NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Practising What You Preach, Preaching What You Practice: World Bank Support for Technical and Vocational Education and Training in Sub-Saharan Africa
Peer reviewed Peer reviewed
Direct linkDirect link
Bennell, Paul – Compare: A Journal of Comparative and International Education, 2023
This is the second of two articles on World Bank support for technical and vocational education and training in sub-Saharan Africa. The first article reviewed the World Bank's latest policy document on TVET in SSA. This article takes a broader historical perspective by examining the evolution of World Bank policy and practice in this key area of…
Descriptors: Foreign Countries, Technical Education, Vocational Education, Policy
A Critical Interpretive Synthesis of Post-Millennial Canadian French as a Second Language Research across Stakeholders and Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Masson, Mimi; Knouzi, Ibtissem; Arnott, Stephanie; Lapkin, Sharon – Canadian Modern Language Review, 2021
Using critical interpretive procedures, this synthesis reviews qualitative and quantitative empirical studies (N = 181) published between 2000 and 2017 in the Canadian French as a Second Language (FSL) K-12 context. This study examines the thematic focus of findings relevant to key stakeholders (i.e., students, teachers, teacher candidates,…
Descriptors: French, Immersion Programs, Second Language Learning, Second Language Instruction
A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects
Peer reviewed Peer reviewed
Direct linkDirect link
Impellizeri, Whitney; Lee, Vera J. – Education and Urban Society, 2022
Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution,…
Descriptors: Comparative Analysis, Place Based Education, Higher Education, School Community Relationship
Bringing DisCrit Theory to Practice in the Development of an Action for Equity Collaborative Network: Passion Projects
Peer reviewed Peer reviewed
Direct linkDirect link
Ellis-Robinson, Tammy – Race, Ethnicity and Education, 2021
Disability Critical Race Theory (Dis/Crit) was useful as a tool and a lens for the development of a collaborative network of educators, community providers, and community stakeholders including educators, community members, parents, and individuals. Initially I engaged these stakeholders in action research sessions to inform planning for…
Descriptors: Teacher Collaboration, Critical Theory, Students with Disabilities, Action Research
Paving the Path to Success. Data for Action 2014. Key Findings
PDF on ERIC Download full text
Data Quality Campaign, 2014
Data are more than just test scores, and by effectively accessing and using different types of data--such as attendance, grades, and course-taking--teachers, parents, and school and district leaders can help ensure that every student is on a path for success every day, not just at the end of the school year. The 10 State Actions to Ensure…
Descriptors: Data, Data Collection, Information Utilization, Educational Policy
Teacher Professional Development through a School-University Partnership. What Role Does Teacher Identity Play?
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Trent, John – Australian Journal of Teacher Education, 2012
This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the…
Descriptors: Stakeholders, Conflict, Foreign Countries, Professional Development