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Educational Research Network for West and Central Africa ERNWACA

Education research should influence the evolution of educational systems. The Educational Research Network for West and Central Africa – ERNWACA – was created to increase research capacity, strengthen collaboration among researchers and practitioners, and promote African expertise on education so as to positively impact educational practices and policies.

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24 Oct 09

Education Week: State of Mind

  • Researchers at Public Agenda conducted a cluster analysis of the survey results, revealing three distinct groups of teachers. Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.”
  • The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened, who are twice as likely as other teachers to agree strongly with that view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and be older than the Idealists.
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14 Oct 09

BBC NEWS | South Asia | The 'youngest headmaster in the world'

  • At 16 years old, Babar Ali must be the youngest headmaster in the world. He's a teenager who is in charge of teaching hundreds of students in his family's backyard, where he runs classes for poor children from his village.
  • Murshidabad in West Bengal
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18 May 09

Spotlight on DML | Assessing Development, Not “Static Stuff”

  • Many tests examine what a learner has done through weeks and sometimes years of instruction by a test given on one day and in a format not remotely like the instruction being assessed. The model of learning behind this practice is the idea that instruction has poured static “stuff” into people’s heads and the test can tell us whether it is stored there or not.
  • But learning is a form of development, and in any developmental process we want to know where in a trajectory or course of development a person is. And, of course, to know that, we have to know how different courses of development work in different domains of learning
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Spotlight on DML | ‘Rise of Nations’: A Model for Assessment?

  • Such a system is a great “formative” assessment: the best sort of assessment to help and develop the learner. It is also the best “evaluative” assessment one could imagine, the sort of assessment that tells us how good a player is and how he or she compares to others. It is certainly way better than a one-off score or grade (you got a C+ that time—what would I make of that when dozens of different variables were at play across time?).

  • In any real learning:



    • don’t leave the learning space to assess;



    • marry learning and assessment closely;





    • use a trajectory of variables across time in the assessment;



    • allow learners to “theorize” their learning and develop better strategies;



    • use the same assessment for formative and evaluative purposes (evaluations inform stakeholders as well as the learners themselves, and the Rise of Nations approach shows the best developmental information is also the best information for other stakeholders as well);



    • track what learners have done over time and how they have used facts or information as tools;



    • don’t bother assessing people if they haven’t played the game with deep engagement for some time—because you darn well know that people who won’t play Rise of Nations for a sustained time haven’t learned much.

Technology's Impact on Learning Outcomes: Can It Be Measured? : May 2009 : THE Journal

  • What is interesting is that there is also no real agreement as to what should be measured or even whether it can be measured in order to quantify success in this regard. Institutions--whether K-12 or higher education--that have adopted technology for instruction often have little or no systematic methodology in place for instructional technology use or how its success can or should be measured.
  • What is interesting is that there is also no real agreement as to what should be measured or even whether it can be measured in order to quantify success in this regard. Institutions--whether K-12 or higher education--that have adopted technology for instruction often have little or no systematic methodology in place for instructional technology use or how its success can or should be measured.
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