Explaining variation in teaching practices? Effects of state policy, teacher background, and curricula in Southern Africa

Teaching and Teacher Education

Volumn 10, Issue 2, 1994, Pages 141-156

  Fuller, Bruce ^a   Snyder Jr , Conrad W ^b   Chapman, David ^c   Hua, Haiyan ^a  

^a HARVARD UNIVERSITY   (United States)

^b OHIO UNIVERSITY   (United States)

^c STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38149144116     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/0742-051X(94)90009-4     Document Type: Article

References (42)

1. The Classroom Environment Study: Teaching for Learning
2. School District Organization and Student Achievement
3. High school organization and its effects, on teachers and students
4. policy and practice: The relations between governance and instruction
5. Research on educational reform: Lessons on the implementation of policy
6. What School Factors Raise Achievement in the Third World?
7. Can the state regulate teaching?
8. Vocal Teachers, Silent Pupils? Life in Botswana Classrooms
9. Research on classroom teaching
10. Cooperation and Control in Japanese Nursery Schools
11. Teaching quality and student achievement in Africa: The case of Nigeria and Swaziland
12. Measures of length and strength of association
13. The Rand Change Agent Study Revisited: Macro Perspectives and Micro Realities
14. The structure of educational organizations
15. The curriculum observed
16. Commitment and control: Alternative strategies for the organizational design of schools
17. Organizational Design in High Schools: A Multilevel Analysis
18. State Control of the Curriculum and Classroom Instruction
19. Classroom behavior and achievement of Jananese, Chinese and American children
20. Public policy and the problem of teacher & quality
21. Educational Organizations as Loosely Coupled Systems