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This study sought to examine the impact of lesson study on teachers’ professional development. For this purpose, a quasi-experimental design involving 46 English teachers from 24 primary schools in Bahir Dar city, Ethiopia, was employed. Data were collected through questionnaires and analyzed quantitatively using means, standard deviations, independent samples t-tests, and pair sample t-tests. The findings of the study revealed that the teachers in the experimental group who participated in the lesson study intervention demonstrated better professional practices than those in the control group. This improvement was evident in the teachers' ability to prepare lesson plans, deliver classroom teaching, and reflect on lesson plans. Furthermore, the pre-test and post-test results of the experimental group showed that teachers had demonstrated better performance after the intervention. Generally, the study highlighted that a well-planned and implemented lesson study program can have a positive impact on the professional development of teachers.

This study aimed to investigate how instructors and students in Somaliland’s higher education institutions perceive and utilize technology in implementing the English language curriculum. The study involved 93 English language instructors and 377 students from both public and private universities. The instructors and students were selected using available sampling and proportionate stratified random sampling techniques respectively. Data was collected through a survey questionnaire and analyzed quantitatively using mean, standard deviation, one-sample test, independent samples t-test, and linear regression. The findings indicated that both instructors and students had low perceptions of the benefits of technology in English language teaching, and instructors had limited experience in implementing technology-supported curriculum. However, the study revealed a strong relationship between technology usage and successful curriculum implementation. Therefore, it was recommended that instructors and students receive training on educational technology awareness and practical application to enhance the English language curriculum implementation.

Abstract Using a sequential mixed methods design, this study was conducted to investigate primary school teachers’ perceptions on DI. Data were collected from randomly selected 492 primary school teachers, school principals, students and woreda education officers of Awi administrative zone, via the adapted questionnaire, semi structured interview and FGD. The reliability coefficient of the instrument was calculated using Cronbach alpha as 0.95. Data were also analyzed quantitatively using mean, standard deviation, one sample t-test, independent samples t-test and one-way ANOVA and qualitatively through thematic analysis, descriptions and narrations. The main findings of the quantitative data revealed that the majority of primary school teachers’ perceptions up on the overall relevance of DI was high. In terms of variables, perception differences of teachers based on sex, qualification, in-service training and teaching experience were observed. Moreover, the qualitative data garnered also revealed varied responses up on teachers’ perceptions based on the variables mentioned. Accordingly, the perceptions of the participants to address students’ background knowledge, interest, readiness, learning style., learning preference and multiple intelligence through content, process, learning environment and product differentiation also varies. Thus, the study concluded that many teachers teach diversified learners in the same classroom in a form of ‘one-size-fits all approach’ without significantly addressing the students’ readiness, interest, learning style, learning preference and multiple intelligence due to a number of reasons such as: lack of knowledge and training, overload work, scarce resources or facilities, lack of incentives for effective teachers, low commitment of teachers, weak school leadership support, lack of conducive environment for differentiation, and the like. Therefore, it is timely to re-visit the primary school teaching process and teachers’ perceptions across the country and in the Amhara Region to assist all students attain at least the minimum learning competency of each grade level.

This study assessed the instructional processes of Universities and Colleges of the Amhara Region, Ethiopia. The research design was descriptive survey and data were obtained from 204 participants (instructors, department heads and deans from Universities and Colleges) using questionnaire, interview and focus group discussion. Both University and College instructors’ practices of the instructional processes and their conceptions on effective teaching and the factors affecting effective teaching were examined. Results indicated that the three interactive instructional processes (instructional planning, methods of teaching and assessment) were not adequately implemented in an integrated manner. More specifically, significant differences were observed between Universities and Colleges in the application of instructional planning and continuous assessment (assessment for learning that served as a feedback for students’ learning). In this regard, Colleges were in a good position than Universities. However, active learning strategies that could enhance higher order thinking and problem-solving skills of students were not applied passably in both the Universities and the Colleges. There was also no statistically significant difference among the three Universities and the three Colleges themselves in applying various active learning methods. Attitudinal problems to prepare instructional plans (mainly for Universities), lack of knowledge on various active learning strategies and work load were influencing factors for the effective implementation of the instructional processes in Universities and Colleges. As a result, re-conceptualizing the practices of instructional processes in Universities and Colleges to enhance effective teaching is a timely concern for all education actors at various levels.

This article revisits curriculum development in the Ethiopian context vis-à-vis Patrick Slattery’s postmodern views of curriculum development principles (rejection of metanarratives, the artificial bifurcations, the interconnectedness of individual experiences in a global context, the assertion and validation of everyone’s voice in the school community and understanding of the complexity of metaphysics) using critical review and discursive analysis. For this purpose, the different time education initiatives, education policies, education sector development programs, and general education curriculum development frameworks were reviewed. The findings unveil that behavioristic, linear and objective-oriented, ideological or hegemonic, competitive, and patriarchal features shadowed curriculum development in Ethiopia. The Cartesian dualism of Western and Tylerian rationale metanarrative; bifurcation of students in ability groups and learning outcomes; the abandonment of different voices (mainly educated professionals) in curriculum development; the rejection of important values, religious and cultural thoughts in the pretext of secular education; and the detachment of indigenous and value education from Ethiopian schooling stipulate postmodern perspective in developing curriculum. Despite the rhetorical representation of postmodern viewpoints in educational policy, the current practical operation is also scant. Hence, the article implies some useful lessons to deconstruct and construct critical issues while developing curricula in the Ethiopian education system.

The main purpose of this study was to investigate practices and challenges of school improvement program [SIP] in Waghimra Administrative Zone. Mixed methods approach with concurrent design was utilized, and data were collected from randomly selected 1,033 primary and secondary school teachers, 10 school principals, 11 woreda and zone education experts, 13 student representatives and nine Parent Teacher Student Association (PTSA) and Kebele Education and Training Board (KETB) members using questionnaire, interview, focus group discussion, and document reviews. The collected data were analyzed quantitatively using one sample t-test and one-way ANOVA and qualitatively using descriptions. The findings revealed that the planning and execution of the SIP and its domains (teaching-learning, leadership, learning environment and community participation) were low in the administraive zone with variations among woredas. Due to the lack of qualified and experienced teachers and school principals, the teaching and assessment practices were not effective. School principals’ capability of planning and executing SIP was also insufficient. Most primary and secondary schools of the zone (99%) were below the expected standards. Community participation in the school affairs falls below expectation. Accordingly, continuous capacity building training on SIP, methods of teaching, assessment, curriculum development, and instructional leadership need to be provided for teachers, school principals and woreda and zone education experts. Besides, to construct standard schools and fulfill educational facilities, involving various stakeholders (governmental and non-governmental organizations and volunteer individuals and the community at large) is a timely concern.

The main purpose of this study was to investigate primary school teachers’ practice of Differentiated Instruction (DI). For this study, a sequential mixed methods design was utilized. and data were collected from randomly selected primary school teachers, school principals, students and woreda education officers using questionnaire, interview, FGD and observation. Data were analyzed quantitatively using mean, standard deviation, one sample t-test, independent samples t-test, and one-way ANOVA and qualitatively through descriptions and narrations. The main findings of the quantitative data revealed that the majority of primary school teachers have limitations in practicing DI. Many teachers teach diversified learners in the same classroom in a form of ‘one-size-fits all’ approach. However, significant differences were scrutinized based on qualification, in-service training, and teaching experience in executing the content, process, learning environment, and product differentiations. In other words, degree holder teachers, teachers who participated in in-service training on DI, and experienced teachers (teachers of 10-20 years of teaching experience) practiced DI better than their counterparts. Similarly, the qualitative findings revealed that teachers’ practice of both content differentiation and product differentiation were lower than process and learning environment differentiations. Knowledge and training gaps of teachers, scarce school facilities, low commitment of teachers, weak school leadership support, and lack of favorable school environment were the major impeding factors. Therefore, it is timely to devise mechanisms to strengthen in-service capacity building training for teachers to effectively execute DI so as to address the diversified interests, readiness and learning profiles of students.

The main purpose of this study was to investigate the main factors affecting the intervention fidelity of DI in primary schools of Bahir Dar City Administration, Ethiopia. The study also explored the influencing power of those factors in ranked order. For this study, a convergent parallel mixed methods design was utilized and data were collected from randomly selected ten primary schools. The main findings of the study revealed that the knowledge gaps of teachers; lack of training, lack of conducive environment and scarce school resources, low motivation and commitment of teachers and school leadership; large number of student diversity, inflexible curriculum structure, lack of parental support for the students’ learning, and weak staff collaboration were the major deterring factors affecting the execution of DI in terms of their order of influence.