CICE Series


ISSN :
Publisher : Center for the Study of International Cooperation in Education, Hiroshima University
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