Literaturnachweis - Detailanzeige
| Autor/in | Di Biase, Rhonda |
|---|---|
| Titel | Policy, Pedagogy, and Priorities: Exploring Stakeholder Perspectives on Active Learning in the Maldives |
| Quelle | In: Prospects: Quarterly Review of Comparative Education, 45 (2015) 2, S.213-229 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-1538 |
| DOI | 10.1007/s11125-015-9346-1 |
| Schlagwörter | Active Learning; Teaching Methods; Foreign Countries; Educational Change; Intervention; Context Effect; Cultural Context; Participatory Research; Classroom Environment; Stakeholders; Educational Policy; Equal Education; Cooperative Learning; Teacher Role; Guidelines; Educational Practices; Maldives |
| Abstract | Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. This study investigates how teachers enact active-learning pedagogy within the Maldives. Using design-based research, it explores--through contextual analysis and pedagogical intervention--the conditions under which active learning can be enacted within the Child Friendly Schools framework. The article presents findings of the contextual-analysis phase, which sought to understand stakeholder priorities in order to inform the intervention phase. The World Café, a participatory approach to data collection, reveals the salient features of active learning considered important across the stakeholder groups: the active participation of students, the use of group work, the teacher as facilitator, a friendly classroom environment, and the potential of the reform to be tailored more equally to all students. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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