Table of Contents
Department for International Development
THE EFFECTIVENESS OF TEACHER RESOURCE CENTRE STRATEGY
Edited by Gary Knamiller
Authors: Genevieve Fairhurst, William Gibbs, Pankaj Jain, David Khatete, Gary Knamiller, Geoff Welford and Patrick Wiegand
Serial No. 34 ISBN: 1 86192 1411
Department For International Development
DEPARTMENT FOR INTERNATIONAL DEVELOPMENT EDUCATION PAPERS
List of Acronyms
2. A Brief Outline of the Case Studies
3 General Points About the Growth and Development of Teachers' Centres.
4 General Issues Relating to the Teachers' Centre
5 Observations made at the Teachers' Centres
6 Observations made in schools
7 Conclusions and Recommendations
CHAPTER ONE : Purpose and Methodology of the Study
1.0 Purpose of the Study
2.0 Research Questions
3.0 Research Procedure
CHAPTER TWO : The British Teachers' Centre - Its Rise and Fall: A Review of the Literature
1.1 The Beginnings Of The Movement.
1.2 A Centre For Curriculum Development.
1.3 A Centre For Dissemination And Training.
1.4 The Functioning And Use Of Centres.
1.5 The Problems Of Assessing Teachers' Wants And Needs
1.6 Widening And Diversifying Of Services.
1.7 The Influence On Teachers' Centres Of Major Policy Changes
1.8 Evaluation Of Effectiveness.
1.9 Exploration Of The Issues Relating To Evaluation.
Influences On How The Centre Works
CHAPTER THREE : 'The Teachers' Centre as a Strategy for Teacher Development in the Developing World': A Review of the Literature
1.0 A Concept To Sell Abroad
2.0 Teachers' Centres In The Developing World.
3.0 Major Issues Related To The Recent Development Of Teacher Resource Centres In Developing Countries
4.0 Teachers' Centres As A Strategy For Teacher Development
CHAPTER FOUR : Teachers Centres in Andhra Pradesh, India
2 The study
CHAPTER FIVE : Teacher Resource Centres in Kenya
2 The Study
3 Long-term influence of TACs
4 Suggestions for the future
CHAPTER SIX : Teacher Resource Centres in Nepal
2.0 TRC Systems Described
3.0 Teaching Observed
4.0 Impacting On Schools
CHAPTER SEVEN : Teacher Resource Centres in Zambia
1.0 Methods Used In This Study
2.0 The School System
3.0 How AIEMS Works
4.0 What Is The AIEMS Approach To INSET
5.0 What happens in the School Based Workshops and Teachers Groups
6.0 How Are Teacher Resource Centres Used?
7.0 How Much Does All This Cost?
8.0 So, What Conclusions Have We Come To About Resource Centres?
9.0 How Sustainable Are Resource Centres and How Is The AIEMS Approach?
10.0 Future uses for the Resource Centres
CHAPTER EIGHT : Findings and Comment
2.0 Teacher resource centres as centres for resource access and development
3.0 Teacher resource centres as centres for in-service training
5.0 Teacher Absenteeism and TRCs
6.0 Summary of Findings
CHAPTER NINE : Implications and Options
Option 1: The Aga Khan Education Service (AKES) Model in Kenya
Option 2: The TRC as a Model School
Option 3: TRCs as Resource Centres of Textbooks and School Supplies
Option 4: Textbooks, Learning Materials and Time on the Task of Learning