9 results on '"Rose, Pauline"'
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2. From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network
- Author
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Alcott, Benjamin, Rose, Pauline, Sabates, Ricardo, and Ellison, Christine
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Teachers ,Children ,Education ,University of Cambridge - Abstract
In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this 'learning crisis.' Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with 'teaching at the right level.' For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities. Keywords Theory of Change; Citizen-led Assessments; Global South; Learning outcomes, Introduction The People's Action for Learning (PAL) Network is a leading South-South collaboration in education. It brings together members working in 14 countries across three continents to assess the basic [...]
- Published
- 2020
3. Introduction: Overcoming inequalities in teaching and learning
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Rose, Pauline
- Published
- 2015
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4. Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action?
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Rose, Pauline and Sayed, Yusuf
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CITIZENSHIP education , *TEACHER attitudes , *TRANSLATIONS - Abstract
In this commentary, we reflect on progress made in tracking progress towards two targets associated with the education Sustainable Development Goal, namely on global citizenship education (4.7), and on teachers (4c). We highlight that both these targets suffer from problems in their final design, with the global citizenship target becoming a 'residual target', and 4c becoming narrowly focused on the supply of teachers. In both cases, the core intention of the targets has become lost in translation into indicators, with a focus on inputs rather than outcomes. Notably, attention to equity, which is at the heart of the goal overall, and key to quality learning, has become missing in this translation. In going forward, we argue for a need for meaningful participation beyond technical experts in the articulation of both targets and indicators simultaneously, and importantly shifting the focus from institutions in the global North. • The SDG4 Global citizenship education and teacher targets are poorly framed. • Equity as core SDG4 has been lost in the framing of indicators. • Current Indicators are focused on inputs rather than outcomes. • Meaningful participation in the articulation of targets and indicators is needed. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
5. A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools : an accountability and political settlement approach
- Author
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Zubairi, Asma, Rose, Pauline, Sabates Aysa, Ricardo, and Alcott, Ben
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372.96897 ,Malawi ,Teachers ,Distribution ,Political Economy - Abstract
A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach By Asma Zubairi Despite Malawian government policies being aimed at reforming the persistent unequal distribution of teachers, teachers continue to be concentrated in urban areas and in later standards of primary schools. Why these policies have failed remain underexplored in empirical research. The aim of this thesis is to identify what contributes to this persistent inequitable distribution of teachers between and within schools in Malawi. The thesis highlights the need to understand relationships of accountability related to teacher management and the effect of power and politics on these relationships. In doing so, this thesis contributes to an emerging field in international education that explores the influence of politics on service delivery. The study utilised the Levy-Walton framework which seeks an understanding of the impact of politics on service delivery. Additionally it focuses on the the multiple levels of governance within a sector such as education, starting at the top level where policies are made through to the bottom level of front-line service delivery. Guided by this framework, the thesis adopted an explanatory mixed methods design to explore the patterns relating to the deployment, allocation and utilisation of teachers. The focus of study was Zomba Rural district, one of the worst performing districts in Malawi with respect to unequal distribution of teachers between schools. Within this district, purposive sampling utilising a deviant approach was adopted in order to select two primary education zones and four primary schools. This enabled comparability across different cases of schools/ zones which were experiencing either a shortage or surplus of teachers. I collected administrative quantitative data from government sources for all primary schools in the country. These data were used to illustrate trends concerning the equitability of teacher distribution between schools. I also administered a school survey in the 26 primary schools falling under the two primary education zones selected for study. The purpose of this survey was to quantify how teachers were being allocated between different classes in each school, and the time each teacher utilised for teaching. Lastly, I collected qualitative data from semi-structured interviews conducted with central, district and zonal government officials, together with headteachers and teachers in the four schools I chose. The interview data were intended to gain different stakeholder perspectives on the main reasons for the persistence of the inequitable and inefficient teacher deployment, allocation and utilisation. Through analysis of the administrative data, I found that approximately half of Zomba Rural district’s teachers were deployed to schools for reasons other than enrolment. This appears to be partly related to political interference resulting in a skew in teachers towards certain constituencies. During the Presidency of Joyce Banda (2012-14), whose home area is within Zomba Rural district, I found that the total number of teachers working in the district rose significantly. In addition with respect to the distribution of teachers within schools, my analysis of the survey data revealed a clear preference by headteachers to allocate teachers to Standard 8 – the last and only standard of the primary school cycle where national examinations take place. Moreover the practice of “team-teaching” – where two or more teachers share teaching responsibilities for a class officially meant to be taught by one teacher – resulted in actual time spent by teachers teaching being well below that officially mandated. From the semi-structured interviews, I found evidence of interference from the national and local political elite in matters pertaining to teacher deployment and utilisation. Additionally, several factors contributing to the perceived lack of hierarchy between headteachers, local/ district government officials and teachers led to the poor enforcement of official government policy. Poor inspection and monitoring by government officials was also found to be a contributory factor in the weak implementation of policies relating to effective teacher management. Lastly, absent, poorly defined or contradictory policies led to greater discretionary decision-making powers at the district and local levels of government. The findings illustrate ways in which formal accountability relationships between teachers and education officials responsible for managing them were weakened through the informal relationships supplanting them. While previous studies relating to teacher management in Malawi have broadly quantified the inequity and inefficiency of teacher deployment, allocation and utilisation, this thesis makes an important contribution in redressing what has overwhelmingly been an apolitical approach to understanding this long-standing problem affecting Malawi’s education system. The combination of both quantitative and qualitative data allowed for a richer interrogation of the influence of politics and power in allowing the problem to persist. Additionally, through my engagement with multiple stakeholders from different levels of the education sector, the thesis brought together the distinct perspectives on how politics and power affected different actors in fulfilling their responsibilities.
- Published
- 2020
- Full Text
- View/download PDF
6. Thank God it's Friday.
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Rose, Pauline
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TEACHERS , *EXAMINATIONS , *SECONDARY education , *STUDENTS , *ANNOUNCEMENTS , *CALCULATORS - Abstract
The article presents a diary written by Pauline Rose, a teacher in a secondary school in Richmond. She describes her activities on different days of a week. Rose has been invigilating at the examination hall of the school. She wore high heeled shoes and a skirt that rustles. She wants to do minimum work at the examination hall during invigilation, and wants the papers to be distributed, and all necessary announcements made by someone else before she enters the hall. She prays to the Lord that the exam may finish at the earliest, so that she can have a free period. Friday is her fifth session of invigilation, and she asks students for a ruler, calculator, and other things.
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- 2006
7. Spare me this double act.
- Author
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Rose, Pauline
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TEACHERS , *EDUCATORS , *TUTORS & tutoring , *ENGLISH language education - Abstract
The article relates the author's views on being an English teacher and at the same time a form tutor in Great Britain. She asserted that she was able only to meet her form twice a day. She is convinced that seeing her form twice a day is enough. However, she finds being a teacher and at the same time a form tutor too much for one person.
- Published
- 2005
8. Thank God it's Friday.
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Rose, Pauline
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TEACHERS , *OBSERVATION (Educational method) , *CLASSROOM environment , *STUDENT attitudes - Abstract
Outlines a week long schedule of a newly-qualified teacher in Great Britain. Classroom observation by a personnel from the special needs department; Effectiveness of the non-verbal communication strategies; Approach to promote positive student behavior.
- Published
- 2005
9. Thank God it's Friday.
- Author
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Rose, Pauline
- Subjects
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BEGINNING teachers , *TEACHERS , *SCHOOL employees , *LESSON planning - Abstract
Relates a teacher's weekly activities in a new teaching post in Great Britain. Experience in the first day of her new job; Lesson plan preparations; Difficulty in locating the rooms assigned to her.
- Published
- 2004
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