Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives

Title
Giving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectives
Publication Date
2009
Author(s)
Halloway, Warren
Maxwell, Thomas W
Editor
Editor(s): Terry Lyons, Joon-Yul Choi, Greg McPhan
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
University of New England, SiMERR National Research Centre
Place of publication
Armidale, Australia
UNE publication id
une:5538
Abstract
Multigrade teaching was introduced to Bhutan to address the Education for All (EFA) goals. Multigrade schools are those rural schools in which a teacher must teach more than one grade in a class and sometimes all grades from K to 6. The Bhutanese Multigrade Attachment Project (BMAP), involving a phase in Australia and another in Bhutan, was commenced in 1993. Two major changes occurred during the 16 years of implementation following an essentially "one shot" model of continuing professional development (CPD) of the early years. A range of data from these two changes were analysed indicating that the BMAP had had an impact upon the majority of participants. The features of BMAP are identified.
Link
Citation
ISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education, p. 127-136
ISBN
9781921208362
Start page
127
End page
136

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