| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2023-03-18 |
| タイトル |
|
|
タイトル |
Enhancing Active Learning through blank-and-Peer Reflections : The Case of Selected Schools in Ethiopia |
|
言語 |
en |
| 作成者 |
Desta, Daniel
Chalchisa, Desalegn
Mulat, Yeshitila
Berihun, Asmaru
Tesera, Adane
|
| アクセス権 |
|
|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 権利情報 |
|
|
権利情報 |
Copyright (c) 2009 「国際教育協力論集」編集委員会 |
| 主題 |
|
|
主題Scheme |
NDC |
|
主題 |
370 |
| 内容記述 |
|
|
内容記述 |
Learning can be enhanced, among other conditions, through teachers' effective design of their classes by taking into consideration peer assessment and selfreflection. In order to introduce this notion and practice, a study that passes through five phases was conducted in three regions of Ethiopia: Addis Ababa, Amhara and Oromia involving eight primary schools. Phase one dealt with introducing the concept of peer and self-reflections in relation to enhancing active learning in primary schools. Thirty two professionals drawn from the three regions' education bureaus, UNESCO, UNICEF and selected NGOs participated in the one day kickoff workshop organized to introduce peer assessment and selfreflections as a method for enhancing active learning in primary schools. The second phase covers developing a training manual on peer assessment and selfrefl ection for primary school teachers. The manual was prepared in English and translated into two local languages-Amharic and Afan Oromo. In the third phase a one day training of trainers was organized for four key teacher trainers from two teacher education institutes who organize and conduct the classroom observations in Adama, Bahir Dar and Gondar. The fourth phase of the project was organizing a training workshop for school teachers.The fi fth phase dealt with peer assessment and refl ections by observing the classes of teachers who participated in the training workshop while they are teaching. The result showed that peer assessment and self–refl ections were positively perceived by the teachers and school principals. The results further showed that peer assessment and self-reflections are useful strategies in enhancing active learning among students. |
|
言語 |
en |
| 出版者 |
|
|
出版者 |
広島大学教育開発国際協力研究センター |
| 言語 |
|
|
言語 |
eng |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| ID登録 |
|
|
ID登録 |
10.15027/34319 |
|
ID登録タイプ |
JaLC |
| 収録物識別子 |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
1344-2996 |
| 収録物識別子 |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AA11281847 |
| 開始ページ |
|
|
開始ページ |
71 |
| 書誌情報 |
国際教育協力論集
Journal of International Cooperation in Education
巻 12,
号 1,
p. 71-87,
発行日 2009-04-30
|
| 旧ID |
34319 |
JICE_12-1_71.pdf (78.7 KB)
