- Student Teacher
- Inclusive Education
- Initial Teacher Education
- Salamanca Statement
- Pupil Diversity
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, access via your institution.
Unable to display preview. Download preview PDF.
Aikman, S. and Pridmore, P. (2001) Multigrade schooling in ‘remote’ areas of Vietnam. International Journal of Educational Development, 21(6), 521–6.
Alexander, R. (2000) Culture and Pedagogy: International comparisons in primary education. Oxford/Malden: Blackwell.
Benveniste, L.A., and McEwan, P.J. (2000) Constraints to implementing educational innovations: The case of multigrade schools. International Review of Education, 46 (1/2), 31–48.
Bernard, A.K. (2000, 26-28 April) Education for All and children who are excluded. In Thematic Studies. World Education Forum, Dakar, Senegal. Paris: UNESCO.
Berry, C. (2001) Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands. International Journal of Educational Development, 21(6), 537–552.
Birch, I. and Lally, M. (1995) multigrade Teaching in Primary Schools. Bangkok: Asia-Pacific Centre of Educational Innovation for Development, UNESCO Principal Regional Office for Asia and the Pacific.
Burton, D. (2003) Differentiation of schooling and pedagogy. In S. Bartlett and D. Burton (eds), Education Studies: Essential issues (pp. 42–71). London: Sage.
Chimombo, J.P.G. (1999) Implementing educational innovations: A study of Free Primary Education in Malawi. Unpublished PhD thesis, Brighton: University of Sussex.
Collingwood, I. (1991) Multi-class Teaching in Primary School: A handbook for teachers in the Pacific. Apia, Western Samoa: UNESCO Office for the Pacific States. Available online: http://k1.ioe.ac.uk/multigrade/fulltext2collingwood.htm (accessed 21 July 2004).
Croft, A.M. (2002a) Singing under a tree: Does oral culture help lower primary teachers to be learner-centred. International Journal of Educational Development, 22(3-4), 321–327.
Croft, A.M. (2002b) Pedagogy in school context: An intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern Malawi. Unpublished DPhil thesis, Brighton: University of Sussex.
Galton, M., Hargreaves, L. and Pell, A. (1996) Class Size, Teaching and Pupil Achievement. Leicester: NUT/University of Leicester.
Gardner, H. (1993) Frames of Mind: The theory of multiple intelligences. London: Fontana.
Gillard, D. (2000, Autumn) The Plowden report. Forum, p. 120.
Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, achievement and equity. Buckingham/Philadelphia: Open University Press.
Hargreaves, E. (2001) Assessment for learning in the multigrade classroom. International Journal of Educational Development, 21(6), 553–60.
Hargreaves, E., Montero, C., Chau, N., Sibli, M. and Thanh, T. (2001) Multigrade teaching in Peru, Sri Lanka and Vietnam: An overview. International Journal of Educational Development, 21(6), 499–520.
Kadzamira, E.C. and Chibwana, M.P. (2000) Gender and Primary Schooling in Malawi. IDS Research Report, vol. 40. Brighton: Institute of Development Studies (177 pages).
Leach, F. and Machakanja, P. with Mandonga, J. (2000) Preliminary Investigation of the Abuse of Girls in Zimbabwean Junior Secondary Schools. Education Research, vol.39. London: Department for International Development(82 pages).
Lefoka, J.P. and Ntoi, V. (2002) Primary Teacher Education in Action: A peep into the TTC Classrooms at the National Teacher Training College, Lesotho. MUSTER Discussion Paper, vol. 29. Brighton: Centre for International Education, University of Sussex (42 pages).
Lefoka, J.P., Jobo, M., Khiba, R., Liphoto, N., Mapuru, P., Molise, M., Moeti, B., Moorosi, M., Nenty, H.J., Ntoi, V., Qhobela, B., Sebatane, E. and Sephelane, T. (2000) Lesotho: A baseline study of the teacher education system. MUSTER Discussion Paper, vol. 8. Brighton: Centre for International Education, University of Sussex (83 pages).
Little, A.W. (2001) Multigrade teaching: Towards an international research and policy agenda. International Journal of Educational Development, 21(6), 481-497.
Lungwangwa, G. (1989) Multigrade Schools in Zambian Primary Education: A report on the pilot schools in Mkushi District. Education Division Documents, vol. 47. Stockholm: Swedish International Development Authority (86 pages).
Mariga, L., Phachaka, L., and McConkey, R.. (1996) Preparing teachers for inclusive education, Maseru: Special Education Unit, Ministry of Education, Lesotho.Available:http://www.eenet.org.uk/key_issues/teached/video_feedback.shtml (accessed 26 July 2004).
Marcus, J. (1999) Where lessons are scripted. Times Educational Supplement, 29/10/1999. Available: http://www.tes.co.uk/search/search_display.asp?section =Archive&sub_section=News+%26+opinion&id=306791&Type=0 (accessed 26 July 2004).
Marshall, J.H. (2003) Grade repetition in Honduran primary schools. International Journal of Educational Development, 23(6), 591–605.
Mathot, G.B. (1994) Survey of one-teacher schools and multi-grade classes in Lesotho. Maseru: Primary Education Section, UNESCO.
Ministry of Education Malawi (2000) Education Policy and Investment Framework (PIF). Lilongwe: Ministry of Education, Sports and Culture (51 pages).
Ministry of Education/UNICEF (1998) Free Primary Education: The Malawi experience: a policy analysis study conducted by the Ministry of Education in collaboration with UNICEF.
Lilongwe, Malawi: Ministry of Education. Pryor, J. (1999) Analytical working notes from the Primary Response Research Project. Brighton, University of Sussex.
Rose, P. (2002) Cost-sharing in Malawian primary schooling: From the Washington to the post-Washington consensus. Unpublished DPhil thesis, Brighton: University of Sussex.
Rubagumya, C.M. (1994) Language values and bilingual classroom discourse in Tanzanian secondary schools. Language, Culture and Curriculum, 7(1), 41–53.
Samuel, M. and Pillay, D. (2002) Face-to-face initial teacher education degree programme at University of Durban-Westville, South Africa. MUSTER Discussion Paper, vol. 31. Brighton: Centre for International Education, University of Sussex (51 pages).
Serpell, R. (1993) The Significance of Schooling: Life journeys in an African society. Cambridge: Cambridge University Press.
Serpell, R. (1999) Local accountability to rural communities. In F.E. Leach and A. Little(eds), Education, Cultures and Economics(pp.111–39). New York/London: Falmer.
Stuart, J.S. (1999) Primary Teacher Education Curricula as Documented: A comparative analysis. MUSTER Discussion Paper, vol. 3. Brighton: Centre for International Education, University of Sussex.
Stubbs, S. (2002) Inclusive Education: Where there are few resources. Oslo: Atlas Alliance/Norwegian Association of the Disabled.
Teacher Development Unit (TDU), (1996a) Student Teacher’s Handbook 1 (1st draft version). Domasi, Malawi: Malawi Institute of Education.
Teacher Development Unit (TDU), (1996b) Student Teacher’s Handbook 2 (1st draft version). Domasi, Malawi: Malawi Institute of Education.
Teacher Development Unit(TDU) (undated- circa1997) Student teacher’s Handbook 4 (1st draft version). Domasi, Malawi: Malawi Institute of Education.
Teacher Education Division, (September 1998) Education Studies for Three-year Post-secondary Teacher Training Colleges(Trial Edition). Accra: Ghana Education Service.
Thomas, C. and Shaw, C. (1992) Issues in the development of multigrade schools. World Bank Technical Paper, vol. 172. Washington: World Bank (47 pages). UNESCO (1990) World Declaration on Education for All, Jomtien, Thailand. Available: http://www.unesco.org/education/efa/ed_for_all/background/jomtien _ declaration.shtml (Accessed 25/5/04).
UNESCO (1994) The Salamanca Statement and Framework for Action on Special Needs Education, Salamanca, Spain. Available: http://www.unesco.org/ education/pdf/SALAMA_E.PDF (accessed 26 July 2004).
Volet, S. (1999) Learning across cultures: Appropriateness of knowledge transfer. International Journal of Educational Research, (31), 625-43.
Wolf, J., Lang, G., Mount, L.B. and VanBelle-Prouty (1999) Where policy hits the ground: Policy implementation processes in Malawi and Namibia. SD Publication Series, v Technical Paper no. 95. Washington: ABIC/U.S. Agency for Development (94 pages).
Zeichner, K.M., Tabachnik, B. and Densmore, K. (1987) Individual, institutional, and cultural influences on the development of teachers’ craft knowledge. In J. Calderhead (ed.), Exploring Teachers’ Thinking (pp. 21–59). London: Cassell.
Editors and Affiliations
Rights and permissions
© 2006 Springer
About this chapter
Cite this chapter
CROFT, A. (2006). Prepared for diversity? Teacher education for lower primary classes in Malawi. In: LITTLE, A.W. (eds) EDUCATION FOR ALL AND MULTIGRADE TEACHING. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4591-3_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-4590-5
Online ISBN: 978-1-4020-4591-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)