A Preliminary Analytical Framework for Comparative Analysis of Alternative Primary Education Programs in Developing Nations.

Autor/inn/en	Farrell, Joseph P.; Mfum-Mensah, Obed
Titel	A Preliminary Analytical Framework for Comparative Analysis of Alternative Primary Education Programs in Developing Nations.
Quelle	(2002), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Active Learning; Administrator Role; Comparative Education; Developing Nations; Disadvantaged Youth; Educational Change; Educational Practices; Elementary Education; Foreign Countries; Nontraditional Education; Research Needs; Rural Education; School Community Relationship; School Effectiveness; Teacher Role + Suchen Sie Ihr Suchwort? Aktives Lernen; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Benachteiligter Jugendlicher; Bildungsreform; Bildungspraxis; Elementarunterricht; Ausland; Non-traditional education; Alternative Erziehung; Forschungsbedarf; Ländliche Erwachsenenbildung; Schuleffizienz; Lehrerrolle
Abstract	There has been a quiet revolution growing in schooling in many parts of the developing world, particularly at the primary level. These mostly successful radical alternatives are little known among educators and scholars of education. In many cases, children who are considered the hardest to reach and teach accomplish curricular objectives not achieved in traditional formal schools. These programs also demonstrate that, contrary to popular belief, teachers are not obstacles to change but are the change agents. These teachers manage to develop or change their practice so fundamentally that they produce large learning gains among children thought to be unteachable. These successful change programs typically spread not by a centrally planned and mandated reform plan but by teachers learning from other teachers and sharing their personal practical knowledge and skills with each other. Administrative leadership often plays a critical role in these programs, but it differs from the traditional model in that it enables teacher learning and teacher-driven change, rather than controlling and regulating teaching. The question that arises is, how have these successes actually occurred in each case, given the history of failed attempts at large-scale educational reform? Four figures are presented as a preliminary effort to develop a useful set of categories for comparative analysis of these cases. It is hoped that they will be used to design a long-term research program that will enable us to avoid repeating past failures. (Contains 30 references.) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC