By Frances Vavrus, Lesley Bartlett (auth.)
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Extra resources for Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania
THE RESEARCH PROJECT The Teaching in Action program was the impetus for the research project that forms the foundation of the chapters in this volume. The project had two primary goals: First, to develop the research capacity of MWUCE faculty members and the US graduate students who participated in the TIA program in the area of qualitative, school-based research; second, to explore how the teachers who participated in the 2010 TIA workshop understood and then implemented learnercentered teaching methods once they were back in their schools, where they had to contend with cultural and material realities that often work against LCP.
Yet after his resignation in 1985, his successor, Ali Hassan Mwinyi, agreed to the terms of structural adjustment lending through the International Monetary Fund and the World Bank to address the problems the country was facing. These structural 13 F. VAVRUS, L. BARTLETT, AND V. SALEMA adjustments had a number of consequences for the country’s economic, political, and educational systems because of the changes they required, such as the reduction in the size of the civil service, the lowering of barriers to foreign trade, and the introduction of user fees for social services, including school fees from the primary level onward (Vavrus 2005).
1983). The Troubled Crusade: American Education, 1945-1980. New York: Basic Books. Reed, Yvonne, Harriet Davis, & Thabiso Nyabanyaba, eds. (2002). Investigating Teachers’ Take-up of Reflective Practice. Pretoria: Van Schaik. Ross, John, J. Bradley Cousins, & Tahany Gadalla. (1996). ” Teaching and Teacher Education, 12(4), 385-400. Roy-Campbell, Zaline, & Martha Qorro. (1997). Language Crisis in Tanzania: The Myth of English Versus Education. Dar es Salaam: Mkuki na Nyota Publishers. , ed. (1990).