Measuring Quality beyond Test Scores: The Impact of Regional Context on Curriculum Implementation (in Northern Uganda)

Autor/inn/en	Spreen, Carol Anne; Knapczyk, Jillian J.
Titel	Measuring Quality beyond Test Scores: The Impact of Regional Context on Curriculum Implementation (in Northern Uganda)
Quelle	In: FIRE: Forum for International Research in Education, 4 (2017) 1, S.1-31, Artikel 1 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Foreign Countries; Curriculum Implementation; Context Effect; Educational Quality; Scores; Mixed Methods Research; Teaching Experience; Performance Factors; Teacher Attitudes; Elementary School Teachers; Educational Change; Educational Policy; Teacher Competencies; Teacher Improvement; Content Analysis; Focus Groups; Interviews; Teacher Surveys; Knowledge Base for Teaching; Daily Living Skills; Native Language; Rural Schools; School Support; Observation; Uganda + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Leistungsindikator; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Politics of education; Bildungspolitik; Lehrkunst; Inhaltsanalyse; Interviewing; Interviewtechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Alltagsfertigkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulförderverein; Beobachtung
Abstract	Although global initiatives have brought attention to the lack of quality in education systems worldwide; the question remains, how do we implement quality education? Teachers, a vital component of the education process, are not usually included in these global conversations; this results in government initiatives missing key obstacles faced by teachers daily. In this article, we used a rights-based approach to examine the Quality Educators Initiative, specifically its curricular component, as it tries to assist teachers in northern Uganda, an area whose schools and communities are vastly under-resourced and dealing with post-conflict effects. Using a mixed-methods approach, we highlight teachers' experiences with the National Thematic Curriculum and reveal through our findings that regional contextual factors, and teachers' voices and changing roles due to these factors, must be taken into consideration when rolling out new education policies. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01