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This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students’ participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.

The current study examined parents’ subjective perception types and characteristics regarding the 0th-Period Physical Education Class of Middle School in Korea. The Q-methodology was applied, and the final 25 Q-Samples were selected through the composition of the 42 Q-population. Among Korean parents, 20 students who participated in “Physical Education Activities in Class 0” for more than one year were selected as P-Sample. Q-sorting was performed by the P-Sample. Data collected by Q-sorting were analyzed using the PQ method program version 2.35, with centroid factor analysis and varimax rotation. The finding pointed to four types, with a total explanatory variance of 63%. Type 1 (N = 7), and was named “urgent legal and institutional settlement of 0th-period physical education”. Type 2 (N = 4) has the theme of “beach-head for a vibrant school life”. Type 3 (N = 4) was named “enhancement of academic capability”. Type 4 (N = 4) was described as “strengthening physical and mental health”. Moreover, the consensus statements between each type were investigated in Q1 and Q2. These findings highlight the importance of the “0th-period physical education class” so the program could be expanded and institutionalized in Korea.

The aim of this study is to explore the subjective perception types and characteristics of Korean middle school students regarding participation in the “0th period physical education class”, a class involving physical movement that takes place before the start of regular school classes in the morning. This goal was achieved by applying the Q methodology, which can categorize the subjective viewpoints of research participants. The selection of the final 25 Q-samples was done by composing the Q-population. Twenty middle school students were selected as the P-sample, and Q-sorting was performed on them. The PQ method program (version 2.35) was used to perform centroid factor analysis and varimax rotation. The study presented five types with a total variance of 87%. Types 1 to 5 (N = 4, 4, 4, 5, and 3) pertained to a potent means of enhancing lesson concentration and academic performance, efficient activities to improve physical ability and a healthy body image in adolescence, the motivating power behind a stable school life and sociability development, building an upright character and successful changes in daily life, and raising awareness of the importance of participating in sports and the importance of physical activity, with eigenvalues (EVs) of 3.89, 4.48, 3.96, 5.16, and 2.58, respectively, and explanatory variances of 0.10, 0.22, 0.13, 0.33, and 0.09, respectively. Moreover, consensus statements for each factor were demonstrated as being Q24 and Q25. The findings in this study supported the academic foundation for the official introduction and activation of “0th period physical education classes” in the Korean education community for the near future.

Using American and Canadian sources, stories are created to illustrate four themes about time and school effectiveness. The first three stories utilize access, attendance and testing as criteria associated with these eras of schooling. How will the story read in the fourth era, the digital age, which forces us to a reconsideration of time and its influence on education?.

The purpose of this project is to analyze how changing the amount of one ingredient in a modelling clay recipe of flour, salt, water, and oil will affect the clay. The students should already know how to differentiate between elements, compounds, and mixtures, as well as justify that modelling clay is a mixture rather than an element or a compound. With this knowledge, students will work in groups of four to decide on a purpose for their modelling clay, research a modelling clay recipe for the control batch, mix test batches by changing the amount of one of the ingredients each time, see whether their test batches turned out as they predicted, and determine which batch worked best for their modelling clay’s purpose.

The richly diverse population of the mid-Atlantic region distinguished it from the homogeneity of Puritan New England and the stark differences of the plantation South that still dominate our understanding of early America. InMany Identities, One Nation, Liam Riordan explores how the American Revolution politicized religious, racial, and ethnic identities among the diverse inhabitants of Pennsylvania, Delaware, and New Jersey. Attending to individual experiences through a close comparative analysis, Riordan explains the transformation from British subjects to U.S. citizens in a region that included Quakers, African Americans, and Pennsylvania Germans. In the face of a gradually emerging sense of nationalism, varied forms of personal and group identities took on heightened public significance in the Revolutionary Delaware Valley. While Quakers in Burlington, New Jersey, remained suspect after the war because of their pacifism, newly freed slaves in New Castle, Delaware, demanded full inclusion, and bilingual Pennsylvania Germans in Easton, Pennsylvania, successfully struggled to create a central place for themselves in the new nation. By placing the public contest over the proper expression of group distinctiveness in the context of local life, Riordan offers a new understanding of how cultural identity structured the early Jacksonian society of the 1820s as a culmination of the American Revolution in this region. This compelling story brings to life the popular culture of the Revolutionary Delaware Valley through analysis of wide-ranging evidence, from architecture, folk art, clothing, and music to personal papers, newspapers, and local church, tax, and census records. The study's multilayered local perspective allows us to see how the Revolutionary upheaval of the colonial status quo penetrated everyday life and stimulated new understandings of the importance of cultural diversity in the Revolutionary nation.

Chapter 1 proposed a unique general framework, organized around activities by actors. This framework specifically allows an analysis of student learning and teacher practices. The goal of this chapter is to describe, from a theoretical and methodological point of view, the use of this analysis process to examine the teaching of mathematics in school.

In this chapter, we will present a comparative study examining excerpts from two geometry classes1 taught by the same teacher.2 The classes involve students in two different grades at the same junior high school.

Students enter creative projects with a mix of experience and preconceived notions of abilities and limitations. Especially in the arts, it seems that some students view their abilities as non-existent or have stories of past failure that have shaped their present identity. In starting with the concept of identity, we hope to bring students from a place of limitation to a place of understanding that they are a human being with capacities for creativity in the arts.