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ERIC Number: EJ1071702
Record Type: Journal
Publication Date: 2015-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0033-1538
Policy, Pedagogy, and Priorities: Exploring Stakeholder Perspectives on Active Learning in the Maldives
Di Biase, Rhonda
Prospects: Quarterly Review of Comparative Education, v45 n2 p213-229 Jun 2015
Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. This study investigates how teachers enact active-learning pedagogy within the Maldives. Using design-based research, it explores--through contextual analysis and pedagogical intervention--the conditions under which active learning can be enacted within the Child Friendly Schools framework. The article presents findings of the contextual-analysis phase, which sought to understand stakeholder priorities in order to inform the intervention phase. The World Café, a participatory approach to data collection, reveals the salient features of active learning considered important across the stakeholder groups: the active participation of students, the use of group work, the teacher as facilitator, a friendly classroom environment, and the potential of the reform to be tailored more equally to all students.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maldives
Grant or Contract Numbers: N/A