Pridmore, Pat (2009) Education For All and multigrade teaching: making the school an integrated part of the indigenous world. International Journal of Learner Diversity, 1. ISSN 2180-1630
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Abstract
The central argument in this paper is that for children in schools that serve impoverished, indigenous/minority ethnic populations to learn well, the traditional western model of schooling generally provided needs to be reformed. The aim is to deliver quality education at the margins and for these schools to become an integrated part of the student‟s world whilst still offering them new horizons, should they want them. Firstly, it uses a case study of teaching and learning in small, remote schools in the highlands of North Vietnam to identify challenges to the educational quality and reviews experiences from other countries to further illuminate the multidimensional nature of the challenges presented. Secondly, it reviews lessons learned from observation of multigrade teaching in successful small schools to identify opportunities to improve quality and relevance through improved classroom management and more situated learning. Thirdly it draws out the implications of the research findings for reform of teacher education and makes suggestions for adapting and expanding curricula so that all teachers are equipped the complete set of skills they need to guide culturally sensitive and relevant learning by managing student diversity through differentiation of learning tasks and outcomes.
| Item Type: | Article |
|---|---|
| Additional Information: | This paper has been closed as the permission of the publisher has not been verified. |
| Uncontrolled Keywords: | Ethnicity, Overseas, multigrade teaching, indigenous pedagogy, curriculum |
| Subjects: | Departments > Education and International Development |
| Depositing User: | IOE Repository Editor (1) |
| Date Deposited: | 04 May 2010 10:36 |
| Last Modified: | 26 Jun 2012 22:32 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/3753 |
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