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The Routledge International Handbook of Teacher and School Development. Routledge International Handbooks of Education
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Day, Christopher, Ed. – Routledge, Taylor & Francis Group, 2011
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from 18 countries across 7 continents, the 40 chapters are grouped into 10 themes which represent key aspects of teacher and…
Descriptors: Teachers, Expectation, Teaching (Occupation), Accountability
Communicative Approaches To Teaching English in Namibia: The Issue of Transfer of Western Approaches To Developing Countries.
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O'Sullivan, Margo C. – International Journal of Early Years Education, 2001
Examines Namibia's communicative approach to teaching English speaking and listening skills by exploring the extent to which this approach is appropriate to the Namibian context. Raises the issue of transfer, specifically that communicative approaches are transferable to the Namibian context if they are simplified and adequate prescriptive…
Descriptors: Context Effect, Developing Nations, Early Childhood Education, English
The Development of Effective Strategies To Teach Reading among Unqualified Primary Teachers in a Developing Country Context.
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O'Sullivan, Margo – International Journal of Early Years Education, 2003
Examined the usefulness of various Western strategies to teach reading in an inservice program in Namibia designed to develop teachers' capacity to teach reading more effectively. Found that structured and bottom-up strategies were more effective than top-down strategies. Findings highlight the importance of using an eclectic approach to teaching…
Descriptors: Classroom Techniques, Culturally Relevant Education, Developing Nations, Early Childhood Education
Action Research and the Transfer of Reflective Approaches to In-Service Education and Training (INSET) for Unqualified and Underqualified Teachers in Namibia.
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O'Sullivan, Margo C. – Teaching and Teacher Education, 2002
Explored efforts, within an action research study of a 3- year Inservice Education and Training (INSET) program, to implement reflective approaches in training unqualified and underqualified elementary teachers in Namibia. Results found that western approaches to teacher reflection could not be used productively with Namibian teachers unless there…
Descriptors: Action Research, Change Strategies, Educational Change, Elementary Education