Teacher Instructional Practices and School Readiness in ECE Classrooms in Ethiopia: Pilot Study Results

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Inclusion, Transnationalism, and Pedagogical Innovation in Africa and the Caribbean

Abstract

Early childhood education (ECE) is a high priority for Ethiopia. Despite exceptional growth in access to pre-primary and primary education, issues remain regarding teacher quality and children’s learning skills, and for education research training and opportunities for graduate students. We built a collaborative research partnership in Ethiopia including graduate-level training in methodology and assessment, and designed a pilot study examining ECE teacher quality and student skills. Relative to teachers in rural schools, urban teachers had higher scores on classroom processes and practices; however, no differences were observed on school-readiness skills between urban and rural children. Results are promising for planning of larger-scale studies to further investigate links between teacher practices and children’s school readiness. Collaboration details are discussed.

Authors

• Kassa Michael, Addis Ababa University

• Ann A. O'Connell, Rutgers University

• Winifred Wilberforce, The Ohio State University

• Mulugeta W/Michael, Addis Ababa University

• Fiseha Teklu, Addis Ababa University

• Meseret Teshome, Addis Ababa University

• Jackie Goodway, Michigan State University

• Arya Ansari, The Ohio State University

• Laura M. Justice, The Ohio State University