english_agenda_webinar_ian_clifford_bibliography.doc - English Agenda Webinar “Beyond the polarisation of teacher-centred and child-centred pedagogy

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English Agenda Webinar “Beyond the polarisation of teacher-centred and child-centred pedagogy BIBILIOGRAPHY Key Texts referred to in the webinar Adams, G. L. and Engelmann, S., 1996, Research on direct instruction: 20 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Barrett, A.M., 2007, Beyond the polarisation of pedagogy: models of classroom practice in Tanzanian primary schools. Comparative Education 43 (2), 273–294. Gautier, C., Dembélé, M. 2004, Quality of teaching and quality of education: a review of research findings, Background paper prepared for the Education for All Global Monitoring Report 2005. UNESCO Hardman, F., Abd-Kahir, J. and Tibuhinda, A., 2012b, Reforming teacher education in Tanzania, International Journal of Educational Development 32 826–834. Hardman, F., Stoff, C., Aung, W., Elliott, L., 2014, Developing pedagogical practices in Myanmar primary schools: possibilities and constraints, Asia Pacific Journal of Education. Hattie, J., 2009, Visible Learning, a synthesis of over 800 meta-analyses relating to achievement, Routledge. Kirschner, P.A., Sweller, J., and Clark, R.E., 2006, Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86. Muijs, D. and Reynolds, D., 2012, Effective Teaching, Evidence and Practice, Sage, London. Schweisfurth, M., 2011, Learner-centred education in developing country contexts: From solution to problem? International Journal of Educational Development 31 (2011) 425–432 . Schweisfurth, M., 2013, Learner-centred Education in International Perspective: Whose pedagogy for whose development? Routledge Westbrook, J. Durrani, N. Brown, R. Orr, D. Pryor, J., Boddy, J. and Salvi, F., 2013, Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. London: Institute of Education, EPPI Education Rigorous Literature Review.
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