Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Rafael Mitchell"'
Autor:
Zibah Nwako, Tigist Grieve, Rafael Mitchell, Julia Paulson, Tania Saeed, Kelsey Shanks, Rachel Wilder
Publikováno v:
Global Social Challenges Journal. :1-22
In spring 2021, during the COVID-19 pandemic, research projects funded by the UK’s Global Challenges Research Fund (GCRF) were subjected to budget cuts. The cuts were the result of UK government’s decision to reduce its Official Development Assis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e55410787096abff37ec682c661d3f5a
https://doi.org/10.1332/gjsz3052
https://doi.org/10.1332/gjsz3052
Autor:
Terra Glowach, Rafael Mitchell, Tryphosa Bennett, Lydia Donaldson, Jo Jefferson, Lisa Panford, Amy Saleh, Kate Smee, Bathsheba Wells‐Dion, Evie Hemmings
Publikováno v:
Glowach, T, Mitchell, R, Bennett, T, Donaldson, L, Jefferson, J, Panford, L, Saleh, A, Smee, K, Wells-Dion, B & Hemmings, E 2022, ' Making spaces for collaborative action and learning : Reflections on teacher-led decolonising initiatives from a professional learning network in England ', Curriculum Journal . https://doi.org/10.1002/curj.186
This article draws on the experiences of teachers and teacher educators within the “Bristol Decolonising Network”, an informal professional learning network based in South West England, to share examples of teacher-led decolonising/antiracist ini
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::269265b8dce2ab7df877b4e6c3a7d59f
https://doi.org/10.1002/curj.186
https://doi.org/10.1002/curj.186
Autor:
Rafael Mitchell, Lizzi O. Milligan
Publikováno v:
Mitchell, R & Milligan, L O 2023, ' Lesson observations in sub-Saharan Africa : Bringing learners into focus ', Cambridge Journal of Education . https://doi.org/10.1080/0305764X.2023.2206788
This article considers different approaches to lesson observation and their potential for understanding and evaluating classroom practice in sub-Saharan Africa. We start with a critical appraisal of Teach, a recent high-profile initiative from the Wo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a3e929c92d193aeb1da4d2ea9ad68ec0
https://research-information.bris.ac.uk/en/publications/7558a26b-1bee-44d9-8b11-fb8ac0c04be2
https://research-information.bris.ac.uk/en/publications/7558a26b-1bee-44d9-8b11-fb8ac0c04be2
Publikováno v:
Understanding Education Studies ISBN: 9781003296935
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9af8c06f6a91d4a4ff941c92d3514c16
https://doi.org/10.4324/9781003296935-11
https://doi.org/10.4324/9781003296935-11
Autor:
Rafael Mitchell
Publikováno v:
Mitchell, R 2023, ' Peer support in sub-Saharan Africa : A critical interpretive synthesis of school-based research ', International Journal of Educational Development, vol. 96, 102686 . https://doi.org/10.1016/j.ijedudev.2022.102686
This paper concerns an aspect of schooling in sub-Saharan Africa which receives limited attention in official education discourse – namely, that students themselves often bear educational responsibilities for the access and learning of their peers.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ce311f2e9fc74d50aaa6e74a713f5ae1
https://research-information.bris.ac.uk/ws/files/340464158/1_s2.0_S0738059322001365_main.pdf
https://research-information.bris.ac.uk/ws/files/340464158/1_s2.0_S0738059322001365_main.pdf
There is a lack of research into what works in Inclusive Education (IE) in Uganda, as elsewhere in sub-Saharan Africa (SSA). Yet with children with disabilities (CwDs) constituting only 1.79% of total school enrolment, serious attention is needed to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::242f307d6808589326b555dae3754c98
https://doi.org/10.31219/osf.io/vzphk
https://doi.org/10.31219/osf.io/vzphk
Decolonising Teacher Professionalism: Foregrounding the Perspectives of Teachers in the Global South
Autor:
Leon Tikly, Angeline Barrett, Poonam Batra, Alexandra Bernal, Leanne Cameron, Alf Coles, Zawadi Richard Juma, Nidia Alviles Nunes, Julia Paulson, Jennifer Rowsell, Rafael Mitchell, Michael Tusiime, Beatriz Vejarano, Nigusse Weldemariam Reda
Publikováno v:
ZENODO
Datacite
Datacite
The paper aims to provide a decolonial critique of dominant global agendas concerning teacher professionalism and to propose new understanding based on the perceptions of a sample of teachers based in Colombia, Ethiopia, India, Rwanda and Tanzania. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::781af1ab47913290cd9e0d8ccc505f7f
https://doi.org/10.31219/osf.io/7qhnv
https://doi.org/10.31219/osf.io/7qhnv
Publikováno v:
Asare, S, Mitchell, R & Rose, P 2021, ' How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? ', Development and Change, vol. 52, no. 3, pp. 661-669 . https://doi.org/10.1111/dech.12639
This article investigates the extent to which education publications authored by researchers based in sub‐Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer‐reviewed articles over the period 2010‒18
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8bb6754bea9e1341fb05a429aae0bc93
Autor:
Leon Tikly, Rafael Mitchell, Angeline M. Barrett, Poonam Batra, Alexandra Bernal, Leanne Cameron, Alf Coles, Zawadi Richard Juma, Nidia Aviles Nunez, Julia Paulson, Nigusse Weldemariam Reda, Jennifer Rowsell, Michael Tusiime, Beatriz Vejarano
This book provides a decolonial critique of dominant global agendas concerning teacher professionalism and proposes a new understanding based on UNESCO-funded research with teachers based in Colombia, Ethiopia (Tigray), India, Rwanda and Tanzania. Ou
Publikováno v:
Asare, S, Mitchell, R & Rose, P 2020, ' How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa ', Compare: A Journal of Comparative and International Education, vol. 0, pp. 1-28 . https://doi.org/10.1080/03057925.2020.1811638
This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English be
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9e84fdd66c2fb2323cc503b0c82e1407