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広島大学 学術情報リポジトリ
English
雑誌トップ
6 巻
( 2019-06 )
5 巻 3 号
( 2013-03 )
5 巻 2 号
( 2013-03 )
5 巻 1 号
( 2013-03 )
4 巻 3 号
( 2011-05 )
4 巻 2 号
( 2011-03 )
4 巻 1 号
( 2011-03 )
CICE叢書6 Africa-Asia University Dialogue for Educational Development : Final Report of Phase IV Research Results : Toward Achieving the SDG4 : Contributions of African and Asian Researchers
ISSN
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発行元
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広島大学教育開発国際協力研究センター
Foreword
Yoshida Kazuhiro
PP. -
Girls' Transition from Primary to Secondary Schools in Two Urban and Semi-Urban School Districts in Niger
Chekaraou Ibro
Goza Nana Aicha
PP. 3 - 20
Teachers’ Perspectives on School Reform in Japan
Sakurai Riho
PP. 21 - 31
Impact of Female Teachers on Learning Outcomes of Girls in Rural Primary Schools in Malawi
Selemani-Meke Elizabeth
PP. 35 - 51
Decentralization of the Financing and Administration of Public Secondary Schools in Thailand: A Case Study in Chiang Mai
Rupavijetra Phetcharee
Rupavijetra Ploypailin
Kawaguchi Jun
Ogawa Keiichi
PP. 53 - 61
Startup Learning Community Approach: Case Study in Vietnam
Doan Nguyet Linh
Pham Thi Thanh Hai
PP. 63 - 75
Policy-Practice-Results Linkages for Education Development of Good Quality and International Cooperation in the Post-2015 Era
Yoshida Kazuhiro
PP. 77 - 96
The Organizational, Professional and Social Condition Perceived by Novice Teachers
Asim Das
Sharmin Huq
Ishida Yoko
Kusakabe Tatsuya
Mohd Ali Samsudin
Yakob Nooraida
Mohamed Ismail Shaik Abdul Malik
Moen Melanie
Rupavijetra Phetcharee
Kyasanku Charles
Pham Thi Thanh Hai
Nguyen Quy Thanh
PP. 99 - 119
Career Profile among Malaysian In-Service Teachers
Ahmad Zamri Khairani
Mohd Ali Samsudin
PP. 121 - 129
The Nexus between the Practice of Induction and the Formation of Novice Teachers’ Professional Identity in Ethiopia
Hagos Belay
Abera Berhanu
Desta Daniel
Chalchisa Desalegn
Lemma Girma
Yima Wossenu
PP. 131 - 146
Education for Sustainable Development: Pre-Service Teachers’ Knowledge and Understanding
Owoyemi Toyin Eunice
PP. 147 - 159
The Self-Representation of Primary School Teachers' Professional Identity in Madagascar
Ratompomalala Harinosy
Rajhonson Lina
Razafimbelo Judith
Rakotonanahary Mamy Lalao
Razafimbelo Célestin
PP. 161 - 173
Challenges Influencing the Professional Context of the Foundation Phase Teachers in Rural and Township Schools in South Africa
Hartell Cycil G.
Steyn Miemsie G.
PP. 175 - 195
Tanzanian Teachers' Knowledge of Moral Character Inherent in the Teaching Profession
Anangisye William A. L.
PP. 197 - 210
Teacher Professionalism in Uganda: An Outcome of a Myriad of Factors
Maani John S.
Otaala Justine
PP. 211 - 222
Including the Excluded: The Case of Slow Learners at Buloba Primary School, Uganda
Kyasanku Charles
Ssebbunga-Masembe Connie
Kusakabe Tatsuya
Ozawa Hiroaki
PP. 223 - 233
A Comparative Qualitative Analysis of Teachers' Professional Identity in Malaysia and Bangladesh: Implications for Educational Reforms and Development
Asim Das
Kusakabe Tatsuya
Mohd Ali Samsudin
Simeon Moses Irekpia
Low Hui Min
PP. 235 - 246
Scaling up Lesson Study in Urban and Rural Schools to Realize Sustainable, Inclusive Teacher Professional Development in Zambia
Ishida Yoko
Mwanza Peggy
Luchembe Musonda
Masaiti Gift
Peggy Nsama
PP. 247 - 269
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