Lydie Shima
Biographic Data
| ID | 6154967 |
|---|---|
| NAME | Lydie Shima |
| GIVEN NAMES | Lydie |
| FAMILY NAME | Shima |
| SIGNATURE | SHIMA L |
| AFFILIATIONS | Laterite Kigali Rwanda |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Understanding and addressing gendered learning and socioemotional differences among students
This study explores secondary school teachers’ perspectives on gendered differences in student learning within Rwanda, focusing on STEM subjects. Despite the country’s strong emphasis on gender equity and equality in education, limited research has been conducted on this issue. The study involved 51 STEM teachers across seven Rwandan districts, using semi-structured interviews and vignette responses. Results revealed that most teachers do not bel…
Engaging student voice in Rwandan secondary schools
This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic a…
‘A good teacher should…’
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwand…
No prominent works on this page.
‘A good teacher should…’
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwand…
Understanding and addressing gendered learning and socioemotional differences among students
This study explores secondary school teachers’ perspectives on gendered differences in student learning within Rwanda, focusing on STEM subjects. Despite the country’s strong emphasis on gender equity and equality in education, limited research has been conducted on this issue. The study involved 51 STEM teachers across seven Rwandan districts, using semi-structured interviews and vignette responses. Results revealed that most teachers do not bel…
Engaging student voice in Rwandan secondary schools
This study engages student voice in Rwandan secondary schools as a mechanism for understanding factors influencing learning in science, technology, engineering and mathematics (STEM) subjects, attitudes towards learning these disciplines and pupils' future aspirations. Data were collected from a cohort of 409 students enrolled in 12 secondary schools, via student booklets. Findings from this study highlight the profound impact of both intrinsic a…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Global Educational Policies and Reforms (2 works) · Children's Rights and Participation (1 work) · Critical Race Theory in Education (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · Education and experiences of immigrants and refugees (1 work) · Global Education and Multiculturalism (1 work)