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This paper reports on findings from a study that investigated reasons Malawian students have for preferring particular contexts in mathematics. The study explored students’ preferences of contexts using a survey questionnaire that contained 27 contexts and asked students to indicate their level of interest for each context on a 4-point scale and to write down reasons for their most preferred contexts. There were 393 students of 14-20 years old. Findings include that most preferred contexts...
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Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...
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Summary A growing body of research suggests that orphanhood and fostering might be (independently) associated with educational disadvantage in sub-Saharan Africa. However, literature on the impacts of orphanhood and fostering on school enrolment, attendance and progress produces equivocal, and often conflicting, results. This paper reports on quantitative and qualitative data from sixteen field-sites in Ghana and Malawi, highlighting the importance of historical and social...
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Topic
Publisher
- Funda Wande (South Africa) (12)
- iACT (Roger Federer Foundation, Zambia) (6)
- Illustrative Mathematics (USA) (25)
- National Numeracy Programme (Malawi, FCDO) (14)
- National Strategies (maths, UK) (47)
- NCTEM (UK) (1)
- ndr.mw (Malawi) (35)
- Oak Academy (UK, not CC) (403)
- SAVE (Malawi, World Bank) (2)
- Science of Teaching (RTI, BMGF) (20)
- SSEIP (Sierra Leone) (193)
- T-TEL (Ghana, FCDO) (37)
- University of Malawi (219)
Type
- Research evidence (206)
- Resources (649)
Education Level
- 1. Primary (1-8) (464)
Country
- Ghana (GHA) (38)
- Malawi (MWI) (278)
- Sierra Leone (SLE) (194)
- South Africa (ZAF) (12)
- United Kingdom (UK) (450)
- United States (USA) (27)
Publication year
- Between 1900 and 1999 (35)
- Between 2000 and 2024 (569)
- Unknown (535)