The nexus between research methodology, classroom data and instructional policy: insights from enacting the Zimbabwe curriculum framework 2015–2022 reforms

References

• Aleksandrzak, M. 2015. “Approaches to Describing and Analyzing Classroom Communication.” An International Journal of Applied Linguistics 40 (1): 129–145. https://doi.org/10.14746/gl.2013.40.1.10.
   Google Scholar
• Artz, A., and E. Thomas-Armour. 2002. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. New Jersey, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Awases, C. L. 2015. Secondary School Geography teachers’ Understanding and Implementation of Learner-Centred Education and Enquiry-Based Teaching in Namibia. Thesis (MEd), South Africa: Stellenbosch University.
   Google Scholar
• Ball, D. L. 1988. “Knowledge and Reasoning in Mathematical Pedagogy: Examining What Prospective Teachers Bring to Teacher Education.” Thesis (PhD), East Lansing: Michigan State University.
   Google Scholar
• Blanton, M. L., S. B. Berenson, and K. S. Norwood. 2001. “Using Classroom Discourse to Understand a Prospective Mathematics teacher’s Developing Practice.” Teaching and Teacher Education 17 (2): 227–242. https://doi.org/10.1016/S0742-051X(00)00053-6.
   Web of Science ®Google Scholar
• Chimbi, G. T., and L. C. Jita. 2021. “Policy Failures with Learner-Centered Pedagogy: Case Studies from the Zimbabwean Experiment on Project-Based Learning.” Interdisciplinary Journal of Problem-Based Learning 15 (1). https://doi.org/10.14434/ijpbl.v15i1.29268.
   Web of Science ®Google Scholar
• Cilesiz, S., and T. S. Greckhamer. 2020. “Qualitative Comparative Analysis in Education Research: Its Current Status and Future Potential.” Review of Research in Education 44 (1): 332–369. https://doi.org/10.3102/0091732X20907347.
   Google Scholar
• Cohen, D. K. 1990. “Revolution in One Classroom: The Case of Mrs. Oublier.” Educational Evaluation and Policy Analysis 12 (3): 327–345. https://doi.org/10.3102/01623737012003311.
   Google Scholar
• Cohen, D. K., and H. C. Hill. 1998. “Instructional Policy and Classroom Performance: The Mathematics Reform in California.” CPRE Research Report Series RR-39. University of Pennsylvania.
   Google Scholar
• Edgerton, A., M. Polikoff, and L. Desimone. 2017. “How Is Policy Affecting Classroom Instruction?” Evidence Speaks Reports 2 (14): 1–9.
   Google Scholar
• Fernandez, T., G. Ritchie, and M. Barker. 2008. “A Sociocultural Analysis of Mandated Curriculum Change: The Implementation of a New Senior Physics Curriculum in New Zealand Schools.” Journal of Curriculum Studies 40 (2): 187–213. https://doi.org/10.1080/00220270701313978.
   Web of Science ®Google Scholar
• Flanders, N. A. 1970. Analyzing Teaching Behavior. Reading: Addison-Wesley.
   Google Scholar
• Kind, V. 2009. “Pedagogical Content Knowledge in Science Education: Perspectives and Potential for Progress.” Studies in Science Education 45 (2): 169–204. https://doi.org/10.1080/03057260903142285.
   Web of Science ®Google Scholar
• Knudsen, H. 2020. “The Intersection Between Educational Policy and Practice.” Nordic Journal of Studies in Educational Policy 6 (3): 165–166. https://doi.org/10.1080/20020317.2020.1848072.
   Google Scholar
• Kohn, R. 1973. “Classroom Interaction Analysis and Teacher Training.” The Journal of Classroom Interaction 9 (1): 46–54.
   Google Scholar
• Lefstein, A. 2008. “Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective.” American Educational Research Journal 45 (3): 701737. https://doi.org/10.3102/0002831208316256.
   Web of Science ®Google Scholar
• Marsh, A. J., J. F. Pane, and L. S. Hamilton. 2006. “Making Sense of Data-Driven Decision Making in Education Evidence from Recent RAND Research.” Rand Education [online]. Available at. file:///C:/Users/Lenovo/Downloads/RAND_OP170.pdf.
   Google Scholar
• Mykrä, T. 2015. Learner-Centered Teaching Methods: A Toolkit for Secondary Education Teachers. Bloomington: Indiana University.
   Google Scholar
• OECD. 2016. PISA 2015 Results (Volume II): Policies and Practices for Successful Schools. Paris: OECD Publishing.
   Google Scholar
• Olugbenga, M. 2021. “The Learner Centered Method and Their Needs in Teaching.” International Journal of Multidisciplinary Research and Explorer (IJMRE) 1:65–69. https://doi.org/10.1016/IJMRE.2021831851.
   Google Scholar
• Olugbenga M.1, and Oluwatosin, O. 2022. “Future Curriculum and 21st Century Soft Skills.” AGPE the Royal Gondwana Research Journal of History, Science, Economic, Political and Social Science 1348 3 (3): 126–134. , ISSN(E): 2583: 1348. www.agpegondwanajournal.co.in.
   Google Scholar
• Opie, C. 2004. Doing Educational Research: A Guide to First Time Researchers. London: Sage.
   Google Scholar
• Prøitz, T. S., S. Mausethagen, and G. Skedsmo. 2002. “Data Use in Education: Alluring Attributes and Productive Processes.” Nordic Journal of Studies in Educational Policy [online]. https://www.tandfonline.com/loi/znst20.
   Google Scholar
• Ribeiro, C. M., and J. Carrillo. 2012. “The Role of MKT in Classroom Practice.” In ICME (12th International Congress in Mathematics Education (12th ICME), Ed. (4705–4713). Seoul (Coreia): ICME, 8–15 July. https://www.researchgate.net/publication/258960170.
   Google Scholar
• Schildkamp, K., C. Poortman, H. Luyten, and J. Ebbeler. 2017. “Factors Promoting and Hindering Data-Based Decision Making in Schools.” School Effectiveness and School Improvement 28 (2): 242–258. https://doi.org/10.1080/09243453.2016.1256901.
   Web of Science ®Google Scholar
• Schoenfeld, A. H. 2013. “Classroom Observations in Theory and Practice.” ZDM Mathematics Education 45 (4): 607–621. https://doi.org/10.1007/s11858-012-0483-1.
   Google Scholar
• Shepard, A. L. 2019. “Classroom Assessment to Support Teaching and Learning.” Annals, AAPSS 683 (1): 183–200. https://doi.org/10.1177/0002716219843818.
   Web of Science ®Google Scholar
• Shulman, L. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411.
   Web of Science ®Google Scholar
• Skukauskaite, A., J. Rangel, L. Garcia Rodriguez, and D. Krohn Ramón. 2015. “Understanding Classroom Discourse and Interaction: Qualitative Perspectives Handbook of Classroom Discourse and Interaction.” In The Handbook of Classroom Discourse and Interaction, edited by N. Markee, 4459. Hoboken, NJ: Wiley.
   Google Scholar
• Smit, B. 2003. “Can Qualitative Research Inform Policy Implementation? Evidence and Arguments from a Developing Country.” Context Forum: Qualitative Social Research Sozialforschung 4 (3): 29 paragraphs. http://nbn-resolving.de/urn:nbn:0114-fgs030363.
   Google Scholar
• Surgrue, C. 1997. The Complexities of Teaching: Child-Centred Perspectives. London: Falmer Press.
   Google Scholar
• Wiseman, A. W. 2017. “The Uses of Evidence for Educational Policy Making: Global Contexts and International Trends.” Review Research in Education 34 (1): 1–24. https://doi.org/10.3102/0091732X09350472.
   Google Scholar