東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Innovative Pedagogies? Enactment of ...

Tayabali, Munira Muzaffer.

FindBook

Google Book

Amazon

博客來

Innovative Pedagogies? Enactment of Active-learning Pedagogies and Policies in Northern, Rural, Tanzania.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Innovative Pedagogies? Enactment of Active-learning Pedagogies and Policies in Northern, Rural, Tanzania./
作者:	Tayabali, Munira Muzaffer.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	251 p.
附註:	Source: Masters Abstracts International, Volume: 82-01.
Contained By:	Masters Abstracts International82-01.
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832673
ISBN:	9798662392816

Innovative Pedagogies? Enactment of Active-learning Pedagogies and Policies in Northern, Rural, Tanzania.
Tayabali, Munira Muzaffer.

Innovative Pedagogies? Enactment of Active-learning Pedagogies and Policies in Northern, Rural, Tanzania. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 251 p.

Source: Masters Abstracts International, Volume: 82-01.

Thesis (M.A.)--University of Toronto (Canada), 2020.

This item must not be sold to any third party vendors.

This ethnographic case study examines how various stakeholders in a northern, rural Tanzanian community responded to one American Non-Governmental Organization's (ANGO) intervention to implement active-learning (participatory, student-centred) teaching methods in the primary school it co-managed with the Tanzanian government, and at its children's residential facility. Interviews (with parents, teachers, government official, and children), classroom observations, and document analysis revealed that, despite continuation of some teacher-centred methods in the primary school classrooms, the students' 2015 national examination passing rate was 98%, topping the regional charts. No visible gender disparity or cultural conflicts were detected. Informed by Ginsburg's (2010) and Vavrus et al's (2011) theory and research on active-learning pedagogies in the developing world, and Steiner-Khamsi's (2013) research on transnational policy-borrowing in education, these analyses suggest that ANGO's injection of infrastructural and teaching resources - textbooks, in-service training, meals for students - and other material aid had contributed towards the school's academic excellence.

ISBN: 9798662392816Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Active-learning pedagogies

Innovative Pedagogies? Enactment of Active-learning Pedagogies and Policies in Northern, Rural, Tanzania.
LDR:02432nmm a2200385 4500 001 2273962
005 20201109125358.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798662392816
035 $a (MiAaPQ)AAI27832673
035 $a AAI27832673
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tayabali, Munira Muzaffer. $3 3551423
245 1 0 $a Innovative Pedagogies? Enactment of Active-learning Pedagogies and Policies in Northern, Rural, Tanzania.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 251 p.
500 $a Source: Masters Abstracts International, Volume: 82-01.
500 $a Advisor: Bickmore, Kathy.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This ethnographic case study examines how various stakeholders in a northern, rural Tanzanian community responded to one American Non-Governmental Organization's (ANGO) intervention to implement active-learning (participatory, student-centred) teaching methods in the primary school it co-managed with the Tanzanian government, and at its children's residential facility. Interviews (with parents, teachers, government official, and children), classroom observations, and document analysis revealed that, despite continuation of some teacher-centred methods in the primary school classrooms, the students' 2015 national examination passing rate was 98%, topping the regional charts. No visible gender disparity or cultural conflicts were detected. Informed by Ginsburg's (2010) and Vavrus et al's (2011) theory and research on active-learning pedagogies in the developing world, and Steiner-Khamsi's (2013) research on transnational policy-borrowing in education, these analyses suggest that ANGO's injection of infrastructural and teaching resources - textbooks, in-service training, meals for students - and other material aid had contributed towards the school's academic excellence.
590 $a School code: 0779.
650 4 $a Education policy. $3 2191387
650 4 $a Pedagogy. $3 2122828
650 4 $a Curriculum development. $3 684418
653 $a Active-learning pedagogies
653 $a Education policy
653 $a Learner-centred pedagogies
653 $a Policy borrowing
653 $a Student-centred pedagogies
653 $a Teacher-centred pedagogies
690 $a 0458
690 $a 0456
690 $a 0727
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Masters Abstracts International $g 82-01.
790 $a 0779
791 $a M.A.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27832673