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1. Transforming economics towards tackling teachers' challenges in teaching economics: A case of selected schools in buffalo city metropolitan South Africa.

Author

Adu, Emmanuel Olusola

Subjects
ECONOMICS education, ECONOMICS, CURRICULUM, TEACHING aids, EDUCATION
Abstract

Introduction/Purpose: Economics is a dynamic subject whose students use the contents to address real-life problems. Therefore, this paper examines the transformation of economics to tackle teachers' challenges in the teaching of economics. Design/Methodology/Approach: This paper used a qualitative research technique to collect information from teachers based on a phenomenological research design. A purposive sampling technique was used to select 12 teachers of economics in 6 selected schools in Buffalo City. A semi-structured interview was used to elicit information from the respondents and the data were analysed using a thematic approach. Findings: The study identifies certain notable issues including imprecise economics curriculum materials and learners' inability to demonstrate interest due to various statistics and data components of the subject. Teachers' participation in professional development activities such as seminars, in-service training and workshops for knowledge updates is one of the solutions offered to overcome these difficulties. Limitation: This paper uses only 12 economics teachers from Buffalo City metropolitan municipality. Larger samples can be used in another municipality. A quantitative approach can be used to accommodate representative samples. Practical Implications: Teachers are expected to be at the forefront of disseminating the contents of the subject appropriately because a teacher can only give what he or she has. Teachers should be proactive and current with the recent developments in the nation and be technologically compliant. Contribution to the Literature: This paper contributes to the literature by highlighting practical solutions to the challenges teachers face during the teaching of economics. [ABSTRACT FROM AUTHOR]

Published
2023
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2. When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia

Author

Fuje, Habtamu and Tandon, Prateek

Subjects
TEACHING MATERIALS, TRAINING SCHEMES, CLASSROOM LIBRARIES, SCIENCE STUDY, LEARNING OUTCOMES, EDUCATION SECTOR, INVESTMENT, SCHOOL PROGRAMS, CHILDREN, TEACHER TRAINING PROGRAMS, EDUCATIONAL INPUTS, PEDAGOGICAL STRATEGIES, TRAINING PROGRAMS, CLASSROOM, LEARNING MATERIALS, MIDDLE SCHOOLS, RURAL SCHOOLS, ON THE JOB TRAINING, RURAL EDUCATION, VALUES, WRITING SKILLS, FORMAL TRAINING, EDUCATION, SCIENCE, EDUCATED PARENTS, CURRICULUM, GROUPS, GIRLS, COST OF TRAINING, INTERVENTIONS, SECONDARY SCHOOLS, READING, SUPPLY OF TEACHERS, STUDENT PERFORMANCE, TEACHERS, PRIMARY EDUCATION, education, MINISTRY OF EDUCATION, COMPARATIVE EDUCATION, STUDENTS, ACCESS TO BOOKS, EDUCATIONAL INSTITUTIONS, TEACHING AIDS, ELEMENTARY SCHOOL, SCHOOLS, GRADE SYSTEM, PRIMARY SCHOOL TEACHERS, PARENTAL EDUCATION, CHILDREN WITH DISABILITIES, NUMBER OF STUDENTS, TEACHER, TEACHER TRAINING, RURAL AREAS, SECONDARY EDUCATION, NUMERACY, PROVISION OF EDUCATION, GRADUATE, EDUCATION SERVICES, CLASSROOMS, QUALITY LEARNING MATERIALS, SCHOOL INFRASTRUCTURE, EDUCATIONAL ATTAINMENT, JOB TRAINING, COGNITIVE ACHIEVEMENT, GRADUATE STUDENTS, VULNERABLE GROUPS, LITERATURE, NATIONAL CURRICULUM, RURAL POPULATION, RESEARCH, EDUCATIONAL OUTCOMES, HIGH SCHOOL, TEACHER PREPARATION, TEXTBOOKS, UNIVERSITY DEGREE, FACULTY, EDUCATION MATERIALS, ELEMENTARY EDUCATION, APPROPRIATE TEACHING, EDUCATION OUTCOMES, QUALITY LEARNING, RELIGIOUS SCHOOLS, OPEN ACCESS, SCHOOL EDUCATION, PAPERS, ACADEMIC YEAR, STUDENT ACHIEVEMENT, READING BOOKS, SERVICE TRAINING, STUDENT, GER, TRAINING OPPORTUNITIES, GENDER INEQUALITY, FORMAL EDUCATION, SCHOOL TEACHERS, EDUCATION SYSTEM, SKILLS, SCHOOL QUALITY, SCHOOL REFORM, RESEARCHERS, EDUCATIONAL QUALITY, EARLY READING, SECONDARY SCHOOL, SCHOOL DROPOUT, EDUCATION INVESTMENTS, TRAINING, EDUCATION INVESTMENT, PARTICIPATION, HUMAN RESOURCES, TEACHING, LEARNING, PRIMARY SCHOOLS, STUDENT LEARNING, ELEMENTARY SCHOOLS, SUPPLEMENTARY READING, NUMBER OF SCHOOLS, PUBLIC SCHOOLS, KNOWLEDGE, PRIMARY SCHOOL, ENROLLMENT, TEACHER TEACHER, PROFESSIONAL DEVELOPMENT, RADIO, LEARNING ENVIRONMENT, EDUCATION POLICY, SCHOOL ENROLLMENT, EDUCATION FOR ALL, BOOK PROVISION, STUDENT OUTCOMES, LIBRARIES, CLASS SIZE, PUBLIC PRIMARY SCHOOLS, SCHOOL, ACCESSIBILITY OF SCHOOLS, UNIVERSITY, WRITING, SCHOOLING
Abstract

This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-linearity of returns from investment in education as measured by students test scores in five subjects. It takes advantage of a national-scale RCT conducted under the Rural Education and Development project. The results suggest that the provision of books, in addition to teacher training, raises student achievement substantially. However, teacher training and books weakly improve test scores when provided individually. Students whose teachers have received training and whose classrooms have acquired books improved their cumulative score (totaled across five tests) by 34.9 percent of a standard deviation, relative to a control group. Students treated only with books improved their total score by 20.6 percent of a standard deviation relative to a control group of students. On the other hand, extra teacher training did not have a statistically significant effect on the total test score. In addition, providing both inputs jointly improved test scores in most subjects, which was not the case when either input was provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource-poor settings. The policy implication is that isolated education investments, in settings where complementary inputs are missing, could deliver minimal or no return.

Published
2015

3. The formalized processes districts use to evaluate mathematics textbooks.

Author

Polikoff, Morgan S., Campbell, Shauna E., Rabovsky, Sarah, Koedel, Cory, Le, Quynh Tien, Hardaway, Tenice, and Gasparian, Hovanes

Subjects
TEXTBOOKS, ACADEMIC achievement, CLASSROOM environment, TEACHING aids, MATHEMATICS education, EDUCATION
Abstract

Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula. [ABSTRACT FROM AUTHOR]

Published
2020
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