3.8 Article

'A good teacher should…': exploring student perceptions of teaching quality in Rwandan secondary education

Related references

Note: Only part of the references are listed.
Article Education & Educational Research

Perceived teacher support, student engagement, and academic achievement: a meta-analysis

Yang Tao et al.

Summary: Based on a meta-analytic approach, this study revealed a small to medium correlation between perceived teacher support and academic achievement, influenced by various factors. Upper-secondary students were most impacted by teacher support, with emotional support showing a larger effect on achievement.

EDUCATIONAL PSYCHOLOGY (2022)

Article Education & Educational Research

Students' Perceptions of the Classroom Learning Environment and Engagement in Cooperative Mastery Learning-Based Biology Classroom Instruction

Emmanuel Bizimana et al.

Summary: This study investigated the differences in students' perceptions of learning environment and engagement between those taught biology using Cooperative Mastery Learning (CML) and those taught using Conventional Teaching Methods (CTM). The findings showed that students taught with CML had higher scores in both learning environment and engagement compared to those taught with CTM. This study provides important insights for teachers and curriculum planners.

EDUCATION RESEARCH INTERNATIONAL (2022)

Article Education & Educational Research

Head teacher and government officials' perceptions of teaching quality in secondary education in Rwanda

Emma Carter et al.

Summary: This study examines the perceptions of teaching quality among head teachers and government officials in Rwandan secondary schools. The findings suggest a strong agreement on the importance of teaching inputs, processes, and outcomes. However, there are differences in their recognition of external factors and the importance of inclusion. These results have implications for policy and teacher evaluation and professional development.

EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP (2022)

Article Education & Educational Research

Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools.

Hester van de Kuilen et al.

Summary: This qualitative study investigates how Rwandan primary and secondary school teachers define, perceive, and recontextualize learner-centred pedagogy (LCP). The findings reveal that while most teachers in both levels stimulate open and respectful classroom interactions, there are substantial differences in the recontextualization of constructivism between primary and secondary teachers.

COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION (2022)

Article Education & Educational Research

Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools

Kyriaki Messiou et al.

Summary: This article analyses the definitions and connections of student diversity and student voice concepts in five European countries. It concludes that there are five different conceptualisations of diversity and that the term "student voice" is not commonly used in some countries' policies.

EUROPEAN EDUCATIONAL RESEARCH JOURNAL (2022)

Article Education & Educational Research

Age and gender differences between pupils' preferences in teaching general and compulsory technology education in Croatia

Damir Purkovic et al.

Summary: The study found that younger students are generally more satisfied with lessons while older students prefer a more modular approach. Boys show a preference for traditional teaching contents, while girls are less inclined towards such contents. Therefore, a modular approach is necessary for general technology education, particularly between the ages of 13 to 15, to ensure equal affirmation for boys and girls in this field.

INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION (2021)

Article Education & Educational Research

Perceptions of teaching quality in Rwandan secondary schools: A contextual analysis

Emma Carter et al.

Summary: Teaching quality is considered a crucial aspect of educational reform efforts in many countries, but there is a lack of contextualized understanding, particularly from the perspectives of teachers. Findings from this study suggest that perceptions of teaching quality can vary greatly among different stakeholder groups and are influenced by individual experiences. The study highlights the importance of considering the contextualized nature of perceptions of teaching quality, with teacher disposition playing a key role.

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH (2021)

Article Psychology, Multidisciplinary

One size fits all? What counts as quality practice in (reflexive) thematic analysis?

Virginia Braun et al.

Summary: This article discusses quality issues in thematic analysis (TA) and presents ten common problems with reflexive TA approach. Many of these problems stem from an assumption of homogeneity in TA.

QUALITATIVE RESEARCH IN PSYCHOLOGY (2021)

Article Education & Educational Research

Connecting students and researchers: the secondary school student's voice in foreign language education research

Jasmijn Bloemert et al.

CAMBRIDGE JOURNAL OF EDUCATION (2020)

Article Education & Educational Research

Radical student participation: lessons from an urban government primary school in Tigray, Ethiopia

Rafael Mitchell

COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION (2019)

Article Development Studies

The Things They Learned: Aspiration, Uncertainty, and Schooling in Rwanda's Developmental State

Timothy P. Williams

JOURNAL OF DEVELOPMENT STUDIES (2019)

Article Education & Educational Research

Student voice in secondary schools: the possibility for deeper change

Dana Mitra

JOURNAL OF EDUCATIONAL ADMINISTRATION (2018)

Article Psychology, Educational

What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Kelly Allen et al.

EDUCATIONAL PSYCHOLOGY REVIEW (2018)

Article Education & Educational Research

Education for democratic citizenship in Malawian secondary schools: balancing student voice and adult privilege

Peter Namphande et al.

COMPARE-A JOURNAL OF COMPARATIVE AND INTERNATIONAL EDUCATION (2017)

Article Education & Educational Research

A phenomenographic study of students' conceptions of quality in learning in higher education in Rwanda

Penelope Mbabazi Bamwesiga et al.

STUDIES IN CONTINUING EDUCATION (2013)

Review Social Sciences, Interdisciplinary

A Literature Review to Evaluate the Choice and Use of Visual Methods

Helen Pain

INTERNATIONAL JOURNAL OF QUALITATIVE METHODS (2012)

Article Education & Educational Research

The Influence of Affective Teacher-Student Relationships on Students' School Engagement and Achievement: A Meta-Analytic Approach

Debora L. Roorda et al.

REVIEW OF EDUCATIONAL RESEARCH (2011)

Article Social Sciences, Interdisciplinary

The Salient Characteristics of Trained Ineffective Teachers in Secondary Schools in Kenya

Hezborn M. N. Kodero et al.

SAGE OPEN (2011)

Article Education & Educational Research

Increasing Student Voice in High School Reform Building Partnerships, Improving Outcomes

Dana L. Mitra et al.

EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP (2009)

Article Education & Educational Research

Theorizing student voice: values and perspectives

Carol Robinson et al.

IMPROVING SCHOOLS (2007)

Review Education & Educational Research

Sound, presence, and power: Student voice in educational research and reform

Alison Cook-Sather

CURRICULUM INQUIRY (2006)

Article Education & Educational Research

Is the effective compromising the affective?

E McNess et al.

BRITISH EDUCATIONAL RESEARCH JOURNAL (2003)