Dawit Tibebu Tiruneh
Biographic Data
| ID | 6503413 |
|---|---|
| NAME | Dawit Tibebu Tiruneh |
| GIVEN NAMES | Dawit Tibebu |
| FAMILY NAME | Tiruneh |
| SIGNATURE | TIRUNEH D T |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0003-4126-5809 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From evidence to impact
Background: Research–policy partnerships are widely used to support evidence-informed reform, yet how evidence actually shapes policy and practice in low-income education systems remains poorly understood. This article asks how, and under what relational and institutional conditions, evidence generated by Research on Improving Systems of Education (RISE) Ethiopia contributed to national policy on equity, learning and accountability. Methods/data:…
Policy field and donor game
This paper examines the involvement of donors in the educational policy space of aid-recipient countries, using Ethiopia as a case study. Drawing on an analysis of one reform episode from each of the four successive Ethiopian governments over the past 50 years, the paper traces the timing and shifting alignments of donor influence across different political regimes. The findings showed that political and sectoral crises often served as entry poin…
Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia
This paper assesses the extent to which the implementation of a complex educational reform in Ethiopia was associated with changes in mathematics test scores for Grade 4 pupils from 2012–13 to 2018–19. During this period, while mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved, students in 2018–19 achieved, on average, lower test scores in mathematics than those in 2012–13. However, they also s…
Disability and learning in Ethiopia
This paper expands debates on disability and education by focusing on issues of prevalence and examining loss of formal learning when schools were closed for extended periods in Ethiopia as a result of COVID-19. Using data collected during two academic years, before the pandemic in 2018–2019 and after the schools reopened in 2020–2021, results show an increased prevalence of disability among children in grades 1 and 4, as identified through the W…
Critical thinking conceptualization in K-12
Research shows that teachers' conceptualization of critical thinking (CT) affects their classroom practices for incorporating CT instructional methods for young school children. However, there is limited evidence with respect to K-12 in-service teachers' beliefs about CT. This study investigates the conceptualization of CT among middle school teachers (n = 77) in the United States. Both quantitative and qualitative data were collected. Based on P…
Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry
This paper examines the impact of supervised laboratory instruction (SLI) on grade 12 students’ understanding of acid–base and solution chemistry topics in the context of Ethiopian secondary schools. A mixed-methods research design was employed, with a purposive sampling of 160 secondary students from six schools in Northwest Ethiopia. The students were divided into two groups: an experimental group (n = 76) and a control group (n = 84). The expe…
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Critical thinking conceptualization in K-12
Research shows that teachers' conceptualization of critical thinking (CT) affects their classroom practices for incorporating CT instructional methods for young school children. However, there is limited evidence with respect to K-12 in-service teachers' beliefs about CT. This study investigates the conceptualization of CT among middle school teachers (n = 77) in the United States. Both quantitative and qualitative data were collected. Based on P…
Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry
This paper examines the impact of supervised laboratory instruction (SLI) on grade 12 students’ understanding of acid–base and solution chemistry topics in the context of Ethiopian secondary schools. A mixed-methods research design was employed, with a purposive sampling of 160 secondary students from six schools in Northwest Ethiopia. The students were divided into two groups: an experimental group (n = 76) and a control group (n = 84). The expe…
Disability and learning in Ethiopia
This paper expands debates on disability and education by focusing on issues of prevalence and examining loss of formal learning when schools were closed for extended periods in Ethiopia as a result of COVID-19. Using data collected during two academic years, before the pandemic in 2018–2019 and after the schools reopened in 2020–2021, results show an increased prevalence of disability among children in grades 1 and 4, as identified through the W…
Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia
This paper assesses the extent to which the implementation of a complex educational reform in Ethiopia was associated with changes in mathematics test scores for Grade 4 pupils from 2012–13 to 2018–19. During this period, while mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved, students in 2018–19 achieved, on average, lower test scores in mathematics than those in 2012–13. However, they also s…
From evidence to impact
Background: Research–policy partnerships are widely used to support evidence-informed reform, yet how evidence actually shapes policy and practice in low-income education systems remains poorly understood. This article asks how, and under what relational and institutional conditions, evidence generated by Research on Improving Systems of Education (RISE) Ethiopia contributed to national policy on equity, learning and accountability. Methods/data:…
Policy field and donor game
This paper examines the involvement of donors in the educational policy space of aid-recipient countries, using Ethiopia as a case study. Drawing on an analysis of one reform episode from each of the four successive Ethiopian governments over the past 50 years, the paper traces the timing and shifting alignments of donor influence across different political regimes. The findings showed that political and sectoral crises often served as entry poin…
Psychology (4 works) · Global Educational Policies and Reforms (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Qualitative research (3 works) · Computer Science (2 works) · Educational Strategies and Epistemologies (2 works) · Medicine (2 works) · School Choice and Performance (2 works) · Sociology (2 works)