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dc.contributor.authorMitchell, Rafaelen
dc.date.accessioned2019-01-11T00:32:50Z
dc.date.available2019-01-11T00:32:50Z
dc.date.issued2018-11en
dc.identifier.issn1545-701X
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/287870
dc.description.abstractGuthrie’s latest book, concerned with improving teaching and learning in developing countries, contains important lessons for researchers and policy actors. Like others focusing on pedagogy in the field of comparative and international education, Guthrie attaches special importance to the cultural context of teaching practice. However, unlike those who argue for the universal value of certain practices or principles – such as learner-centred education (Schweisfurth 2013) or dialogic teaching (Alexander 2008) – Guthrie denies the existence of a global ‘best practice’ in pedagogy.
dc.publisherComparative and International Education Society
dc.subjectpedagogyen
dc.subjectteaching methodsen
dc.subjectsub-Saharan Africaen
dc.titleBook Review: Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frameen
dc.typeArticle
prism.issueIdentifier4en
prism.publicationDate2018en
prism.publicationNameComparative Education Reviewen
prism.volume62en
dc.identifier.doi10.17863/CAM.35185
dcterms.dateAccepted2018-07-15en
rioxxterms.versionofrecord10.1086/699708en
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2018-11en
dc.contributor.orcidMitchell, Rafael [0000-0002-4553-2487]
dc.identifier.eissn1545-701X
rioxxterms.typeJournal Article/Reviewen
cam.issuedOnline2018-10-11en
dc.identifier.urlhttps://www.journals.uchicago.edu/doi/full/10.1086/699708?mobileUi=0en
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rioxxterms.freetoread.startdate2019-10-01


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