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CAIRO BOOKS's Description
Language, Literacy, and Learning in Primary Schools is a synthesis of the
findings arising from four years of policy research and development in
Nigeria's primary schools that focused on the gap between what teachers should
know and be able to do, and the realities of teaching and learning in
classrooms. It begins by critically examining the outcomes of primary schooling
as measured by learning achievement results from national assessments, and by
identifying some core learning problems for Nigerian primary school children.
It reviews the findings from recent research reports that studied teaching and
learning processes in primary school classrooms, and it identifies the
pedagogical issues in primary classrooms that contribute to poor learning
achievements. This report describes a research and development program that set
out to improve teaching and learning in core learning skill areas of the
curriculum. This study identifies priority areas for teachers' professional
development. It suggests a policy framework for the continuing professional
development of primary school teachers, including the initial preparation of
teachers and their induction into teaching. It proposes medium and long-term
strategies to bring about the desired changes in teaching and learning through
school-based approaches to teacher development.