2000 there has been a statistically high proportion of head teachers’ leaving the profession. There have been studies conducted to predict when this exodus would conclude, but not the actual reasons for why senior people are leaving. Schools have found replacing head teachers’ increasingly difficult and the inevitable leadership crisis has been well documented by authors, such as Dorman and D’ Arbon (2003) and Harris (2007) alongside many articles in the media. The leadership crisis has been most noticeable within the Catholic Primary School sector. This thesis identifies the leadership crisis from the negativity of the education system with possible supporting solutions, such as the value of acting headship, succession planning and talent spotting. This research journey started with a questionnaire with eighty senior leadership teams within Catholic Primary schools (English West Midlands) and progressed to interviewing fifteen senior leaders, pooled from five head teachers; four deputy heads, three assistant heads and three middle leaders. The research was conducted from September 2011 to June 2014. This study captures the importance of succession planning and expectations on faith school head teachers having many aspects adding to the working week. Accountability and workload issues are adding increasing pressure on a heads’ shoulders which is putting many senior leaders off. The research concluded that any future succession planning should include opportunities for acting headship. The other emerging theme was the impact of OFSTED, especially in relation to the workload levels and the accountability of senior leader.
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Barişeri, Nurtuğ. "Primary music teacher education in England and Turkey." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4287/.

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This research investigates the primary student teachers' music education in England and Turkey. It is aimed to determine the generalist PGCE and specialist B.Ed students' attitudes and confidence towards primary music teaching before and after their teacher education courses. Similarly it investigated the 3(^rd) and 4(^th) year generalist student teachers' attitudes and confidence towards primary music teaching. Pre and post course questionnaires, interviews and informal observations were used for the study in England and a single questionnaire was applied to Turkish students. Factor analysis was used to construct a valid post-course questionnaire, which was also used to interpret some of the findings. English students' attitudes towards music teaching are based on three factors: (I) confidence in pedagogical content knowledge, (II) beliefs about value of music, (III) enjoyment of teaching music. Turkish students' responses on attitude statements created four factors: (I) confidence in content of music, (II) teaching role and beliefs to the value of music, (III) confidence in pedagogy, (IV) enthusiasm for music teaching. Turkish students tended to separate their pedagogical confidence from their subject knowledge confidence, whereas these aspects were merged for English students. In contrast to the Turkish teacher education course, the PGCE course increased students' confidence in their pedagogical knowledge and in creative activities at the end of their course. 3(^rd) year Turkish students were more confident in their musical and teaching knowledge and had more positive beliefs about the value of music education than the 4(^th) year students. Lack of time for music teaching practice and class management problems were shown as the main obstacles to the development of students' confidence to teach music further. The main implication for Turkish courses is to give more emphasis on pedagogy and creative activities for the education of students and English students should be given more chance to teach music during their teaching practice. Key Words: primary music education, specialist-generalist student teachers, attitude, confidence, and teaching practice.
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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.

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“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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Koelsch, Jane-Marie Fetty. "Teacher Perceptions of Professional Learning Community Maturity in Catholic Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2737.

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Many Midwestern Catholic schools have implemented professional learning communities (PLCs) to enhance teacher quality and attain school goals. However, not all schools have aligned practices essential to increase maturity in the five PLC dimensions, as defined by Hord. Guided by Hord's framework, this research study investigated teachers' perceptions of PLC maturity in select Catholic schools. A convenience sample allowed an examination of schools engaged in an initiative that included PLCs. Using a sequential explanatory mixed-methods design, the Professional Learning Communities Assessment - Revised was administered to 42 teachers in 4 schools. Quantitative survey data were analyzed using descriptive statistics. Data revealed the dimensions of shared leadership and shared vision and values were most mature in the majority of participating schools. The dimension of shared personal practice was least mature in all participating schools. Demographic data, analyzed using independent sample t tests and a series of ANOVAs, showed some demographic factors had significant findings in individual schools but no single factor had a significant finding in all schools. Results of quantitative data analysis provided direction for qualitative interviews. Four teachers participated in interviews that examined PLC practices affecting maturity. Transcribed interviews were coded and 7 themes emerged: supportive administration, teachers as leaders, shared vision, peer teaching, teacher buy in, too many meetings, and improper use of PLCs. PLC training for administrators and teachers could result in positive social change as school staffs learn to align specific instructional practices with an infrastructure that supports increasing PLC maturity. This increased PLC maturity directly determines a school's ability to improve.
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Martins, Cristiane Nascimento. "Estado e Igreja Católica como instâncias promotoras de educação: formação de professoras primárias em Minas Gerais na Primeira República (1892-1904)." Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13669.

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This investigation has as its theme the State and the Catholic Church, as instances of promoting education, focusing on the training of primary teachers in Minas Gerais. The temporal scope encompasses the time between 1892-1904, the first years of the Republic in Brazil. This period is justified for reasons that are interlinked: First, the demise of the functioning of the schools for the training of teachers as recorded at the time that the analysis of primary sources. Second, with the new regime, given the separation between of the State and Catholic Church took place in the legal framework, it is decreed the secularity of school education. It is also during this period that the movement occurs expansion of primary schooling and, in consequence, the expansion of Education Schools for the training of teachers to work in this level of education. Thus, this study aims to analyze and interpret the action of the Catholic Church in state affairs, so to evidence that the relationship between these two institutions continued very close in the educational field, including teacher training courses, even when the laws, as the Brazilian Constitution of 1891, decreed otherwise. The method of investigation is proposed to documentary research, consisting of documents produced in the daily Education Schools of Minas Gerais, as well as a set of laws produced in the time encompassed by our study and literature that helps us in interpreting and enforcing our arguments. The sources are listed, mostly in the custody of the Minas Gerais Public Archives in Belo Horizonte. These are documents produced in the secretariats of the Education Schools: certificates and attestations with seal of authentication to prove the trustworthiness, civil and religious, women of Minas Gerais; timesheet (containing the subjects taught in course teacher training) and normal evaluative tests (written exams) of some normal schools of Minas Gerais. As additional sources are used the encyclical Rerum Novarum (1891), legislation that organized educational laws that organized teaching in Brazil, laws and decrees of Minas Gerais as the law no. 41 of 1892 (Afonso Pena Reform) and law no. 281 of 1899 (Silviano Brandão Reform) which regulated primary education and teacher training to act in this level of education. The analysis of the sources gives us like result that the action of the Church in the training courses for teachers were part of the rescue project of Catholic ideals in Brazil, in general, and in Minas Gerais, in particular. This project of the Catholic Church has dovetailed with the plans the State which had the interest to train the girls in the traditional model of the family of Minas Gerais. Working together in education, church and State, formed women within the Catholic doctrine - with the goal that it extended this education in the family environment - at the same time that professionalize them to act in the primary teaching.
A presente investigação tem como tema o Estado e a Igreja Católica, como instâncias promotoras de educação, com enfoque na formação de professoras primárias em Minas Gerais. A abrangência temporal engloba o período entre 1892 a 1904, primeiros anos da República no Brasil. O recorte temporal se justifica por motivos que se encontram interligados: primeiro, devido às fontes primárias que revelam a efemeridade do funcionamento das Escolas Normais, formadoras de professores. Segundo, é nos primeiros anos da república que sucedeu a separação entre Estado e Igreja Católica ocorrida no âmbito legal, sendo decretada a laicidade da educação escolar. Nesse período, ocorreu o movimento de expansão da escolarização primária e, em consequência disso, a ampliação de Escolas Normais para a formação de professores para atuar nesse grau de ensino. Sendo assim, este estudo tem como objetivo analisar e interpretar a atuação da Igreja Católica nos assuntos do Estado, de maneira a evidenciar que a relação entre essas duas instituições continuaram muito próximas no campo educacional, incluindo os cursos de formação docente, mesmo quando as legislações, como a Constituição brasileira de 1891, decretaram o contrário. Como método de investigação propõe-se a pesquisa documental, composta de documentos produzidos no cotidiano das Escolas Normais de Minas Gerais, bem como um conjunto de legislações produzidas no tempo abarcado para nosso estudo e pesquisa bibliográfica que nos ajuda na interpretação reforçando nossos argumentos. As fontes elencadas encontram-se, em sua maioria, sob a guarda do Arquivo Público Mineiro, em Belo Horizonte. Trata-se de documentos produzidos nas secretarias das Escolas Normais: certidões e atestados com selo de autenticação que comprovam a idoneidade, civil e religiosa, das mulheres mineiras; quadro de horários (contendo as disciplinas ministradas no curso de formação docente) e exames avaliativos (provas escritas) das normalistas de algumas escolas normais de Minas Gerais. Como fontes complementares são utilizadas: a encíclica Rerum Novarum (1891), as legislações educacionais que organizaram o ensino no Brasil e as leis e decretos mineiros como a lei n. 41 de 1892 (Reforma Afonso Pena) e a Lei n. 281 de 1899 (Reforma Silviano Brandão) que regulamentaram o ensino primário e a formação de docentes para atuar nesse nível de ensino. A análise das fontes nos apresenta como resultado que a atuação da Igreja nos cursos de formação de professoras fazia parte do projeto de resgate dos ideais católicos no Brasil, em geral, e em Minas Gerais, em particular. Esse projeto da Igreja Católica se encaixou nos planos do Estado que tinha o interesse de formar as moças dentro do modelo tradicional da família mineira. Atuando conjuntamente na educação, Estado e Igreja, formaram mulheres dentro da doutrina católica com o objetivo de que ela estendesse essa educação no meio familiar ao mesmo tempo em que as profissionalizavam para atuar no magistério primário.
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Boyer, Mary Beth. "An Examination of Catholic School Teachers' Perceptions and Legal Understanding of Cyberbullying." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739705.

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The bully has been a figure in adolescent life for decades; however, the nature of bullying in the 21st Century has changed as it has moved to cyberspace. Bullying has taken on a new form termed cyberbullying. This quantitative survey design study examined Catholic school teachers’ legal understanding and perceptions of cyberbullying. In examining Catholic school teachers’ understanding of the law governing cyberbullying, their concerns about cyberbullying, their perceived responsibility in addressing cyberbullying, and their perceived ability to respond to cyberbullying, the study examined the human interactions that reflect not only legal responsibilities, but also ethical obligations as caring and just leaders in Catholic schools.

A survey instrument was distributed online to eight Catholic schools within the Diocese of St. Aquinas (a pseudonym). The study showed that Catholic school teachers had limited understanding of the law governing cyberbullying. Findings indicated that Catholic school teachers were concerned about cyberbullying and perceived a high level of responsibility in addressing cyberbullying, but did not perceive an ability to effectively respond to cyberbullying. The findings support the need for professional development programs to increase Catholic school teachers’ awareness of cyberbullying and provide comprehensive training on how to respond effectively. Findings also suggest re-examination of teacher preparation programs to provide training to teachers on how to recognize and effectively manage cyberbullying. Persistent attention to private school law and current case analysis should be an ongoing practice at the diocesan level with the intent to disseminate legal information and direction to Catholic school principals and teachers.

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Books on the topic "Catholic primary teacher education"

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Richard, Rymarz, ed. Religious education in Catholic primary schools: Contemporary issues and perspectives for RE teachers. Terrigal, N.S.W: David Barlow Publishing, 2009.

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Weafer, John A. Whither religious education?: A survey of post-primary teachers in Ireland. Dublin: Columba Press, 1991.

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Clarke, Barbara, Barbro Grevholm, and Richard Millman, eds. Tasks in Primary Mathematics Teacher Education. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09669-8.

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Politics and the primary teacher. Abingdon, Oxon: Routledge, 2012.

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Becoming a Primary School Teacher. London: Taylor & Francis Inc, 2004.

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Ofsted. Quality and standards in primary initial teacher training: Inspected 1998/2002. London: Ofsted, 2003.

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Science, Department of Education &. Bases for primary teacher education in institutions of higher education. (London): Department of Education and Science, 1991.

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Catholic primary education: Facing new challenges. Blackrock, Co Dublin: Columba Press, 2012.

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Becoming a primary mathematics specialist teacher. New York: Routledge, 2012.

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Shukla, R. P. Teacher education: Problems and issues. New Delhi: Sarup & Sons, 2004.

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Book chapters on the topic "Catholic primary teacher education"

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Dineen, Fiona, and David Lundie. "Does religious education matter to teachers in Catholic primary schools? Concerns and challenges." In Does Religious Education Matter?, 101–13. 1 [edition]. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315577883-9.

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Marinović, Ankica. "Analysis of Catholic Religious Instruction Textbooks in Primary Schools: How Do They Teach ?" In Education in Post-Conflict Transition, 129–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_7.

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Ng, Wing Kay Vion, and Shuet Yan Fion Luk. "Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools." In Global Perspectives on Catholic Religious Education in Schools, 299–310. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_24.

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Ng, Wing Kay Vion, and Shuet Yan Fion Luk. "Correction to: Effective Tools for Pedagogical Change in Religious Education: Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools." In Global Perspectives on Catholic Religious Education in Schools, C1. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_53.

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O’Shea, Gerard. "Catholic Religious Education, Uniqueness of." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_139-1.

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Dancă, Wilhelm. "Catholic Teacher Education in Romania." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_146-1.

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Aguas, Jove Jim S. "Catholic Education in the Philippines." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_147-1.

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Stone, Paula. "Reconceptualising teacher identity." In Debates in Primary Education, 35–45. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003091028-3.

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Sweetman, Brendan. "Religion and Science in Catholic Education." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_144-1.

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Sweet, William. "Catholic Education and Philosophy of Education in Canada." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_143-1.

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Conference papers on the topic "Catholic primary teacher education"

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BUCUR, Cristian. "NEW TEACHER IN PRE-PRIMARY OR PRIMARY EDUCATION - PSYCHOLOGICAL VIEW." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.029.

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Josefsson, Pernilla, Andrea Didon, and Ann Mutvei. "STOP-MOTION TECHNOLOGY IN PRIMARY SCHOOL TEACHER EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0479.

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Kalatskaya, Natalya N. "Primary School Boys And Girls` Attitude Towards Their Health." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.38.

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Handayani, Suharti Munawaroh, Happy Fitria, and Yessi Fitriani. "Supervision of Principals and Teacher Work Discipline on the Primary School Teacher Performance." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.161.

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Imron, Ali, Bambang Budi Wiyono, Syamsul Hadi, Imam Gunawan, Asghar Abbas, Bagus Rachmad Saputra, and Dyas Bintang Perdana. "Teacher Professional Development to Increase Teacher Commitment in the Era of the Asean Economic Community." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.059.

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Ahmetzyanova, Anna Ivanovna. "Communicative Characteristics Of Prognostic Competence In Primary Schoolchildren With Dysontogenesis Deficiency." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.7.

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Baharom, Mohd Munir, Noor Azean Atan, and Mohd Nihra Haruzuan Mohamad Said. "Primary Science Teacher Performance in Science Process Skills." In 2018 IEEE 10th International Conference on Engineering Education (ICEED). IEEE, 2018. http://dx.doi.org/10.1109/iceed.2018.8626973.

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Yadav, Aman. "Computer Science Teacher Professional Development." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137066.

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Sentance, Sue, Jane Sinclair, Carl Simmons, and Andrew Csizmadia. "Teacher Research Projects in Computing." In WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978249.2978271.

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Arifin, Imron, Juharyanto, Maulana Amirul Adha, Pramono, Abd Mu’id Aris Sofa, and Lidya Amalia Rahmania. "Principal’s Role in Strengthening Teacher Self-Efficacy (TSE) and Collective Teacher Efficacy (CTE) in Remote Areas." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.041.

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Reports on the topic "Catholic primary teacher education"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Kolesnyk, Larysa, Tetiana Matusavech, and Iryna Shaposhnikova. Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report. “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/009-20/978-966-2716-50-4/2020-68.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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