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This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.

Education. --- International education . --- Comparative education. --- Education, general. --- International and Comparative Education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- History --- Educational evaluation --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Evaluation

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Corporal punishment of children. --- Children's rights --- Preschool children. --- Càstigs corporals --- Drets dels infants --- Ensenyament preescolar --- Tanzània --- Preschoolers --- Children --- Child rights --- Children's human rights --- Rights of children --- Rights of the child --- Human rights --- Child corporal punishment --- Childhood corporal punishment --- Discipline of children --- School discipline --- Educació infantil --- Legislació de menors --- Drets de la personalitat --- Assots --- Càstigs físics --- Penes corporals --- Penes --- Disciplina escolar --- Civil rights --- Law and legislation --- Legal status, laws, etc. --- Jamhuri ya Mwungano wa Tanzania --- República Unida de Tanzània --- United Republic of Tanzania --- Àfrica oriental --- Països de parla anglesa

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This book examines educators and parents' practices of corporal punishment of preschool-aged children in school and at home in Tanzania, considering why it is that many children in Tanzania are still subject to corporal punishment. It explores the attitudes of parents, teachers, and educational leaders about corporal punishment, in the context of existing government policies, laws, and regulations, using interviews, questionnaires and observation. Corporal punishment is widely and frequently used by both parents and teachers as a way of maintaining discipline, with most regarding it favourably as a means of behavioural modification. Furthermore, the book shows that the use of corporal punishment in Tanzania is influenced by cultural norms and religious beliefs, teacher qualifications and parents' levels of education, past experiences of corporal punishment, and related beliefs about the practice. Crucially, there has not yet been a societal-level legal framework established to protect children from the harms involved.

Sociology of education --- Educational psychology --- Educational systems. Teaching systems --- Kindergarten --- Educational sciences --- onderwijspolitiek --- pedagogische psychologie --- onderwijs --- kleuterdidactiek --- peuters