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dc.contributor.authorOlsen, Sissel Tove
dc.date.accessioned2014-04-03T12:32:02Z
dc.date.available2014-08-01T02:02:41Z
dc.date.issued2013
dc.identifier.citationOlsen, S. T. (2013). Support to Teachers in a Context of Educational Change and Poverty: a case study from South Africa. Policy Futures in Education, 11(3), 241-255.en_US
dc.identifier.issn1478-2103
dc.identifier.otherFRIDAID 1106347
dc.identifier.urihttps://hdl.handle.net/10642/1972
dc.description.abstractThis article presents a case study aimed at describing and exploring the needs for – and provision of – formal support in South African primary schools, examining, in particular, the significance of organisational development in addressing the needs of teachers. Educational projects are often focused on the needs of learners and learner well-being and little is being done to understand the well-being of teachers. The qualitative methodology was decided upon in order to address the question of how, and to what extent, the teachers at a poverty-stricken school might benefit from the support provided. The research design draws on organisational change theories.en_US
dc.language.isoengen_US
dc.publisherSymposium Journalsen_US
dc.relation.ispartofseriesPolicy Futures in Education;11(3)
dc.subjectSouth Africaen_US
dc.subjectPrimary Schoolsen_US
dc.subjectOrganisational developmenten_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleSupport to Teachers in a Context of Educational Change and Poverty:a case study from South Africaen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.doihttp://dx.doi.org/10.2304/pfie.2013.11.3.241


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