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close this bookThe Effectiveness of Teacher Resource Centre Strategy - Education research paper No. 34 (DFID, 1999, 257 p.)
View the document(introduction...)
View the documentDEPARTMENT FOR INTERNATIONAL DEVELOPMENT EDUCATION PAPERS
View the documentAbstract
View the documentAcknowledgements
View the documentList of Acronyms
close this folderEXECUTIVE SUMMARY
View the document1 Introduction.
View the document2. A Brief Outline of the Case Studies
View the document3 General Points About the Growth and Development of Teachers' Centres.
View the document4 General Issues Relating to the Teachers' Centre
View the document5 Observations made at the Teachers' Centres
View the document6 Observations made in schools
View the document7 Conclusions and Recommendations
close this folderCHAPTER ONE : Purpose and Methodology of the Study
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View the document1.0 Purpose of the Study
View the document2.0 Research Questions
View the document3.0 Research Procedure
close this folderCHAPTER TWO : The British Teachers' Centre - Its Rise and Fall: A Review of the Literature
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View the document1.1 The Beginnings Of The Movement.
View the document1.2 A Centre For Curriculum Development.
View the document1.3 A Centre For Dissemination And Training.
View the document1.4 The Functioning And Use Of Centres.
View the document1.5 The Problems Of Assessing Teachers' Wants And Needs
View the document1.6 Widening And Diversifying Of Services.
View the document1.7 The Influence On Teachers' Centres Of Major Policy Changes
View the document1.8 Evaluation Of Effectiveness.
View the document1.9 Exploration Of The Issues Relating To Evaluation.
close this folderPOST SCRIPT
View the document(introduction...)
View the documentThe Approach
View the documentStaffing
close this folderInfluences On How The Centre Works
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View the documentDFEE Policy:
View the documentOFSTED Inspections:
View the documentOther Influences
View the documentConclusion
close this folderCHAPTER THREE : 'The Teachers' Centre as a Strategy for Teacher Development in the Developing World': A Review of the Literature
View the document(introduction...)
View the document1.0 A Concept To Sell Abroad
View the document2.0 Teachers' Centres In The Developing World.
View the document3.0 Major Issues Related To The Recent Development Of Teacher Resource Centres In Developing Countries
View the document4.0 Teachers' Centres As A Strategy For Teacher Development
close this folderCHAPTER FOUR : Teachers Centres in Andhra Pradesh, India
View the document(introduction...)
View the document1 Introduction
View the document2 The study
View the document3 Conclusions
close this folderCHAPTER FIVE : Teacher Resource Centres in Kenya
View the document(introduction...)
View the document1 Introduction
View the document2 The Study
View the document3 Long-term influence of TACs
View the document4 Suggestions for the future
close this folderCHAPTER SIX : Teacher Resource Centres in Nepal
View the document(introduction...)
View the document1.0 Introduction
View the document2.0 TRC Systems Described
View the document3.0 Teaching Observed
View the document4.0 Impacting On Schools
View the document5.0 Conclusion
close this folderCHAPTER SEVEN : Teacher Resource Centres in Zambia
View the document(introduction...)
View the document1.0 Methods Used In This Study
View the document2.0 The School System
View the document3.0 How AIEMS Works
View the document4.0 What Is The AIEMS Approach To INSET
View the document5.0 What happens in the School Based Workshops and Teachers Groups
View the document6.0 How Are Teacher Resource Centres Used?
View the document7.0 How Much Does All This Cost?
View the document8.0 So, What Conclusions Have We Come To About Resource Centres?
View the document9.0 How Sustainable Are Resource Centres and How Is The AIEMS Approach?
View the document10.0 Future uses for the Resource Centres
close this folderCHAPTER EIGHT : Findings and Comment
View the document1.0 Overview
View the document2.0 Teacher resource centres as centres for resource access and development
View the document3.0 Teacher resource centres as centres for in-service training
View the document4.0 Sustainability
View the document5.0 Teacher Absenteeism and TRCs
View the document6.0 Summary of Findings
close this folderCHAPTER NINE : Implications and Options
View the documentIntroduction
View the documentOption 1: The Aga Khan Education Service (AKES) Model in Kenya
View the documentOption 2: The TRC as a Model School
View the documentOption 3: TRCs as Resource Centres of Textbooks and School Supplies
View the documentOption 4: Textbooks, Learning Materials and Time on the Task of Learning
View the documentConcluding Remarks
View the documentREFERENCES