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Direct linkSong, Donggil; Karimi, Arafeh; Kim, Paul – Interactive Learning Environments, 2016
Teaching argumentation with appropriate activities and strategies would support a wide range of goals in science education. Though science labs have been suggested and employed for argumentation activities, such educational expenditures are likely to be beyond the means of most schools in under-resourced areas. Due to the lack of appropriate…
Descriptors: Science Experiments, Disadvantaged Schools, Developing Nations, Rural Areas
Hoadley, Ursula; Muller, Johan – Curriculum Journal, 2016
Why has large-scale standardised testing attracted such a bad press? Why has pedagogic benefit to be derived from test results been downplayed? The paper investigates this question by first surveying the pros and cons of testing in the literature, and goes on to examine educators' responses to standardised, large-scale tests in a sample of low…
Descriptors: Foreign Countries, Standardized Tests, Developing Nations, Visual Discrimination
Weshah, Hani A.; Al-Faori, Oraib; Sakal, Reham M. – College Student Journal, 2012
The purpose of this research was to report on a Child-Friendly School (CFS) initiative pilot project in Jordan, which aims at initiating the creation of CFS and to raise stakeholders' awareness of the importance of this project in promoting and implementing Child Rights Conviction (CRC) in Jordan. The study was conducted by a joint team selected…
Descriptors: Stakeholders, Pilot Projects, Teaching Methods, Foreign Countries
Marshall, Jeffery H. – International Journal of Educational Development, 2003
This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that…
Descriptors: Grade Repetition, Standardized Tests, Foreign Countries, Grade 4
Peer reviewedLickteig, Mary J.; Danielson, Kathy Everts – Social Studies, 1995
Describes a third-grade instructional unit that begins with a basic introduction to African geography and culture. Children's books, from sources as diverse as current politics and Masai folk tales, are used to illustrate key concepts and places. Includes a list of children's books used in the lessons. (MJP)
Descriptors: African Culture, African History, Class Activities, Consciousness Raising
