Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools
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Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China.
Teacher professional learning communities provide environments in which teachers engage in regular research and collaboration. They have been found effective as a means for connecting professional learning to the day-to-day realities faced by teachers in the classroom. In this paper, we draw on survey data collected in primary schools serving 71 villages in rural Gansu Province, as well as tran...
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