Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda

References

• Abd‐Kadir , J. and Hardman , F. 2007 . The discourse of whole class teaching: A comparative study of Kenyan and Nigerian primary English lessons . Language and Education , 21 (1) : 1 – 15 .
   Google Scholar
• Adler , J. and Reed , Y. 2001 . Challenges of teacher development: An investigation of take‐up in South Africa , Pretoria : Van Schaik publishers .
   Google Scholar
• Alexander , R. 2008 . Education for all, the quality imperative and the problem of pedagogy , London : Consortium for Research on Educational Access, Transitions and Equity .
   Google Scholar
• Allsop , T. 1991 . “ Practical science in low‐income countries ” . In Practical science: The role and reality of practical work in school science , Edited by: Woolnough , B. Philadelphia : Open University press .
   Google Scholar
• Atkin , J.M. 1998 . The OECD study of innovations in science, mathematics and technology education . Journal of Curriculum Studies , 30 (6) : 647 – 660 .
   Web of Science ®Google Scholar
• Barrett , A.M. 2007 . Beyond the polarization of pedagogy: Models of classroom practice in Tanzanian primary schools . Comparative Education , 43 (2) : 273 – 294 .
   Google Scholar
• Benavot , A. and Resh , N. 2003 . Educational governance, school autonomy, and curriculum implementation: A comparative study of Arab and Jewish schools in Israel . Journal of Curriculum Studies , 35 (2) : 171 – 196 .
   Web of Science ®Google Scholar
• Bernstein , B. 1990 . The structuring of pedagogic discourse. Vol. IV: Class, codes and control , London : Routledge .
   Google Scholar
• Bernstein , B. 2000 . Pedagogy, symbolic control and identity: Theory, research, critique , London : Rowman & Littlefield Publishers .
   Google Scholar
• Broadhead , P. 2001 . Curriculum change in Norway: Thematic approaches, active learning and learner cooperation‐from curriculum design to classroom implementation . Scandinavian Journal of Educational Research , 45 (1) : 19 – 36 .
   Google Scholar
• Brodie , K. , Lelliot , T. and Davis , H. 2002a . “ Developing learner‐centred practices through the FDE programme ” . In Challenges of teacher development: An investigation of take‐up in South Africa , Edited by: Adler , J. and Reed , Y. 94 – 117 . Pretoria : Van Schaik publishers .
   Google Scholar
• Brodie , K. , Lelliot , T. and Davis , H. 2002b . Forms and substance in learner‐centred teaching: Teachers’ take‐up from an in service programme in South Africa . Teaching and Teacher Education , 18 : 541 – 559 .
   Web of Science ®Google Scholar
• Chisholm , L. and Leyendecker , R. 2008 . Curriculum reform in the post‐1990s Sub‐Saharan Africa . International Journal of Educational Development , 8 (2) : 295 – 309 .
   Google Scholar
• Cross , M. , Mungadi , R. and Rouhani , S. 2002 . From policy to practice: Curriculum reform in South African education . Comparative Education , 38 (2) : 171 – 187 .
   Web of Science ®Google Scholar
• Cuban , L. 1993 . How teachers taught: Constancy and change in American classrooms, 1880–1990 , New York : Teachers’ College Press .
   Google Scholar
• Darling‐Hammond , L. 1990 . Instructional policy into practice: ‘The power of the bottom over the top’ . Educational Evaluation and Policy Analysis , 12 (3) : 339 – 347 .
   Google Scholar
• Darling‐Hammond , L. 2005 . “ Policy and change: Getting beyond bureaucracy ” . In Extending educational change: International handbook of educational change , Edited by: Hargreaves , A. 362 – 387 . Dordrecht : Springer .
   Google Scholar
• Duggan , S. and Gott , R. 2002 . What sort of science education do we really need? . International Journal of Science Education , 24 (7) : 661 – 679 .
   Web of Science ®Google Scholar
• Haefner , L.A. and Zembal‐Saul , C. 2004 . Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science teaching and learning . International Journal of Science Education , 26 (13) : 1653 – 1674 .
   Google Scholar
• Hardman , F. , Abd‐Kadir , J. , Agg , C. , Migwi , J. , Ndambuku , J. and Smith , F. 2009 . Changing pedagogical practice in Kenyan primary schools: The impact of school‐based training . Comparative Education , 45 (1) : 65 – 86 .
   Google Scholar
• Gore , J. 1995 . On the continuity of power relations in pedagogy . International Studies in Sociology of Education , 5 (2) : 165 – 185 .
   Google Scholar
• Gott , R. and Mashiter , J. 1991 . “ Practical work in science‐ a task‐based approach? ” . In Practical science: The role and reality of practical work in school science , Edited by: Woolnough , B. Philadelphia : Open University Press .
   Google Scholar
• Kasanda , C. , Lubben , F. , Gaoseb , N. , Kandjeo‐Marenga , U. , Kapenda , H. and Campbell , B. 2005 . The role of everyday contexts in learner centred teaching: the practice in Namibian secondary schools . International Journal of Science Education , 27 (15) : 1805 – 1823 .
   Google Scholar
• Kress , G. , Jewitt , C. , Ogborn , J. and Tsatsarelis , C. 2001 . Multimodal teaching and learning , London : Continuum .
   Google Scholar
• Kvale , S. 1996 . InterViews: An introduction to qualitative research interviewing , Thousand Oaks : Sage .
   Google Scholar
• Lee , O. and Luykx , A. 2005 . Dilemmas in scaling up innovations in elementary science instruction with non‐mainstream students . American Educational Research Journal , 42 (3) : 411 – 438 .
   Web of Science ®Google Scholar
• Maes , F. , Vandenberghe , R. and Ghesquirere , P. 1999 . The imperative of complementarity between the school level and the classroom level in educational innovation . Journal of Curriculum Studies , 31 (2) : 661 – 677 .
   Google Scholar
• Mason , M. 2007 . Critical thinking and learning . Educational Philosophy and Theory , 39 (4) : 339 – 349 .
   Google Scholar
• Ministry of Education and Sports (MOES) . 1992 . Government White Paper on the Report of the Education Policy Review Commission , Kampala : Government Printers .
   Google Scholar
• NCDC . 1999 . Uganda primary school curriculum: Syllabi for primary schools , Volume 1 , Kampala : National Curriculum Development Centre .
   Google Scholar
• NCDC . 2000 . Teachers’ guide to the Uganda primary school curriculum. Volume 1 , Kampala : National Curriculum Development Centre .
   Google Scholar
• Morais , A.M. 2002 . Basil Bernstein at the micro level of the classroom . British Journal of Sociology of Education , 23 (4) : 559 – 569 .
   Web of Science ®Google Scholar
• Muller , J. 1998 . The Well‐tempered learner: Self‐regulation, pedagogical models and teacher education policy . Comparative Education , 34 (2) : 177 – 193 .
   Web of Science ®Google Scholar
• Oslon , J.E. , James , E. and Lang , M. 1999 . Changing the subject: Challenge of innovation to teacher professionalism in OECD countries . Journal of Curriculum Studies , 31 (1) : 69 – 82 .
   Google Scholar
• O’Sullivan , M. 2004 . The reconceptualization of learner‐centred approaches: A Namibian case study . International Journal of Educational Development , 24 : 585 – 602 .
   Web of Science ®Google Scholar
• Oyler , C. and Becker , J. 1997 . Teaching beyond the progressive–traditional dichotomy: Sharing authority and sharing vulnerability . Curriculum Inquiry , 27 (4) : 453 – 467 .
   Google Scholar
• Proudford , C. 1998 . Implementing educational policy change: Implications for teacher professionalism and professional empowerment . Asia‐Pacific Journal of Teacher Education , 26 (2) : 139 – 150 .
   Google Scholar
• Reeves , C.A. 2005 . The effect of ‘opportunity to learn’ and classroom pedagogy on mathematics achievement in schools serving low socio‐economic status communities in the Cape Peninsula , University of Cape Town . Unpublished PhD
   Google Scholar
• Rowell , P. 1995 . Perspectives on pedagogy in teacher education: The case of Namibia . International Journal of Educational Development , 15 (1) : 3 – 13 .
   Web of Science ®Google Scholar
• Sieburth , M. 1992 . Models and practice of curriculum change in developing countries . Comparative Education Review , 36 (2) : 175 – 193 .
   Google Scholar
• Sikoyo , L.N. 2007 . Primary teachers’ recontextualization of a curriculum innovation in Uganda , University of Cape Town . Unpublished PhD thesis
   Google Scholar
• Sikoyo , L.N. and Jacklin , H. 2009 . Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices . British Journal of sociology of Education , 30 (6) : 713 – 726 .
   Google Scholar
• Smerdon , B.A. , Burkham , D.T. and Valerie , E.L. 1999 . Access to constructivist and didactic teaching: Who gets what? Where is it practiced? . Teachers College Record , 101 (1) : 5 – 34 .
   Web of Science ®Google Scholar
• Spillane , J.P. , Reiser , B. and Reimer , T. Policy implementation and cognition: Reframing and refocusing implementation . Paper presented at the Annual meeting of the American Education Research Association . New Orleans.
   Google Scholar
• Squires , D.A. 1999 . Changing curriculum and a school’s structure: Commentary on ATLAS . Peabody Journal of Education , 74 (1) : 154 – 160 .
   Google Scholar
• Tabulawa , R. 1997 . Pedagogical classroom practice and the social context: The case of Botswana . International Journal of Educational Development , 17 (2) : 189 – 204 .
   Web of Science ®Google Scholar
• Tabulawa , R. 2003 . International aid agencies, learner‐centred pedagogy and political democratization: A critique . Comparative Education , 39 (1) : 7 – 26 .
   Web of Science ®Google Scholar
• Taylor , N. 1999 . “ Curriculum 2005: Finding a balance between school and everyday knowledges ” . In Getting learning right: report of the president’s education initiative research project , Edited by: Taylor , N. and Vinjevold , P. 105 – 130 . Johannesburg : Joint Education Trust .
   Google Scholar
• Taylor , N. and Vinjevold , P. 1999 . “ Teaching and learning in South African schools ” . In Getting learning right: Report of the President’s Education Initiative Research Project , Edited by: Taylor , N. and Vinjevold , P. 131 – 162 . Johannesburg : Joint Education Trust .
   Google Scholar
• Taylor , N. and Vinjevold , P. , eds. 1999 . Getting learning right , Johannesburg : Joint Education Trust .
   Google Scholar
• Taylor , P. and Mulhall , A. 2001 . Linking learning environments through agricultural experience‐enhancing the learning process in rural primary schools . International Journal of Educational Development , 21 (2) : 135 – 148 .
   Web of Science ®Google Scholar
• UNESCO . 1996 . “ The four pillars of education ” . In Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty‐first Century , 85 – 96 . Paris : UNESCO Publishing .
   Google Scholar
• Woolnough , B. 1991 . Practical science: The role and reality of practical work in school science , Philadelphia : Open University Press .
   Google Scholar