Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
Publication Type
| Journal Articles | 2 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 2 |
| Grade 1 | 2 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
| Teachers | 1 |
Location
| South Africa | 1 |
| United Kingdom (Northern… | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Even the "Best" Teachers May Need Adequate Subject Knowledge: An Illustrative Mathematics Case Study
Peer reviewed
Direct linkModiba, Maropeng – Research in Education, 2011
As curriculum scholars in South Africa express concerns about the failures of the outcomes-based curriculum policy that has been introduced post-apartheid it is of increased importance to try and understand the professional development that is required by teachers for its successful implementation. As a contribution to the development of such…
Descriptors: Foreign Countries, Case Studies, Curriculum Development, Mathematics Instruction
Walsh, Glenda; Gardner, John – European Early Childhood Education Research Journal, 2006
Early years classroom practice in Northern Ireland is perceived to be dominated by a traditional teacher-directed model to the detriment of a more constructivist, play-based and child-initiated learning environment favoured in many nations' early education provision (see for example Walsh, 2000). In 2002, the Northern Ireland Council for…
Descriptors: Constructivism (Learning), Foreign Countries, Teaching Methods, Curriculum Development
