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Language, literacy and learning in primary schools : implications for teacher development programs in Nigeria / Olatunde A. Adekola
Resource type: Ressourcentyp: Buch (Online)Book (Online)Language: English Series: Africa human development series | World Bank working paper ; no. 96Publisher: Washington, D.C : World Bank, c2007Description: Online-Ressource (xiv, 58 p) : ill ; 26 cmISBN:- 0821370480
- 0821370499
- 9780821370483
- 9780821370490
- 370.71/1669 22
- LB1727.N5
Contents:
Summary: Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum.PPN: PPN: 724184201Package identifier: Produktsigel: GBV-wba | ZDB-1-WBA | ZDB-110-WBL
Learning and teaching in primary schools -- Assessments of learning achievements in primary schools -- Language development, acquisition of literacy and learning across the school curriculum -- Classroom teaching and learning interactions -- Summary and conclusions -- The professional development of primary school teachers -- The structure and organization of teacher education programs for primary school teachers -- The quality of teacher education programs -- Professional development for primary school teachers -- Summary and conclusions -- Policy issues in reform of teacher development and professional support -- Recommendations.
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