Titlebook: Educational Innovation in Developing Countries; Case-Studies of Chan Keith M. Lewin (Reader in Education),Janet S. Stua Book 1991 Palgrave

Inculcate

Classroom Action Research in Africa: a Lesotho Case Study of Curriculum and Professional DevelopmentThis is an account of a small-scale project carried out with teachers of Development Studies in Lesotho at post-primary level. I worked intensively with five teachers over a year, to help them firstly to reflect on the teaching and learning processes in the classroom and then to change these as they thought appropriate.

notion

uncertain

Introduction training systems of a variety of developing countries. It is a collection of case studies that have been produced from research undertaken at Sussex University over the last five years. In all cases the contributions are drawn from research theses which go well beyond the depth which can be encapsulated here.

ALIEN

School Climates in The Gambiaools and secondary technical schools. The former are modelled on British grammar schools, and the latter were introduced to meet the needs of those who would enter the middle levels of the labour market.

chastise

Vocationalising Secondary Education: A Study of the Junior Secondary Schooling Innovation in NigeriaThe innovation was designed as a complex package offering an integrated approach to changing educational values, orientations and learning outcomes. The research was planned to investigate this innovation during its first life cycle between 1982 and 1985 to see how much foundation there was for the doubts being expressed.

材料等

供過于求

https://doi.org/10.1007/978-3-8349-6934-7ssumptions and models that help interpret their practices; and some of the most important effects of what they do. In a postscript some structuring ideas and commentary are provided to make links between the case studies and two areas of theoretical debate — the literature on innovation and that on

團(tuán)結(jié)

Corporate Language als Qualit?tsgarant‘Gang of Four’, the new Chinese leadership gradually abandoned the ultra-leftist policy of ‘permanent revolution’ (.) and shifted its attention to achieving the four modernisations (.) of China — a set of vague development goals grouped as the comprehensive modernisation of agriculture, industry, na

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