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Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: school-based countermeasures
- LEVERS Lisa Lopez
- Journal article citation:
- Journal of Children and Poverty, 8(2), September 2002, pp.101-140.
- Routledge, part of the Taylor and Francis Group
A donor-funded basic education support project in Namibia equipped grade one teachers in the northern district, mostly Owambo- and Kavango-populated and widely affected by relatively recent warfare in the region, with teachers' guides, posters, and materials for lessons, while also training teachers and introducing them to the basic practices of continuous assessment. Evaluative research assessed the efficacy of training and surveyed teachers' experiences with using continuous assessment by means of classroom observations, teacher interviews, and focus groups. As an extension of the construct of continuous assessment of cognitive ability, preliminary qualitative interview probes inquired about teachers' awareness of and ability to assess the potential impact of gender and disability on classroom performance and also their ability to assess the psychosocial problems of learners whose classroom behaviors may be affected by exposure to trauma in the home, village, and/or extended environment.