Margo C O’Sullivan
Biographic Data
| ID | 6457853 |
|---|---|
| NAME | Margo C O’Sullivan |
| GIVEN NAMES | Margo C |
| FAMILY NAME | O’Sullivan |
| SIGNATURE | O’SULLIVAN M C |
| AFFILIATIONS | University of Limerick |
| ORCID | 0000-0003-2921-6756 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 60 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Teacher absenteeism, improving learning, and financial incentives for teachers
Developing a systemic approach to teacher education in sub-Saharan Africa
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teac…
Educating the teacher educator—A Ugandan case study
Comparative education in primary teacher education in Ireland and South Africa
Primary student teachers' perceptions of and motivations for comparative education
Comparative Education (CE) in Teacher Education (ITE) receives little attention in the literature, and this attention is mainly focussed on its decline in Western Countries. This article highlights, however, that it is not declining to the same extent in some countries in Asia, Eastern Europe and in South Africa. The study, upon which the article is based, explores a completely neglected aspect of CE in ITE – the perceptions of student teachers s…
Lesson observation and quality in primary education as contextual teaching and learning processes
Teaching large classes
The reconceptualisation of learner-centred approaches
Action research and the transfer of reflective approaches to in-service education and training (Inset) for unqualified and underqualified primary teachers in Namibia
Reform Implementation and the Realities within which Teachers Work
Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research stud…
The inset strategies model
Needs Assessment for Inset for Unqualified Primary Teachers in Namibia
The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers parti…
The reconceptualisation of learner-centred approaches
Developing a systemic approach to teacher education in sub-Saharan Africa
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teac…
Reform Implementation and the Realities within which Teachers Work
Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research stud…
The inset strategies model
Educating the teacher educator—A Ugandan case study
Lesson observation and quality in primary education as contextual teaching and learning processes
Action research and the transfer of reflective approaches to in-service education and training (Inset) for unqualified and underqualified primary teachers in Namibia
Primary student teachers' perceptions of and motivations for comparative education
Comparative Education (CE) in Teacher Education (ITE) receives little attention in the literature, and this attention is mainly focussed on its decline in Western Countries. This article highlights, however, that it is not declining to the same extent in some countries in Asia, Eastern Europe and in South Africa. The study, upon which the article is based, explores a completely neglected aspect of CE in ITE – the perceptions of student teachers s…
Teaching large classes
Needs Assessment for Inset for Unqualified Primary Teachers in Namibia
The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers parti…
Needs Assessment for Inset for Unqualified Primary Teachers in Namibia
The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers parti…
The inset strategies model
Action research and the transfer of reflective approaches to in-service education and training (Inset) for unqualified and underqualified primary teachers in Namibia
Reform Implementation and the Realities within which Teachers Work
Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research stud…
The reconceptualisation of learner-centred approaches
Teaching large classes
Lesson observation and quality in primary education as contextual teaching and learning processes
Primary student teachers' perceptions of and motivations for comparative education
Comparative Education (CE) in Teacher Education (ITE) receives little attention in the literature, and this attention is mainly focussed on its decline in Western Countries. This article highlights, however, that it is not declining to the same extent in some countries in Asia, Eastern Europe and in South Africa. The study, upon which the article is based, explores a completely neglected aspect of CE in ITE – the perceptions of student teachers s…
Comparative education in primary teacher education in Ireland and South Africa
Educating the teacher educator—A Ugandan case study
Developing a systemic approach to teacher education in sub-Saharan Africa
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teac…
Teacher absenteeism, improving learning, and financial incentives for teachers
Psychology (10 works) · Pedagogy (9 works) · Sociology (9 works) · Mathematics education (7 works) · Political science (7 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (6 works) · Medical education (5 works) · Medicine (5 works) · Business (4 works)