Multidimensional Roles of Teachers: Context and Policy Implication for Secondary Teacher Education in Ethiopia
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Ammon, P. & Black, A. (1988). „A Response to M. Amarel’. Dialogues in Teacher Education (Issue paper 88-4). East Lansing, Mich: National Center for Research on Teacher Education Azeb Desta. (1984). Elements of General Methods of Teaching: Knowledge and Competencies for teachers. Department of Curriculum and Instruction, Faculty of Education, Addis Ababa University. (Unpublished Teaching Material) Baker, E. (1977). Formative Evaluation of Instruction. In Popham ,W.James (ed). Evaluation in Education. Berkely: McCutchan Publishing Corporation. Berliner, D. (1984). The Half-full Glass: A Review of Research on Teaching. In Using what we know about teaching. Edited by P. Husford , pp. 51-77. Alexandria, Va: Association, Supervision and Curriculum Development. Bestor, A. (1955). The Restoration of Learning. New York: Knopf. Bridges, D. and Watts. M. (2008). Educational Research and Policy: Epistemological Considerations. Journal of Philosophy of Education, 42(51), 41-62. Bridges, D. (1996). Teacher Education: The Poverty of Pragmatism. In McBride (ed) Teacher Education Policy: Some Issues Arising from Research and Practice. London. Falmer Press. Pp. 247-256. Bridges, D. et.al. (2008). Educational Research and Practical Judgment of Policy Makers. Journal of Philosophy of Education, 42, (51), 5-14.
Cassandra, B. et al. (1983). Student Expectations and Teacher Education Traditions with which We can and cannot Live. Journal of Teacher Education, 44(1), 9-13. CoE. (2008). Teacher Education System in Ethiopia: A need for an Informed Decision. Addis Ababa University, College of Education. AAU Printing Press, April, 2008. Combs, A. (1972). Some basic Concepts for Teacher Education. Journal of Teacher Education, Vol. 22 pp. (286-290). Conant, J. (1963). The Education of American Teachers. New York: McGraw Hill. Craig, J. (1990). Comparative African Experiences in Implementing Educational Policies. World Bank, discussion paper 83. Washington, DC, the World Bank Davidoff, S. and Lazarus, S. (2002). The Learning School: An Organization Development Approach (2ndEdition). Jupta and Co., South Africa. Dewey, J (1938). Experience and Education. New York: Macmillan. Dewey, J (1933). How We Think. Chicago: Henry Regnery Co. Elliott, J, (1998). The Curriculum Experiments: Meeting the Challenge of Social Change. Buckingham: Open University Press. Elliott, J. (1993). Professional Education and the Idea of Practical Educational Science. In Elliott, J.(ed) Reconstructing Teacher Education: Teacher Development. London: The Falmer Press.
Fullan, M & Alan, P. (1977). Research on Curriculum and Instruction Implementation. Review of Educational Research, Vol. 47, pp. 335-397. Fullan, M. (1991) .The New Meaning of Educational Change. New York: Teachers College Press, Columbia University. Fullan, M. (1998). The Three Stories on Educational Reform: Inside; Inside/out; outside/in’. Ontario Institute for Studies in Education, University of Toronto. A paper Submitted to Kappan. Gene, E.H. (1995). The Local Educational Change Process and Policy Implementation. International Perspectives on Educational Reform and Policy Implementation. Edited by Carter, D.S.G and Marnie H.O‟Neill. London: The Falmer Press. Holisinger, D. (2000). Positioning Secondary School Education in Developing Countries: Expansion and Curriculum. UNESCO: International Institutes for Educational Planning. James, W. & Jams, H. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. The Free Press, USA. Kasanda. D. (2008). Improving Science and Mathematics Teachers’ Subject Knowledge in Namibia. In Cool, R. K. and Taylor, N. (Eds) Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation, Sense publisher. PP. 199 - 209. Kedir Assefa. (2006). Contradictions, Challenges, and Chaos in Ethiopian Teacher Education. Journal of Critical Education Policy Studies. 4(1).
Kellough, R. D. & Kellough, N. G. (2007). Secondary School Teaching: A Guide to Methods and Resources (3rd edition). Pearson Prentice Hall, New Jersey. Koerner, J. (1963). The Miseducation of American Teachers. Boston: Houghton Mifflin. Liston, P & Zeichner, M. (1991).Teacher Education and the Social Conditions of Schooling. New York: Routledge. Lynd, A. (1950). Quackery in the Public Schools. Boston: Little Brown. Lyons, G. (1980). Why Teachers cannot Teach. Phi Delta Kappan, vol. 62, pp. (108-112) Macmillan, C.J.B. (1987). Defining Teaching: Role versus Activity. Philosophy of Education, edited by B. Arnstine and D. Arnstine, pp. 363-372. Normal, III, Philosophy of Education Society. Maravanyika, O.F. (1986). School Management and Nation Building in a Newly Independent States. The Year Book of Education. pp. 199-210. Marks, R. (1990). Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception. Journal of Teacher Education, 41, 3–11. McLaughlin Wallin. (1987). Learning from Experience: Lesson from Policy Implementation. Educational Evaluation and Policy Analysis, 9(2). MoE. (2003). Teacher Education System Overhaul (TESO) Handbook. Addis Ababa, March 2003.
National Research Council. (1996). National Science Education Standards. Washington DC: National Academy Press. Ornstein, A.C. & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues(3rd Edition). Boston: Allyn and Bacon. Ozga, J. (2000). Policy Research in Educational Settings Contested Terrain. Buckingham: Open University Press. Rainer, J.D. & Guyton, E. (1994). Developing a Constructivist Teacher Education Program: The policy Making Stage. Journal of Teacher Education, 45 (2), 140-146. Rombo, L. J. (2008). Science Education and Curriculum Reform in Popua New Guinea. Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation. Edited by Richard K Cool, Neil Taylor. Sense publisher. PP. 17-31. Ryan, K. & Cooper, M. (2000). Those who can, Teach (9th edition). New York: Houghton Mifflin Company. Sayler, A. & Lewis. (1981). Curriculum Planning. New York: Holt, Rinehart and Wiston. Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review. 57, 1-22. Snyder, J. et al. (1996). Curriculum Implementation . In Jackson, P.W. (ed). Hand Book of Research on Curriculum. New York: Macmillan.
Solomon Areaya. (2008). Policy Formulation Curriculum Development and Implementation in Ethiopia. Addis Ababa, the Book Center, Addis Ababa University. Solomon Areaya. (2007). The Contradiction between the Ethiopian Government Rhetoric of new Education Policy and the Reality of Earlier Unsuccessful Reform Proposals. Journal of Education for Development, II (1), 63- 93. Solomon Areaya. (2006). The Process of Policy Formulation and Curriculum Development in Ethiopia. Proceedings of the Conference on Teacher Education for Sustainable Development in Ethiopia, College of Education, Addis Ababa University. May, 2006. pp. 12-33. Solomon Areaya. (2006). Curriculum Implementation Yesterday’s Issue? IER Flambeau, 14(1), 53-85. Soundres, M. and Graham Vulliamy.(1983).The Implementation of Curriculum Reform: Tanzania and Papua New Guinea. Comparative Education Review, 27(3). Stanley, W.B. (1985). Social Reconstructionism for Today’s Social Education. Social Education, 49(5), 384-89. Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Temechegn Engida. (2004). Reflection on the Rational for the Ethiopian TESO. A paper presented at a Seminar on Critical International and Third World Issues Related to Teacher Education: Alternative Visions and Practices in Neo-Liberal Times, 14-15 May, 2006, Umea University; Umea, Sweden.
TGE. (1994). Education and Training Policy. Addis Ababa, Transitional Government of Ethiopia, April. Tom, A. (1980). The Reform of Teacher Education through Research: A Futile Quest. Teacher College Record. Vol. 82, pp. 15-29. Tsai Ching. (1996). Approaches to Curriculum Development: Case Studies of Innovation in the Social Studies Curriculum in the UK and Taiwan. (Unpublished )PhD Thesis, University of East Anglia. UESCO. (2004). Education for All: The Quality Imperative, EFA Global Monitoring Report. Paris: UNESCO. UNESCO. (2007). Teacher Education Policy Forum for Sub-Saharan Africa. Report, UNESCO Headquarters, Paris, 6-9 November 2007. UNESCO. (2008). Education for All by 2015 Will we Make it? Oxford University Press. Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing Science Teachers' Pedagogical Content Knowledge. Journal of Research in Science Teaching, 35(6), 673-695. Zeichner, K. (1983). Alternative Paradigms of Teacher Education. Journal of Teacher Education, 34(3), 3-9.
Cassandra, B. et al. (1983). Student Expectations and Teacher Education Traditions with which We can and cannot Live. Journal of Teacher Education, 44(1), 9-13. CoE. (2008). Teacher Education System in Ethiopia: A need for an Informed Decision. Addis Ababa University, College of Education. AAU Printing Press, April, 2008. Combs, A. (1972). Some basic Concepts for Teacher Education. Journal of Teacher Education, Vol. 22 pp. (286-290). Conant, J. (1963). The Education of American Teachers. New York: McGraw Hill. Craig, J. (1990). Comparative African Experiences in Implementing Educational Policies. World Bank, discussion paper 83. Washington, DC, the World Bank Davidoff, S. and Lazarus, S. (2002). The Learning School: An Organization Development Approach (2ndEdition). Jupta and Co., South Africa. Dewey, J (1938). Experience and Education. New York: Macmillan. Dewey, J (1933). How We Think. Chicago: Henry Regnery Co. Elliott, J, (1998). The Curriculum Experiments: Meeting the Challenge of Social Change. Buckingham: Open University Press. Elliott, J. (1993). Professional Education and the Idea of Practical Educational Science. In Elliott, J.(ed) Reconstructing Teacher Education: Teacher Development. London: The Falmer Press.
Fullan, M & Alan, P. (1977). Research on Curriculum and Instruction Implementation. Review of Educational Research, Vol. 47, pp. 335-397. Fullan, M. (1991) .The New Meaning of Educational Change. New York: Teachers College Press, Columbia University. Fullan, M. (1998). The Three Stories on Educational Reform: Inside; Inside/out; outside/in’. Ontario Institute for Studies in Education, University of Toronto. A paper Submitted to Kappan. Gene, E.H. (1995). The Local Educational Change Process and Policy Implementation. International Perspectives on Educational Reform and Policy Implementation. Edited by Carter, D.S.G and Marnie H.O‟Neill. London: The Falmer Press. Holisinger, D. (2000). Positioning Secondary School Education in Developing Countries: Expansion and Curriculum. UNESCO: International Institutes for Educational Planning. James, W. & Jams, H. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. The Free Press, USA. Kasanda. D. (2008). Improving Science and Mathematics Teachers’ Subject Knowledge in Namibia. In Cool, R. K. and Taylor, N. (Eds) Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation, Sense publisher. PP. 199 - 209. Kedir Assefa. (2006). Contradictions, Challenges, and Chaos in Ethiopian Teacher Education. Journal of Critical Education Policy Studies. 4(1).
Kellough, R. D. & Kellough, N. G. (2007). Secondary School Teaching: A Guide to Methods and Resources (3rd edition). Pearson Prentice Hall, New Jersey. Koerner, J. (1963). The Miseducation of American Teachers. Boston: Houghton Mifflin. Liston, P & Zeichner, M. (1991).Teacher Education and the Social Conditions of Schooling. New York: Routledge. Lynd, A. (1950). Quackery in the Public Schools. Boston: Little Brown. Lyons, G. (1980). Why Teachers cannot Teach. Phi Delta Kappan, vol. 62, pp. (108-112) Macmillan, C.J.B. (1987). Defining Teaching: Role versus Activity. Philosophy of Education, edited by B. Arnstine and D. Arnstine, pp. 363-372. Normal, III, Philosophy of Education Society. Maravanyika, O.F. (1986). School Management and Nation Building in a Newly Independent States. The Year Book of Education. pp. 199-210. Marks, R. (1990). Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception. Journal of Teacher Education, 41, 3–11. McLaughlin Wallin. (1987). Learning from Experience: Lesson from Policy Implementation. Educational Evaluation and Policy Analysis, 9(2). MoE. (2003). Teacher Education System Overhaul (TESO) Handbook. Addis Ababa, March 2003.
National Research Council. (1996). National Science Education Standards. Washington DC: National Academy Press. Ornstein, A.C. & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues(3rd Edition). Boston: Allyn and Bacon. Ozga, J. (2000). Policy Research in Educational Settings Contested Terrain. Buckingham: Open University Press. Rainer, J.D. & Guyton, E. (1994). Developing a Constructivist Teacher Education Program: The policy Making Stage. Journal of Teacher Education, 45 (2), 140-146. Rombo, L. J. (2008). Science Education and Curriculum Reform in Popua New Guinea. Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation. Edited by Richard K Cool, Neil Taylor. Sense publisher. PP. 17-31. Ryan, K. & Cooper, M. (2000). Those who can, Teach (9th edition). New York: Houghton Mifflin Company. Sayler, A. & Lewis. (1981). Curriculum Planning. New York: Holt, Rinehart and Wiston. Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review. 57, 1-22. Snyder, J. et al. (1996). Curriculum Implementation . In Jackson, P.W. (ed). Hand Book of Research on Curriculum. New York: Macmillan.
Solomon Areaya. (2008). Policy Formulation Curriculum Development and Implementation in Ethiopia. Addis Ababa, the Book Center, Addis Ababa University. Solomon Areaya. (2007). The Contradiction between the Ethiopian Government Rhetoric of new Education Policy and the Reality of Earlier Unsuccessful Reform Proposals. Journal of Education for Development, II (1), 63- 93. Solomon Areaya. (2006). The Process of Policy Formulation and Curriculum Development in Ethiopia. Proceedings of the Conference on Teacher Education for Sustainable Development in Ethiopia, College of Education, Addis Ababa University. May, 2006. pp. 12-33. Solomon Areaya. (2006). Curriculum Implementation Yesterday’s Issue? IER Flambeau, 14(1), 53-85. Soundres, M. and Graham Vulliamy.(1983).The Implementation of Curriculum Reform: Tanzania and Papua New Guinea. Comparative Education Review, 27(3). Stanley, W.B. (1985). Social Reconstructionism for Today’s Social Education. Social Education, 49(5), 384-89. Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Temechegn Engida. (2004). Reflection on the Rational for the Ethiopian TESO. A paper presented at a Seminar on Critical International and Third World Issues Related to Teacher Education: Alternative Visions and Practices in Neo-Liberal Times, 14-15 May, 2006, Umea University; Umea, Sweden.
TGE. (1994). Education and Training Policy. Addis Ababa, Transitional Government of Ethiopia, April. Tom, A. (1980). The Reform of Teacher Education through Research: A Futile Quest. Teacher College Record. Vol. 82, pp. 15-29. Tsai Ching. (1996). Approaches to Curriculum Development: Case Studies of Innovation in the Social Studies Curriculum in the UK and Taiwan. (Unpublished )PhD Thesis, University of East Anglia. UESCO. (2004). Education for All: The Quality Imperative, EFA Global Monitoring Report. Paris: UNESCO. UNESCO. (2007). Teacher Education Policy Forum for Sub-Saharan Africa. Report, UNESCO Headquarters, Paris, 6-9 November 2007. UNESCO. (2008). Education for All by 2015 Will we Make it? Oxford University Press. Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing Science Teachers' Pedagogical Content Knowledge. Journal of Research in Science Teaching, 35(6), 673-695. Zeichner, K. (1983). Alternative Paradigms of Teacher Education. Journal of Teacher Education, 34(3), 3-9.
