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This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base...

This paper reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence teachers’ decisions to enter, stay in, or leave the teaching...

This volume is the result of scientific collaboration between Wits School of Education in South Africa and Tübingen School of Education in Germany. It presents a comparative analysis of teacher...

This brief explores strategies to prepare and retain effective special education teachers. Many states in the United States struggle with shortages of special education teachers. To address the...

Inclusive and equitable quality education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic...

Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on...

This Consensus Document is the outcome of the third seminar series on The Future of the Teaching Profession in Africa 2020 and the high level discussion which took place in the fall 2020, in the...

To answer the question on the readiness of teachers for emergency remote teaching, this study collected data from teacher educators, teachers, students in HEIs and learners in high school. The study...

This report is a comparative study on teacher professional development in relation to curriculum. The review is framed by a focus on the interrelationship between teacher professional development and...

TNTP reimagine teaching Do we know how to help teachers improve? The Mirage challenges the widely held perception among education leaders that we know what works when it comes to teacher development...

Research scholars (Gay, 2010; Gorski, 2013; Howard, 2014; Irvine, 2003; Ladson-Billings, 1995; Noguera, 2008) assert that traditionally marginalized children suffer academically within educational...