GENDER COMPARISON ON TEACHING PRACTICES OF ONE TEACHER SCHOOLS

http://dx.doi.org/10.31703/gesr.2020(V-IV).04      10.31703/gesr.2020(V-IV).04      Published : Dec 4
Authored by : MonaRafiq , NaveedSultana

04 Pages : 32-41

References

  • AEPAM data on Single Teacher (2016-17). (Provisional Figures) available at: http://www.civilsocietyonline.com/column/back-to-school/schools-with-just-one-teacher/
  • Anya Kermani Hossain (2013). Multi Grade School: One Class for Them All, https://www.dawn.com/news/1059698
  • Blum, N and Diwan, R. (2007) Small, Multigrade Schools and Increasing Access to Primary Education in India: National Context and NGO Initiatives. CREATE Pathways to Access Research Monograph No 17.
  • Birch, Land, M. (1995). Multigrade teccahcing in Primary school. UNESCO/Asia Pacific Center of Educational Innovaion for Development (APEID)
  • Chapman, Dand Adams, D. (2002). The Quality of Education: Dimensions and Strategies. Education in Developing Asia, Volume 5. Comparative Education Research Center Hong Kong
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
  • Diane Smith (2014) The Role of Inservice teachers in Pre Service Teachers Preparation for Multiculture Education. Thesis. Walden University
  • Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. New York, NY: Routledge
  • Husserl, E. (1989). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy: Studies in the phenomenology of constitution. Boston, MA: Klewer Academic Publishers
  • IOE (Institute of Education) (2010). Learning and teaching in multi-grade settings, Leading Education and Social research. Institute of Education (IOE), University of London. http://multigrade.ioe.ac.uk/definitions.html
  • Joubert, J. (2010). Multi-grade Schools in South Africa. From Cape Peninsula University of Technology. Cape Town. Retrieved on 10 December 2011.
  • Juvane, V. (2005). Redefining the Role of Multi-grade Teaching. Working Document Prepared for the Ministerial Seminar on Education for Rural People in Africa: Policy Lessons, Options, and Priorities. Addis Ababa, Ethiopia, 7-9 September, 2005. ADEA Working Group on the Teaching Profession
  • Little, A. W. (2001). Education for all: Multi-grade realities and histories. In A. W. Little (Ed.), Education for all multi-grade teaching: Challenges and opportunities, (pp.1-26), Netherlands: Springer.
  • Little, A. (2001). Multigrade Teaching: towards an international research and policy agenda. International Journal of Educational Development, 21, 481-497.
  • Little, A.. (2008). Size Matters for EFA. CREATE Pathways to Access Research Monograph No 26.
  • Lofland, J. & Lofland, L. (1995). Analyzing social settings: a guide to qualitative observation and analysis. (3rd ed.). Belmont,CA: Wadsworth.
  • Marshall, D. G. (1985). Closing small schools: Or when is small too small? Education Canada, 25(3), 10- 16.
  • McMillan, J.H. & Wergin, F.W. (2013). Understanding and evaluating educational research. USA: Pearson Publishing house. Cresswell (2006) and Colaizz(1978).
  • Miller, B. A. (1990). A review of the quantitative research on multi-grade instruction. Research in Rural Education, 7(1), 1-8.
  • Mulkeen, Aidan G. Higgins, and Cathal (2009). Multigrade Teaching in Sub-Saharan Africa : Lessons from Uganda, Senegal, and The Gambia. World Bank Working Paper; no. 173. Africa Human Development Series. World Bank. Available at https://openknowledge.worldbank.org/handle/10986/5952
  • Muofhe Sandra Mulaudzi (2016). Challenges experienced by teachers of multi-grade classes in primary schools at Nzhelele East Circuit. Thesis. University of South Africa,
  • Pervaiz Pirzado 2006. Exclusion of girls from education in rural Pakistan. Aga Khan University, Institute for Educational Development, Karachi Pakistan
  • Prem Kumar Yadav (2015). Audio-Visual Aids in Teaching-Learning Process of Health Science Students and Professionals. Journal of Universal College of Medical Sciences 3(4):50-52
  • Sindiswa Sybil Serity Matshoba (2011). Multi-grade teachers' perceptions of the benefits and challenges of learning and teaching in multi-grade settings: A case study of selected primary schools in East London district. Submitted in fulfillments of the requirements for the degree of Masters in the Faculty of Education at the University of Fort Hare.
  • Shah, S. with Conchar, C. (2009). Why Single-Sex Schools? Discourses of culture/failh and achievement. Cambridge Joumal of Education; 45(2).
  • Takako Suzuki (2003). Multigrade Teaching in Primary Schools in Nepal: Practice and Training. Thesis. University of London
  • Winsome Gordon and Andi Lokisso (1997). Enhancing the effectiveness of single-teacher schools and multj-grade classes, Norway.
  • Wiseman, A.W. (2002), Principals' Instructional Management Activity and Student Achievement: A Meta-Analysis, Paper presented at the Annual Meeting of the Southwestern Educational Research, Austin, Texas. (Shank (2002
  • AEPAM data on Single Teacher (2016-17). (Provisional Figures) available at: http://www.civilsocietyonline.com/column/back-to-school/schools-with-just-one-teacher/
  • Anya Kermani Hossain (2013). Multi Grade School: One Class for Them All, https://www.dawn.com/news/1059698
  • Blum, N and Diwan, R. (2007) Small, Multigrade Schools and Increasing Access to Primary Education in India: National Context and NGO Initiatives. CREATE Pathways to Access Research Monograph No 17.
  • Birch, Land, M. (1995). Multigrade teccahcing in Primary school. UNESCO/Asia Pacific Center of Educational Innovaion for Development (APEID)
  • Chapman, Dand Adams, D. (2002). The Quality of Education: Dimensions and Strategies. Education in Developing Asia, Volume 5. Comparative Education Research Center Hong Kong
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
  • Diane Smith (2014) The Role of Inservice teachers in Pre Service Teachers Preparation for Multiculture Education. Thesis. Walden University
  • Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. New York, NY: Routledge
  • Husserl, E. (1989). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy: Studies in the phenomenology of constitution. Boston, MA: Klewer Academic Publishers
  • IOE (Institute of Education) (2010). Learning and teaching in multi-grade settings, Leading Education and Social research. Institute of Education (IOE), University of London. http://multigrade.ioe.ac.uk/definitions.html
  • Joubert, J. (2010). Multi-grade Schools in South Africa. From Cape Peninsula University of Technology. Cape Town. Retrieved on 10 December 2011.
  • Juvane, V. (2005). Redefining the Role of Multi-grade Teaching. Working Document Prepared for the Ministerial Seminar on Education for Rural People in Africa: Policy Lessons, Options, and Priorities. Addis Ababa, Ethiopia, 7-9 September, 2005. ADEA Working Group on the Teaching Profession
  • Little, A. W. (2001). Education for all: Multi-grade realities and histories. In A. W. Little (Ed.), Education for all multi-grade teaching: Challenges and opportunities, (pp.1-26), Netherlands: Springer.
  • Little, A. (2001). Multigrade Teaching: towards an international research and policy agenda. International Journal of Educational Development, 21, 481-497.
  • Little, A.. (2008). Size Matters for EFA. CREATE Pathways to Access Research Monograph No 26.
  • Lofland, J. & Lofland, L. (1995). Analyzing social settings: a guide to qualitative observation and analysis. (3rd ed.). Belmont,CA: Wadsworth.
  • Marshall, D. G. (1985). Closing small schools: Or when is small too small? Education Canada, 25(3), 10- 16.
  • McMillan, J.H. & Wergin, F.W. (2013). Understanding and evaluating educational research. USA: Pearson Publishing house. Cresswell (2006) and Colaizz(1978).
  • Miller, B. A. (1990). A review of the quantitative research on multi-grade instruction. Research in Rural Education, 7(1), 1-8.
  • Mulkeen, Aidan G. Higgins, and Cathal (2009). Multigrade Teaching in Sub-Saharan Africa : Lessons from Uganda, Senegal, and The Gambia. World Bank Working Paper; no. 173. Africa Human Development Series. World Bank. Available at https://openknowledge.worldbank.org/handle/10986/5952
  • Muofhe Sandra Mulaudzi (2016). Challenges experienced by teachers of multi-grade classes in primary schools at Nzhelele East Circuit. Thesis. University of South Africa,
  • Pervaiz Pirzado 2006. Exclusion of girls from education in rural Pakistan. Aga Khan University, Institute for Educational Development, Karachi Pakistan
  • Prem Kumar Yadav (2015). Audio-Visual Aids in Teaching-Learning Process of Health Science Students and Professionals. Journal of Universal College of Medical Sciences 3(4):50-52
  • Sindiswa Sybil Serity Matshoba (2011). Multi-grade teachers' perceptions of the benefits and challenges of learning and teaching in multi-grade settings: A case study of selected primary schools in East London district. Submitted in fulfillments of the requirements for the degree of Masters in the Faculty of Education at the University of Fort Hare.
  • Shah, S. with Conchar, C. (2009). Why Single-Sex Schools? Discourses of culture/failh and achievement. Cambridge Joumal of Education; 45(2).
  • Takako Suzuki (2003). Multigrade Teaching in Primary Schools in Nepal: Practice and Training. Thesis. University of London
  • Winsome Gordon and Andi Lokisso (1997). Enhancing the effectiveness of single-teacher schools and multj-grade classes, Norway.
  • Wiseman, A.W. (2002), Principals' Instructional Management Activity and Student Achievement: A Meta-Analysis, Paper presented at the Annual Meeting of the Southwestern Educational Research, Austin, Texas. (Shank (2002

Cite this article

    CHICAGO : Rafiq, Mona, and Naveed Sultana. 2020. "Gender Comparison on Teaching Practices of One Teacher Schools." Global Educational Studies Review, V (IV): 32-41 doi: 10.31703/gesr.2020(V-IV).04
    HARVARD : RAFIQ, M. & SULTANA, N. 2020. Gender Comparison on Teaching Practices of One Teacher Schools. Global Educational Studies Review, V, 32-41.
    MHRA : Rafiq, Mona, and Naveed Sultana. 2020. "Gender Comparison on Teaching Practices of One Teacher Schools." Global Educational Studies Review, V: 32-41
    MLA : Rafiq, Mona, and Naveed Sultana. "Gender Comparison on Teaching Practices of One Teacher Schools." Global Educational Studies Review, V.IV (2020): 32-41 Print.
    OXFORD : Rafiq, Mona and Sultana, Naveed (2020), "Gender Comparison on Teaching Practices of One Teacher Schools", Global Educational Studies Review, V (IV), 32-41