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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 6 巻

2019-06 発行

Foreword

Yoshida Kazuhiro

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CICEseries_6_i.pdf

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Foreword

PP. -

Girls' Transition from Primary to Secondary Schools in Two Urban and Semi-Urban School Districts in Niger

PP. 3 - 20

Teachers’ Perspectives on School Reform in Japan

PP. 21 - 31

Impact of Female Teachers on Learning Outcomes of Girls in Rural Primary Schools in Malawi

PP. 35 - 51

Decentralization of the Financing and Administration of Public Secondary Schools in Thailand: A Case Study in Chiang Mai

PP. 53 - 61

Startup Learning Community Approach: Case Study in Vietnam

PP. 63 - 75

Policy-Practice-Results Linkages for Education Development of Good Quality and International Cooperation in the Post-2015 Era

PP. 77 - 96

The Organizational, Professional and Social Condition Perceived by Novice Teachers

PP. 99 - 119

Career Profile among Malaysian In-Service Teachers

PP. 121 - 129

The Nexus between the Practice of Induction and the Formation of Novice Teachers’ Professional Identity in Ethiopia

PP. 131 - 146

Education for Sustainable Development: Pre-Service Teachers’ Knowledge and Understanding

PP. 147 - 159

The Self-Representation of Primary School Teachers' Professional Identity in Madagascar

PP. 161 - 173

Challenges Influencing the Professional Context of the Foundation Phase Teachers in Rural and Township Schools in South Africa

PP. 175 - 195

Tanzanian Teachers' Knowledge of Moral Character Inherent in the Teaching Profession

PP. 197 - 210

Teacher Professionalism in Uganda: An Outcome of a Myriad of Factors

PP. 211 - 222

Including the Excluded: The Case of Slow Learners at Buloba Primary School, Uganda

PP. 223 - 233

A Comparative Qualitative Analysis of Teachers' Professional Identity in Malaysia and Bangladesh: Implications for Educational Reforms and Development

PP. 235 - 246

Scaling up Lesson Study in Urban and Rural Schools to Realize Sustainable, Inclusive Teacher Professional Development in Zambia

PP. 247 - 269