Current research in developing countries: Inset and the impact of examinations on classroom practice |
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| Affiliation: | 1. University Medical Center Maribor, Maribor, Slovenia;2. Herzzentrum Leipzig, Leipzig, Germany;1. Carnegie Mellon University Pittsburgh, PA 15213, United States;2. Lawrence Livermore National Lab Livermore, CA 94550, United States;1. Pacific Northwest National Laboratory, 902 Battelle Boulevard, P.O. Box 999, MSIN J4-16, Richland, WA 99352, United States;2. Texas Advanced Computing Center, Austin, TX 78758, United States;3. Battelle, 505 King Avenue, Columbus, OH 43201, United States;4. Department of Homeland Security, Science and Technology Directorate, Washington, DC 20528, United States;5. U.S. Environmental Protection Agency, National Homeland Security Research Center, Threat and Consequence Assessment Division, Cincinnati, OH 45268, United States |
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| Abstract: | Current research in developing countries on the inservice education and training of teachers (INSET) and on the effects of examinations on classroom practice is reviewed. Major issues on each topic are outlined, research findings are summarized, and selected abstracts of current empirical research in five developing countries are provided, along with brief, annotated reference lists. The main trends apparent with INSET are emphases on the professional development of teachers, and increased attention to school-focused INSET. No firm conclusions from the research evidence can be drawn yet, with some expensive successes contrasting with cheaper alternatives to accepted practice. The conclusion from the literature on examinations is that it is a necessary but not sufficient condition that attempts to change classroom practice should not be incongruent with teachers' and pupils' perceptions of the requirements of any public examination system. |
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