Subject Index
Miriam Mason
(EducAid, Sierra Leone)
David Galloway
(Durham University, UK)
ISBN: 978-1-80117-505-0, eISBN: 978-1-80117-502-9
Publication date: 15 November 2021
This content is currently only available as a PDF
Citation
Mason, M. and Galloway, D. (2021), "Subject Index", Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. 191-198. https://doi.org/10.1108/978-1-80117-502-920211007
Publisher
:Emerald Publishing Limited
Copyright © 2022 Miriam Mason and David Galloway
INDEX
‘Adaptation’ of education for Africa
, 20
Adult literacy in Sierra Leone
, 125–126
Aid agencies
, 41–43, 82
All People’s Congress (APC)
, 7
ANCOVA regression analysis
, 107–108
Annual whole staff meeting
, 155
ASER tests
, 80
Attendance
, 78–79, 103–105, 130–133
Basic Education Certificate Examination (BECE)
, 20
Behaviour
, 85
respectful relationships and
, 133–142
Behaviour management
, 35–36, 58, 70–71, 88, 131, 135, 140, 156
Beta values
, 107
British law
, 5
Bullying
, 26
Capital
, 4
decisional
, 47–48
human
, 45
professional
, 45
social
, 46–47
Caveat
, 31, 63
Centrality of PLNs
, 60–63
Change management
, 50–53
Child protection
, 35
Children in Project Y schools
, 144–145
Chronic poverty
, 8
Civil war
causes
, 8
controversy over term
, 6
post-war reconstruction
, 5, 10
in Sierra Leone 27
Classroom management, pedagogy and
, 25–27
Classrooms pedagogy
, 26
Collaboration
essential element in PLN
, 62
models of
, 48–49
Between schools
, 39
Within schools
, 46
Collaborative approach
, 26
Colonial government
, 5
Colonial legacy
, 4–9
Colonial power
, 7
Community-led governance
, 35
Confidentiality
, 97–99
Continuing professional development and learning (CPDL)
, 1, 27, 33, 53–60, 101–102
CPDL-linked school improvement programme
, 19
delivering
, 1
design and delivery of
, 157–161
effects on students’ progress
, 77
engagement meeting
, 63–68, 79, 90, 101
expectations
, 68–69
follow-up to intensive sessions
, 70–72
key features
, 76
planning
, 43–50
preparation of CPDL team
, 71
programme
, 65–67
results
, 161–164
Rhino session
, 160
Control schools
, 97
Conviction
, 155
Corporal punishment
, 26, 58
Corruption
, 7, 8, 21, 48, 60, 164
Curriculum and pedagogy
, 142–149
Data
, 115–119
Data-driven based school effectiveness (see Research-based school effectiveness)
Dayton Accord
, 42
Decisional capital
, 47–48
Democracy
, 40
Democratic education
, 39–43
Department for Education (DfE)
, 49
Department for Education and Employment (DfEE)
, 51
Department for International Development (DFID)
, 50
Design for assessing impact
, 77–78
‘Dumbing down’ education for Africans
, 20
Ebola epidemic [2014–15]
, 8, 61
EducAid
, 21, 73
achievements and limitations
, 157–164
admissions policy
, 2, 168
collaboration between EducAid schools and other schools
, 39
development
, 28
differences from government schools
, 33
ethical training for EducAid team
, 10
evidence of EducAid’s effectiveness
, 29
exam results
, 20
future iterations of CPDL initiative
, 74
origin
, 27
process
, 155–157
reputational evidence
, 31–32
schools
, 1
social behaviour of student
, 157
statistical data
, 29–31
team of CPDL
, 63
team preparation for data collection
, 90–95
team’s visits to schools
, 70–71
transferable and non-transferable features of
, 32–36
uniform policy
, 31
values
, 33
Education
, 42
for democracy
, 40–41
democratic
, 39–43
improvement in Sierra Leone
, 9–12
integration of cognitive and non-cognitive aims of
, 35
social aims of
, 44
Education Act
, 59, 125
Education Endowment Foundation
, 108
Education for All (EFA)
, 9–10
Effective teaching strategies
, 170
Effectiveness
, 52
Engagement meeting
, 63–69
English
, 25–26
learning in
, 26
speaking
, 144–145
English civil war
, 4
Equity
, 40
Ethical training for EducAid team
, 10
Ethics
approval
, 168
confidentiality
, 99
informed consent
, 99
Evaluation
of CPDL
, 73–74
design for assessing impact
, 77–78
EducAid team preparation for data collection
, 90–95
ethical questions arising in delivery of CPDL and evaluation
, 95–99
impact evaluation
, 102–112
process data
, 82–90
process evaluation
, 115–153
scope and instruments
, 78–81
self-evaluation or independent evaluation
, 74–77
Finland
corruption and
, 48
human capital in
, 45–46
Focus groups
, 86–87
Fourah Bay College
, 6
Free phone network for all staff
, 156
Free Quality Schools Education policy
, 18
Freetown
, 4
Gender
equity
, 141
rights
, 22–23
Gender parity index (GPI)
, 23
Global Education Goals
, 11–12
Global learning crisis
, 11
Global Partnership for Education (GPE)
, 21
Government-led intervention
, 51
Head teachers
diaries
, 88
meetings
, 70
participation in free phone line
, 71
role
, 56
training for interviewing teachers and
, 93–94
Hidden curriculum
, 13, 40–41, 139
Higher level teaching skills
, 69
HIV education
, 41
Human capital
, 45
Illness
, 19
Impact evaluation, 73–74, 82, 102–112 (see also Process evaluation)
attendance
, 103–105
literacy
, 105–112
quasi-experimental design
, 102–103
Independent evaluation
, 74–77
Informed Choice
, 40
Informed consent
, 97–99
International aid
, 75
International NGOs (INGOs)
, 2, 170
Interviewing teachers, training for
, 93–94
Interviews
, 82, 85–87, 90–91, 93, 94, 115
Irresponsible exploitation
, 5
Job satisfaction
, 17
Kafkaesque incident
, 43
Krio
, 6, 25
Labelling schools, potential impact on teachers of
, 96–97
Leadership
, 44–45, 117
‘Learned helplessness’ strategy
, 3
Learning domains
, 11–12
Learning Metrics Taskforce
, 11
Lingua franca
, 25
Literacy
, 10, 22, 79–81, 142–144
methods of teaching
, 82, 146–147
standards of
, 155
teachers’ own
, 25
tests
, 91
Local community
, 59
Malaria
, 19
Millennium Development Goals
, 12, 22–23
Mind-maps
, 116, 118, 143
Ministry of Education
, 125–130
Ministry of Education, Science and Technology
, 18, 166
Ministry of Education Involvement
, 71
Model schools
, 36
Motivation
, 3
National Primary School Examination (NPSE)
, 20–21
NGO/INGO
, 171
Non-governmental organisation (NGO)
, 1
Numeracy
, 10, 22, 145–146
test
, 81
NVivo 12
, 116
Office of UN High Representative
, 42
One-size-fits-all top-down project
, 51
Open-ended questions
, 26
Participation
, 40
Participatory activities
, 146–147
Participatory approach
, 26, 170
‘Participatory’ teaching methods
, 58
Peace Education programme
, 42
Pedagogical subject knowledge
, 59
Pedagogy
curriculum and
, 142–149
Meaning
, 12–13
pedagogical subject knowledge
, 26
and classroom management
, 25–27
and PLNs
, 12–18
Peru
, 42
Political learning
, 41
Positive behaviour management strategies
, 58
Positive teaching approaches
, 57–58
Post war reconstruction
, 9–10
Post-war Truth and Reconciliation Commission (TRC)
, 5
Posttraumatic stress disorder (PTSD)
, 41
Pre-independence educational provision
, 9
Primary education
Education for All
, 9–10
Standards in Sierra Leone and other countries
, 19
Universal Primary Education
, 9
Process data
, 82–90
Process evaluation, 76 (see also Impact evaluation)
attendance
, 130–133
curriculum and pedagogy
, 142–149
laying foundation for PLNs
, 152–153
overview of data
, 115–119
relations with SMC and local branch of Ministry of Education
, 125–130
respectful relationships and behaviour
, 133–142
shared experience and professional learning
, 119–125
Sierra Leonean training team
, 149–152
Professional capital
, 45
Professional learning community (PLC)
, 17
progress in establishing
, 164–168
Professional Learning Networks (PLNs)
, 12–18, 22, 119–125
centrality of
, 60–63
for head teachers
, 16
progress in establishing
, 164–168
purpose
, 16
for teachers in school
, 16
Professionalisation of teachers
, 35
Programme for International Student Assessment (PISA)
, 80
Progress in Reading and Literacy Study (PIRLS)
, 80
Psychotherapy
, 62
Public examination
, 20
Punctuality
, 68
Quality
, 11
Quasi-experimental design
, 77, 78, 102–103
Raising Achievement/Transforming Learning (RATL)
, 52
Randomisation
, 78
Randomised controlled trial (RCT)
, 77
Reading circles
, 71
Reflective practice
, 47, 76, 125
Reflective professional inquiry
, 16
Research-based school effectiveness
, 36
Resources
, 2–3, 8, 12, 51, 81, 93, 166
Respectful behaviour
, 69
Respectful relationships
and behaviour
, 133–142
and positive teaching approaches
, 57–58
Rights
, 40
to ‘property’
, 6
Role models
, 36
SABABU project
, 10
School attendance
, 18–19
School improvement
centrality of PLNs
, 60–63
CPDL
, 53–60
democratic education
, 39–43
Different approaches to
, 62
engagement meeting
, 63–69
follow-up support for implementation in following school year
, 70–72
implications for planning CPDL
, 43–50
initiative
, 1
and management of change
, 50–53
priorities for
, 18–27
in Sierra Leone
, 9–12
structure and content
, 63
School Management Committee (SMC)
, 59
School[s]
, 40–41
attendance
, 18–19
running
, 73
as social communities
, 14–15, 25, 55, 84
staff
, 54
standards
, 3
Schooling
, 10
Science, technology, engineering and maths (STEM)
, 23
Second Millennium Development Goal
, 10
Secondary Grade Learning Assessment [2017]
, 21
Self-evaluation
, 74–77
Self-protective strategies
, 3
Semi-structured interviews with Head teachers and teachers
, 86
Shared experience
, 119–125
Shining Path methods of indoctrination
, 42
Sierra Leone
adult literacy in
, 125–126
distinction between colony and Protectorate
, 5–7
economy
, 2, 4, 22, 31, 41, 53
education and school improvement in
, 9–12
history
, 4–9
priorities for school improvement in Sierra Leone
, 18–27
teachers in
, 34–35
Sierra Leone People’s Party (SLPP)
, 7
Sierra Leonean
teachers
, 60–61
training team
, 149–152
Singapore
, 45–47
Slavery/Slave trade
, 4–6
SMC
relations with SMC and local branch of Ministry of Education
, 125–130
workshop
, 71
Social aims of education
, 44
Social behaviour of student
, 157
Social capital
, 46–47
Social community
, 16
Social norms
, 14–15
Socio-economic status (SES)
, 31, 77
Special educational needs (SEN)
, 96
Stakeholders
, 133
Status quo
, 26
Students’ attainments, evidence on
, 19
Sub-Saharan Africa teachers
, 27
Teachers
code of conduct
, 134
network of
, 155
own literacy
, 58–59
professionalisation of
, 35
in Sierra Leone
, 55–56
training and supply
, 23–25
Training
to facilitate focus group discussions
, 94–95
for interviewing teachers and head teachers
, 93–94
for phone call meetings and record keeping
, 95
Truth and Reconciliation Commission
, 8
Ubuntu
, 69, 72, 137–139
UNESCO
EFA
, 10, 23
Global Education Goals
, 11
global learning crisis
, 11
learning domains adapted from
, 12
Learning Metrics Taskforce
, 11
United Nations Development Programme (UNDP)
, 22
Universal primary education
, 9
Vulnerable children and young people
, 2
West African Examinations Council (WAEC)
BECE
, 21
NPSE
, 21
WASSCE
, 19
West African Examinations Council (WAEC)
, 19
West African Secondary School Certificate Examination (WASSCE)
, 19–20
comparisons of WASSCE performance
, 30
Whole school intervention
, 35