@incollection{,
	
					
					
					A5A5B5A5223ECAA54EA6334BAD006DE0
				,
	author={{GerardGuthrie}},
	journal={{Global Journal of Human Social Sciences}},
	journal={{GJHSS}}2249-460X0975-587X10.34257/GJHSS,
	address={Cambridge, United States},
	publisher={Global Journals Organisation}2391735
}

@book{b0,
	
	
		,
	title={{Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience}}
		,
	author={{
			KAbadzi
		}}
		
		
			,
	year={2006}
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	publisher={World Bank}
			,
	address={Washington}
		
	

}

@incollection{b1,
	
	
		,
	title={{Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count?}}
		,
	author={{
			KAkyeampong
		}}
	
	
		,
	journal={{International Journal of Educational Development}}
		
			33
			
			,
	year={2013}
		
	

}

@incollection{b2,
	
	
		,
	title={{Curriculum reform in a global context: a study of teachers in Jordan}}
		,
	author={{
			KAl-Daami
		} and {
			GWallace
		}}
		
	
	
		,
	journal={{Journal of Curriculum Studies}}
		
			39
			3
			
			,
	year={2007}
		
	

}

@book{b3,
	
	
		,
	title={{Culture and Pedagogy: International Comparisons in Primary Education}}
		,
	author={{
			RAlexander
		}}
		
			,
	year={2000}
			,
	publisher={Blackwell}
			,
	address={Oxford}
		
	

}

@book{b4,
	
	
		,
	title={{Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge}}
		,
	author={{
			SAllais
		}}
		
			,
	year={2014}
			,
	address={Sense, Rotterdam}
		
	

}

@incollection{b5,
	
	
		,
	title={{Global Managerial Education Reforms and Teachers: Emerging Policies, Controversies and Issues in Developing Contexts}}
		,
	author={{
			HAltinyelken
		}}
		
	
	
		,
	journal={{Education International}}
		,
	editor={
			AVerger
		}
		
			
			,
	year={2013}
			,
	address={Brussels}
		
	
	,
	note={Teachers' principled resistance to curriculum change: A compelling case from Turkey}

}

@incollection{b6,
	
	
		,
	title={{Improving educational quality through active learning: Perspectives from secondary school teachers in Malawi}}
		,
	author={{
			HAltinyelkin
		} and {
			MHoeksma
		}}
		
		
	
	
		,
	journal={{Research in Comparative & International Education}}
		
			16
			2
			
			,
	year={2021}
		
	

}

@incollection{b7,
	
	
		,
	title={{Assumptions and implications of adopting educational ideas from the West: The case of student-centered pedagogy in Turkey}}
		,
	author={{
			HAltinyelken
		} and {
			SSozeri
		}}
		
	
	
		,
	booktitle={{International Handbook of Teacher Quality and Policy}}
		,
	editor={
			MAkiba
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			GLetendre
		}
		
		New York
		
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	publisher={Routledge}
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	year={2018}
			
		
	

}

@book{b8,
	
	
		,
	title={{A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives}}
		,
	editor={Anderson, L., & Krathwohl, D.}
		
			,
	year={2001}
			,
	publisher={Longman}
			,
	address={New York}
		
	

}

@incollection{b9,
	
	
		,
	title={{Experienced mathematics teachers PCK in the use of learnercentred approaches in Tanzania's secondary schools}}
		,
	author={{
			VAnney
		} and {
			MBulayi
		}}
		
		
	
	
		,
	journal={{Papers in Education and Development}}
		
			37
			1
			
			,
	year={2019}
		
	

}

@incollection{b10,
	
	
		,
	title={{Theory in Practice: Increasing Professional Effectiveness}}
		,
	author={{
			CArgyris
		} and {
			DSchon
		}}
		
	
	
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	journal={{Jossey-Bass}}
		
			,
	year={1974}
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	address={San Francisco}
		
	

}

@incollection{b11,
	
	
		,
	title={{Postcolonial teacher education reform in Namibia: Travelling of policies and ideas}}
		,
	author={{
			IArreman
		}}
	
	
		,
	journal={{European Educational Research Journal}}
		
			15
			
			,
	year={2016}
		
	

}

@incollection{b12,
	
	
		,
	title={{Comparative education, the 'New Paradigm' and policy borrowing: Constructing knowledge for educational reform}}
		,
	author={{
			EAuld
		} and {
			PMorris
		}}
		
	
	
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	journal={{Comparative Education}}
		
			50
			2
			
			,
	year={2014}
		
	
	,
	note={www.resear chgate.net/publication/262606791}

}

@incollection{b13,
	
	
		,
	title={{Curriculum reform and the displacement of knowledge in Peruvian rural secondary schools: Exploring the unintended local consequences of global education policies}}
		,
	author={{
			MBalarin
		} and {
			MBenavides
		}}
		
	
	
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	journal={{Compare}}
		
			40
			3
			
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	year={2010}
		
	
	,
	note={www.researchga te.net/publication/48140046}

}

@book{b14,
	
	
		,
	title={{Typology can direct attention to treating TCP as authentic and encouraging teachers to improve it}}
		
	

}

@incollection{b15,
	
	
		,
	title={{Beyond the polarization of pedagogy: Models of classroom practice in Tanzanian primary schools}}
		,
	author={{
			ABarrett
		}}
	
	
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	journal={{Comparative Education}}
		
			43
			2
			
			,
	year={2007}
		
	

}

@book{b16,
	
	
		,
	title={{The Concept of Quality in Education: Review of the 'International' Literature on the Concept of Quality in Education}}
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	author={{
			ABarrett
		}}
		
		
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	year={2006}
		
		
			University of Bristol, Bristol
		
	
	,
	note={EdQual Working Paper}

}

@incollection{b17,
	
	
		,
	title={{Teachers' understandings and implementation of learnercentered pedagogy}}
		,
	author={{
			LBartlett
		} and {
			EMogusu
		}}
		
		
	
	
		,
	booktitle={{Teaching in Tension: International Pedagogies, National Policies, and Teachers' Practices in Tanzania}}
		,
	editor={
			FVavrus
		 and 
			LBartlett
		}
		
		Sense, Rotterdam
		
			,
	year={2013}
			
		
	

}

@book{b18,
	
	
		,
	author={{
			T
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	title={{What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa}}
		Washington
		
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	publisher={World Bank}
			,
	year={2017}
		
	
	,
	note={Policy Research Working Paper 7956}

}

@book{b19,
	
	
		,
	title={{The Routledge Handbook of Language Awareness}}
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	author={{
			SBorg
		}}
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	editor={Garrett, P., & Cots, J.}
		
			,
	year={2018}
			
			,
	address={London, Routledge}
		
	
	,
	note={Teachers' beliefs and classroom practices}

}

@incollection{b20,
	
	
		,
	title={{Registered medersas in Mali: Effectively integrating Islamic and Western educational epistemologies in practice}}
		,
	author={{
			HBoyle
		}}
	
	
		,
	journal={{Comparative Education Review}}
		
			63
			2
			
			,
	year={2019}
		
	

}

@incollection{b21,
	
	
		,
	title={{Polices and progress to Universal Primary Education}}
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	author={{
			MBray
		}}
	
	
		,
	journal={{The Journal of Modern African Studies}}
		
			19
			4
			
			,
	year={1981}
		
	

}

@incollection{b22,
	
	
		,
	title={{The multiple meanings of 'student-centred' or 'learner-centred' education, and the case for a more flexible approach to defining it}}
		,
	author={{
			NBremner
		}}
	
	
		,
	journal={{Comparative Education}}
		
			57
			2
			
			,
	year={2021}
		
	

}

@incollection{b23,
	
	
		,
	title={{Critical thinking as culture: Teaching post-Soviet teachers in Kazakhstan}}
		,
	author={{
			NBurkhalter
		} and {
			MShegebayev
		}}
		
	
	
		,
	journal={{International Review of Education}}
		
			58
			
			,
	year={2012}
		
	

}

@incollection{b24,
	
	
		,
	title={{Three secondary school teachers implementing student-centred learning in Iraqi Kurdistan}}
		,
	author={{
			TBurner
		}}
	
	
		,
	journal={{Educational Action Research}}
		
			25
			3
			
			,
	year={2017}
		
	

}

@book{b25,
	
	
		,
	author={{
			RCannon
		}}
		
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	title={{The Sustainability of Benefits from Educational Development Projects in Indonesia: What Do the Donors Say? (Sustainability of Educational Development in Indonesia Project Working Paper}}
		
			,
	year={2017}
		
	

}

@book{b26,
	
	
		,
	author={{
			RCannon
		}}
		
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	title={{Continuing Professional Development and Sustainability. INOVASI, Jakarta}}
		
			,
	year={2020}
		
	

}

@incollection{b27,
	
	
		,
	title={{Educational neoliberalism and the annexation of education: A cautionary tale in the Asia-Pacific context}}
		,
	author={{
			NCasinader
		} and {
			ASheik
		}}
		
	
	
		,
	booktitle={{Transforming Pedagogies through Engagement with Learners, Teachers and Communities}}
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	editor={
			DatBao
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			& TranhPham
		}
		
		Singapore
		
			,
	publisher={Springer}
			,
	year={2021}
			
		
	

}

@incollection{b28,
	
	
		,
	title={{Teacher excessive pedagogical authority in Moroccan primary classroom}}
		,
	author={{
			MChafi
		}}
	
	
		,
	journal={{American Journal of Educational Research}}
		
			4
			
			,
	year={2016}
		
	

}

@incollection{b29,
	
	
		,
	title={{North Korea: An overview}}
		,
	author={{
			JCho
		}}
	
	
		,
	booktitle={{Education in East Asia}}
		,
	editor={
			PHsieh
		}
		Bloomsbury, London
		
			,
	year={2013}
			
		
	

}

@incollection{b30,
	
	
		,
	title={{Strategies for curriculum change and the question of international transfer}}
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	author={{
			MCrossley
		}}
	
	
		,
	journal={{Journal of Curriculum Studies}}
		
			16
			
			,
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}

@incollection{b31,
	
	
		,
	title={{Relevance education, strategies for curriculum change and pilot projects: A cautionary note}}
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	author={{
			MCrossley
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		,
	journal={{International Journal of Educational Development}}
		
			4
			3
			
			,
	year={1984b}
		
	

}

@incollection{b32,
	
	
		,
	title={{Policy transfer, sustainable development and the contexts of education}}
		,
	author={{
			MCrossley
		}}
	
	
		,
	journal={{Compare}}
		
			49
			2
			
			,
	year={2019}
		
	

}

@incollection{b33,
	
	
		,
	title={{Pedagogy for its own sake: Teacher's beliefs about activity-based learning in rural government schools of Kashmir}}
		,
	author={{
			WDar
		}}
	
	
		,
	journal={{Quality Assurance in Education}}
		
			29
			2/3
			
			,
	year={2021}
		
	

}

@incollection{b34,
	
	
		,
	title={{Teacher learning in changing professional contexts: Bhutanese teacher educators and the Educating for GNH initiative}}
		,
	author={{
			DekiGyamtso
		}}
	
	
		,
	journal={{Cogent Education}}
		
			4
			1
			1384637
			,
	year={2017}
			,
	publisher={Article}
		
	

}

@incollection{b35,
	
	
		,
	title={{Mali: An overview, trends and futures}}
		,
	author={{
			MDiarra
		}}
	
	
		,
	booktitle={{Education in West Africa}}
		,
	editor={
			ETakyi-Amoako
		}
		Bloomsbury, London
		
			,
	year={2015}
			
		
	

}

@incollection{b36,
	
	
		,
	title={{Globalisation and education: Understanding and problematising approaches to global governance and the global education policy field}}
		,
	author={{
			DEdwards
		}}
		
	
	
		,
	booktitle={{Critical Issues in Education Systems: Comparative International Perspectives}}
		,
	editor={
			CWolhuter
		 and 
			HSteyn
		}
		
		Axiom, Potchefstroom
		
			,
	year={2021}
		
	

}

@book{b37,
	
	
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	title={{Active-learning Pedagogies as a Reform Initiative: Synthesis of Case Studies}}
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	author={{
			MGinsburg
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	year={2009}
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	publisher={American Institutes for Research}
			
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	address={Washington}
		
	

}

@incollection{b38,
	
	
		,
	title={{School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 (Working Paper 17554)}}
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	author={{
			PGlewwe
		}}
		
	
	
		,
	journal={{National Bureau of Economic Research}}
		
			,
	year={2011}
			,
	address={Cambridge, MA}
		
	

}

@incollection{b39,
	
	
		,
	title={{Current research in developing countries: The impact of curriculum reform on teaching}}
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	author={{
			GGuthrie
		}}
	
	
		,
	journal={{Teaching and Teacher Education}}
		
			2
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			,
	year={1986}
		
	

}

@book{b40,
	
	
		,
	author={{
			GGuthrie
		}}
		
		,
	title={{The Progressive Education Fallacy in Developing Countries: In Favour of Formalism}}
		New York
		
			,
	publisher={Springer}
			,
	year={2011}
		
	

}

@incollection{b41,
	
	
		,
	title={{The failure of progressive classroom reform: Lessons from the Curriculum Reform Implementation Project in Papua New Guinea}}
		,
	author={{
			GGuthrie
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		,
	journal={{Australian Journal of Education}}
		
			56
			3
			
			,
	year={2012}
		
	

}

@incollection{b42,
	
	
		,
	title={{The failure of progressive paradigm shift in Papua New Guinea}}
		,
	author={{
			GGuthrie
		}}
		
	
	
		,
	journal={{Papua New Guinea Journal of Education}}
		
			41
			1
			
			,
	year={2014}
		
	

}

@incollection{b43,
	
	
		,
	title={{On the cosmology of cumulative progressive hallucination}}
		,
	author={{
			GGuthrie
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		,
	journal={{Southern African Review of Education}}
		
			22
			
			,
	year={2015}
		
	

}

@incollection{b44,
	
	
		,
	author={{
			GGuthrie
		}}
		
	
	
		,
	booktitle={{Foundations of Classroom Change in Developing Countries}}
		Download, Wellington
		
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	year={2021}
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}

@book{b45,
	
	
		,
	author={{
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	title={{Basic Research Methods: An Entry to Social Science Research}}
		
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	year={2023}
		
	

}

@book{b46,
	
	
		,
	title={{}}
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	author={{
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}

@book{b47,
	
	
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	title={{Perceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective}}
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	author={{
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		}}
		
		
			,
	year={2009}
		
		
			Virginia Polytechnic and State University
		
	
	,
	note={PhD dissertation}
	,
	note={2adb1508c56a89cf978f010bef50904037.pdf}

}

@incollection{b48,
	
	
		,
	title={{Nepali primary school teachers' response to national educational reform}}
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	author={{
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		,
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			52
			
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}

@incollection{b49,
	
	
		,
	title={{Dominican Republic: An overview}}
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	author={{
			MHamm
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		,
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	editor={
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		Bloomsbury, London
		
			,
	year={2017}
			
		
	

}

@incollection{b50,
	
	
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	title={{Schooling as violence: An exploratory overview}}
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	author={{
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		,
	journal={{Educational Review}}
		
			54
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}

@incollection{b51,
	
	
		,
	title={{Teachers' beliefs and practices regarding their feedback to students at elementary level}}
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	author={{
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		,
	journal={{University of Wah Journal of Social Sciences}}
		
			6
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			,
	year={2023}
		
	

}

@incollection{b52,
	
	
		,
	title={{The intractable dominant educational paradigm}}
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	author={{
			JHawkins
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		,
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	editor={
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			,
	year={2007}
		
	

}

@incollection{b53,
	
	
		,
	title={{International organizations and the future of educational assistance}}
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	author={{
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		} and {
			BLee
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		,
	journal={{International Journal of Educational Development}}
		
			48
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}

@incollection{b54,
	
	
		,
	title={{Textbooks and Achievement: What We Know}}
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	author={{
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		,
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	publisher={World Bank}
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}

@book{b55,
	
	
		,
	author={{
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	title={{Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa}}
		Routledge, London
		
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	year={2017}
		
	

}

@incollection{b56,
	
	
		,
	title={{Educational change in South Africa 1994-2003: Case studies in largescale education reform}}
		,
	author={{
			JJansen
		} and {
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		,
	journal={{Country Studies in Education Reform and Management}}
		
			2
			1
			,
	year={2003}
			,
	publisher={World Bank}
			,
	address={Washington}
		
	

}

@incollection{b57,
	
	
		,
	title={{Bhutanese teachers' pedagogical orientation in the primary classes (PP-VI): A factor on quality education}}
		,
	author={{
			KezangSherab
		} and {
			PhuntshoDorji
		}}
		
		
	
	
		,
	journal={{Journal of International Society for Teacher Education}}
		
			17
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}

@book{b58,
	
	
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	title={{The World Bank and Education: Critiques and Alternatives}}
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	author={{
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			,
	year={2012}
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	address={Sense, Rotterdam}
		
	

}

@incollection{b59,
	
	
		,
	title={{The World Bank's SABER: A critical analysis}}
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	author={{
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		,
	journal={{Comparative Education Review}}
		
			64
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}

@incollection{b60,
	
	
		,
	title={{Pedagogy of autonomy for difficult circumstances: from practice to principles}}
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	author={{
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		,
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			5
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}

@incollection{b61,
	
	
		,
	title={{Book review: Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame}}
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	author={{
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		,
	journal={{Global Ed Leadership: January}}
		
			8
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}

@book{b62,
	
	
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	publisher={Oxford University Press}
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}

@incollection{b63,
	
	
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	title={{Multilateral development banks and state capacity: The IDB, Brazil and Argentina in the neoliberal era}}
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	author={{
			RMakino
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		,
	journal={{Brazilian Journal of Latin American Studies}}
		
			16
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	year={2017. 1990-2002}
		
	

}

@incollection{b64,
	
	
		,
	title={{Active Learning through Professional Support (ALPS) Project, Indonesia}}
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	author={{
			HMalcolm
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		,
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			,
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	,
	note={Evaluation Report EV629}

}

@incollection{b65,
	
	
		,
	title={{Radical student participation: Lessons from an urban government primary school in Tigray}}
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	author={{
			RMitchell
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		,
	journal={{Ethiopia. Compare}}
		
			49
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}

@incollection{b66,
	
	
		,
	title={{Teachers' perceptions of the barriers to the implementation of a pedagogic innovation: A South East Asian case study}}
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	author={{
			PMorris
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		,
	journal={{International Review of Education}}
		
			31
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}

@incollection{b67,
	
	
		,
	title={{An English teacher's perspective on curriculum change in West Bengal}}
		,
	author={{
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		,
	booktitle={{International Perspectives on Teachers Living with Curriculum Change}}
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	editor={
			MWedell
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			LGrassick
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		New York
		
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	publisher={Springer}
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	year={2018}
			
		
	

}

@book{b68,
	
	
		,
	author={{
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	title={{Literacy, Foundation Learning and Assessment in Developing Countries: Final Report (Education Rigorous Literature Review)}}
		London
		
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	publisher={Department for International Development}
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	year={2014}
		
	

}

@incollection{b69,
	
	
		,
	title={{Neocolonialism in education: Cooperative learning in an Asian context}}
		,
	author={{
			P-MNguyen
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		,
	journal={{Comparative Education}}
		
			45
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}

@incollection{b70,
	
	
		,
	title={{Mathematics and science teachers' understanding and practices of learner-centred education in nine secondary schools from three districts in Rwanda}}
		,
	author={{
			TNsengimana
		}}
		
	
	
		,
	journal={{Rwandan Journal of Education}}
		
			4
			1
			
			,
	year={2017}
		
	

}

@book{b71,
	
	
		,
	title={{From Curriculum Reform to Classroom Practice: Intentions, Perceptions, and Actual Implementation in English Secondary Schools in Libya}}
		,
	author={{
			TOmar
		}}
		
		
			,
	year={2019}
		
		
			University of Glasgow
		
	
	,
	note={PhD thesis}

}

@book{b72,
	
	
		,
	title={{Cognitive Illusions: A Handbook on Fallacies and Biases in Thinking, Judgement and Memory}}
		,
	author={{
			MOswald
		} and {
			SGrosjean
		}}
		
		,
	editor={Pohl, R.}
		
			,
	year={2004}
			,
	publisher={Psychology Press}
			
			,
	address={Hove}
		
	
	,
	note={Confirmation bias}

}

@incollection{b73,
	
	
		,
	title={{Travelling and embedded policy: The case of knowledge transfer}}
		,
	author={{
			JOzga
		} and {
			RJones
		}}
		
		
	
	
		,
	journal={{Journal of Education Policy}}
		
			21
			1
			
			,
	year={2006}
		
	

}

@incollection{b74,
	
	
		,
	title={{Coping with curricular change with limited support: An Indian English teacher's perspective}}
		,
	author={{
			APadwad
		} and {
			KDixit
		}}
		
	
	
		,
	booktitle={{International Perspectives on Teachers Living with Curriculum Change}}
		,
	editor={
			MWedell
		 and 
			LGrassick
		}
		
		New York
		
			,
	publisher={Springer}
			,
	year={2018}
			
		
	

}

@incollection{b75,
	
	
		,
	title={{Your company's secret change agents}}
		,
	author={{
			RPascale
		} and {
			JSternim
		}}
		
	
	
		,
	journal={{Harvard Business Review}}
		
			
			,
	year={2005. May}
		
	

}

@incollection{b76,
	
	
		,
	title={{Aspects of educational transfer}}
		,
	author={{
			DPhillips
		}}
	
	
		,
	booktitle={{International Handbook of Comparative Education}}
		,
	editor={
			RCowen
		 and 
			AKazamias
		}
		
		New York
		
			,
	publisher={Springer}
			,
	year={2009}
			
		
	

}

@incollection{b77,
	
	
		,
	title={{The effectiveness of foreign aid to education: What can be learned?}}
		,
	author={{
			ARiddell
		} and {
			MNino-Zarazua
		}}
		
	
	
		,
	journal={{International Journal of Educational Development}}
		
			40
			1
			
			,
	year={2016}
		
	

}

@book{b78,
	
	
		,
	title={{Non-Western Educational Traditions: Local Approaches to Thought and Practice}}
		,
	author={{
			TReagan
		}}
		
			,
	year={2018}
			,
	publisher={Routledge}
			,
	address={London}
		
	
	,
	note={th ed.}

}

@book{b79,
	
	
		,
	author={{
			ERogers
		}}
		,
	title={{Diffusion of Innovation}}
		New York
		
			,
	publisher={Free Press}
			,
	year={1962. 2003}
		
	
	,
	note={th ed.}

}

@incollection{b80,
	
	
		,
	title={{Capability approach to valued pedagogical practices in Tanzania: An alternative to learner-centred pedagogy}}
		,
	author={{
			NSakata
		}}
		
	
	
		,
	journal={{Journal of Human Development and Capabilities}}
		
			,
	year={2021}
		
	

}

@incollection{b81,
	
	
		,
	title={{Pedagogy and history: Ujamaa and learner-centered pedagogy in Tanzania}}
		,
	author={{
			NSakata
		}}
		
	
	
		,
	journal={{Comparative Education Review}}
		
			65
			1
			3288
			,
	year={2021}
		
	

}

@incollection{b82,
	
	
		,
	title={{A systematic review of the implementation of learner-centred pedagogy in lowand middle-income countries}}
		,
	author={{
			NSakata
		}}
	
	
		,
	journal={{Review of Education}}
		
			10
			3
			3365
			,
	year={2022}
		
	

}

@incollection{b83,
	
	
		,
	title={{Revolutionizing Ritual Interaction in the Classroom: Constructing the Chinese Renaissance of the 21st Century}}
		,
	author={{
			TSargent
		}}
		
	
	
		,
	booktitle={{Gansu Survey of Children and Families Papers}}
		
			,
	year={2009}
		
		
			University of Pennsylvania, Pittsburgh
		
	

}

@incollection{b84,
	
	
		,
	title={{Learner-centred education in developing country contexts: From solution to problem?}}
		,
	author={{
			MSchweisfurth
		}}
	
	
		,
	journal={{International Journal of Educational Development}}
		
			31
			
			,
	year={2011}
		
	

}

@incollection{b85,
	
	
		,
	title={{Learner-centred education in international perspective}}
		,
	author={{
			MSchweisfurth
		}}
	
	
		,
	journal={{Journal of International and Comparative Education}}
		
			2
			1
			
			,
	year={2013}
		
	

}

@incollection{b86,
	
	
		,
	title={{Implementing problem-based learning in primary science education in the Maldives}}
		,
	author={{
			FShafeeqa
		} and {
			AShiyama
		}}
		
	
	
		,
	booktitle={{Curriculum, Pedagogy & Assessment: Innovative Visions to Foster Effective Learning}}
		National Institute of Education, Male
		
			,
	year={2019}
			
		
	

}

@incollection{b87,
	
	
		,
	title={{Learner resistance to innovation in classroom methodology}}
		,
	author={{
			FShamim
		}}
	
	
		,
	booktitle={{Society and the Language Classroom}}
		,
	editor={
			HColeman
		}
		Cambridge
		
			,
	publisher={Cambridge University Press}
			,
	year={1996}
			
		
	

}

@incollection{b88,
	
	
		,
	title={{Institutionalization of key stage 1 curriculum in Maldives: Changes and challenges}}
		,
	author={{
			AShibana
		}}
	
	
		,
	booktitle={{Curriculum, Pedagogy & Assessment: Innovative Visions to Foster Effective Learning}}
		National Institute of Education, Male
		
			,
	year={2019}
			
		
	

}

@incollection{b89,
	
	
		,
	title={{Education and post-socialist transformations in Central Asia -Exploring margins and marginalities}}
		,
	author={{
			ISilova
		}}
	
	
		,
	booktitle={{Globalization on the Margins: Education and Post-socialist Transformations in Central Asia}}
		,
	editor={
			ISilova
		}
		Charlotte
		
			,
	year={2011}
			
		
	

}

@incollection{b90,
	
	
		,
	title={{How NGOs React: Globalization and Education Reform in the (}}
		,
	author={{
			ISilova
		} and {
			GSteiner-Khamsi
		}}
		
	
	
		,
	journal={{Global Journal of Human Social Science -Year}}
		,
	editor={
			ISilova
		 and 
			GSteiner-Khamsi
		}
		
		
			,
	year={2008. 2023}
		
	
	,
	note={Unwrapping the post-socialist education reform package}

}

@incollection{b91,
	
	
		
	
	
		,
	booktitle={{G Understanding Teacher Reactions to Curriculum Reforms: A Comprehensive Typology Caucasus}}
		Bloomfield
		
			
		
	

}

@incollection{b92,
	
	
		,
	title={{Cambodian teachers' responses to child-centred instructional policies: A mismatch between beliefs and practices}}
		,
	author={{
			SSong
		}}
	
	
		,
	journal={{Teaching and Teacher Education}}
		
			50
			
			,
	year={2015}
		
	

}

@book{b93,
	
	
		,
	title={{Reforming Teaching Practice in Indonesia: A Case Study of the Implementation of Active Learning in Primary Schools in North Maluku}}
		,
	author={{
			Sopantini
		}}
		
		
			,
	year={2014}
		
		
			University of Tasmania
		
	
	,
	note={EdD thesis}

}

@incollection{b94,
	
	
		,
	title={{Imaginary realities: Curriculum change that ignores classroom contexts}}
		,
	author={{
			MSoto
		}}
	
	
		,
	booktitle={{International Perspectives on Teachers Living with Curriculum Change}}
		,
	editor={
			MWedell
		 and 
			LGrassick
		}
		
		New York
		
			,
	publisher={Springer}
			,
	year={2018}
			
		
	

}

@book{b95,
	
	
		,
	title={{Pedagogies for Development: The Politics and Practice of Child-centred Education in India}}
		,
	author={{
			ASriprakash
		}}
		
			,
	year={2012}
			,
	publisher={Springer}
			,
	address={New York}
		
	

}

@incollection{b96,
	
	
		,
	title={{Culture, instruction, and assessment}}
		,
	author={{
			RSternberg
		}}
	
	
		,
	journal={{Comparative Education}}
		
			43
			1
			
			,
	year={2007}
		
	

}

@book{b97,
	
	
		,
	title={{Educational Import: Local Encounters with Global Forces in Mongolia}}
		,
	author={{
			GSteiner-Khamsi
		} and {
			IStolpe
		}}
		
		
			,
	year={2006}
			,
	publisher={Palgrave Macmillan}
			,
	address={New York}
		
	

}

@incollection{b98,
	
	
		,
	title={{International aid agencies, learner-centred pedagogy and political democratisation: A critique}}
		,
	author={{
			RTabulawa
		}}
		
	
	
		,
	journal={{Comparative Education}}
		
			39
			1
			530365
			,
	year={2003}
		
	

}

@book{b99,
	
	
		,
	title={{Teaching and Learning in Context: Why Pedagogical Reforms Fail in Sub-Saharan Africa}}
		,
	author={{
			RTabulawa
		}}
		
		
			,
	year={2013}
			,
	address={Codesria, Dakar}
		
	

}

@incollection{b100,
	
	
		,
	title={{Eritrean teachers' perceptions of learner-centred interactive pedagogy}}
		,
	author={{
			ATadesse
		}}
	
	
		,
	journal={{Learning, Culture and Social Interaction}}
		
			28
			100451
			,
	year={2021}
		
	

}

@incollection{b101,
	
	
		,
	title={{The World Bank and education}}
		,
	author={{
			LTikly
		}}
	
	
		,
	journal={{Comparative Education Review}}
		
			58
			
			,
	year={2014}
		
	

}

@book{b102,
	
	
		,
	author={{
			LTikly
		}}
		,
	title={{Development in the Postcolonial World: Towards a Transformative Agenda for Africa}}
		Routledge, London
		
			,
	year={2020}
		
	

}

@incollection{b103,
	
	
		,
	title={{Cultural influence on educational leadership in Albania}}
		,
	author={{
			MVampa
		}}
	
	
		,
	journal={{European Journal of Social Sciences Education and Research}}
		
			4
			1
			
			,
	year={2017}
		
	

}

@incollection{b104,
	
	
		,
	title={{Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms}}
		,
	author={{
			HVan De Kuilen
		}}
	
	
		,
	journal={{International Journal of Educational Development}}
		
			67
			
			,
	year={2019}
		
	

}

@incollection{b105,
	
	
		,
	title={{The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania}}
		,
	author={{
			FVavrus
		}}
	
	
		,
	journal={{International Journal of Educational Development}}
		
			29
			
			,
	year={2009}
		
	

}

@incollection{b106,
	
	
		,
	title={{Global Managerial Education Reforms and Teachers: Emerging Policies, Controversies and Issues in Developing Contexts}}
	
	
		,
	journal={{Education International}}
		,
	editor={
			AVerger
		}
		
			,
	year={2013}
			,
	address={Brussels}
		
	

}

@incollection{b107,
	
	
		,
	title={{Involving teachers in the change process: One English teacher's account of implementing curricular change in Philippine basic education}}
		,
	author={{
			MVilches
		}}
	
	
		,
	booktitle={{International Perspectives on Teachers Living with Curriculum Change}}
		,
	editor={
			MWedell
		 and 
			LGrassick
		}
		
		New York
		
			,
	publisher={Springer}
			,
	year={2018}
			
		
	

}

@incollection{b108,
	
	
		,
	title={{Research outcomes: Postscript}}
		,
	author={{
			GVulliamy
		} and {
			GVulliamy
		}}
		
	
	
		,
	journal={{Doing Educational Research in Developing Countries: Qualitative Strategies}}
		
			
			,
	year={1990}
			,
	address={Falmer, London}
		
	

}

@incollection{b109,
	
	
		,
	title={{School leadership and STEM enactment in a high needs secondary school in Belize}}
		,
	author={{
			NWaight
		}}
	
	
		,
	journal={{International Studies in Educational Administration}}
		
			46
			1
			
			,
	year={2018}
		
	

}

@book{b110,
	
	
		,
	title={{International Perspectives on Teachers Living with Curriculum Change}}
		,
	editor={
			MWedell
		 and 
			LGrassick
		}
		
		New York
		
			,
	publisher={Springer}
		
	

}

@incollection{b111,
	
	
		,
	title={{I think it was a trick to fail Eastern': A multi-level analysis of teachers' views on the implementation of the SHRP Program in Uganda}}
		,
	author={{
			RWenske
		} and {
			MSsentanda
		}}
		
		
	
	
		,
	booktitle={{Article 102309}}
		
			,
	year={2021}
			80
		
	

}

@incollection{b112,
	
	
		,
	title={{Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries (Education Rigorous Literature Review)}}
		,
	author={{
			JWestbrook
		}}
		er=2014-04-24-121331-867
		
	
	
		,
	booktitle={{PDF%20reviews%20and%20summaries/ Pedagogy%202013%20Westbrook%20report}}
		London
		
			,
	year={2013}
		
	
	,
	note={Department for International Development}

}

@book{b113,
	
	
		,
	title={{Starting Out in Village Schools: Learning to Teach in Lao PDR}}
		,
	author={{
			MWillsher
		}}
		
			,
	year={2013}
		
		
			Royal Melbourne Institute of Technology
		
	
	,
	note={PhD thesis}

}

@incollection{b114,
	
	
		,
	title={{Balancing tradition and change: A Chinese English teacher's experiences of curriculum reform}}
		,
	author={{
			CYan
		}}
	
	
		,
	booktitle={{International Perspectives on Teachers Living with Curriculum Change}}
		,
	editor={
			MWedell
		 and 
			LGrassick
		}
		
		New York
		
			,
	publisher={Springer}
			,
	year={2018}
			
		
	

}

@book{b115,
	
	
		,
	title={{Learning from Local Practices: Improving Student Performance in West Bank and Gaza}}
		,
	author={{
			NYarrow
		}}
		
		
			,
	year={2014}
			,
	publisher={World Bank}
			,
	address={Washington}
		
	
	,
	note={P143564 Final Report}

}

@incollection{b116,
	
	
		,
	title={{The seeming 'round trip' of learnercentred education: A 'best practice' derived from China's New Curriculum Reform?}}
		,
	author={{
			YYou
		}}
	
	
		,
	journal={{Comparative Education}}
		
			55
			1
			
			,
	year={2019}
		
	

}

@incollection{b117,
	
	
		,
	title={{Towards development and implementation of learner-centred education in Kosovo}}
		,
	author={{
			NZabeli
		}}
	
	
		,
	journal={{Journal of Social Studies Education}}
		
			,
	year={2018}
		
	

}

@incollection{b118,
	
	
		,
	title={{}}
	
	
		,
	journal={{Global Journal of Human Social Science -Year}}
		
			,
	year={2023}
		
	

}

@book{b119,
	
	
		
		,
	title={{G Understanding Teacher Reactions to Curriculum Reforms: A Comprehensive Typology Research}}
		
			9
			
		
	

}

@incollection{b120,
	
	
		,
	title={{The current situation of teaching and learning Pashto and Dari languages at primary level in Afghanistan}}
		,
	author={{
			ZZahid
		}}
	
	
		,
	journal={{NUE Journal of International Educational Cooperation}}
		
			13
			
			,
	year={2019}
		
	

}

@incollection{b121,
	
	
		,
	title={{Using Michael Young's analysis on curriculum studies to examine the effects of neoliberalism on curricula in Mozambique}}
		,
	author={{
			NZavale
		}}
	
	
		,
	journal={{Policy Futures in Education}}
		
			11
			5
			
			,
	year={2013}
		
	

}

@incollection{b122,
	
	
		,
	title={{Nutritional resilience in a hostile environment: Positive deviance in child nutrition}}
		,
	author={{
			MZeitlin
		}}
	
	
		,
	journal={{Nutrition Reviews}}
		
			49
			9
			
			,
	year={1991}
		
	

}

@incollection{b123,
	
	
		,
	title={{Money, materials, and manpower': Ghanaian in-service teacher education and the political economy of failure, 1961-1971}}
		,
	author={{
			JZimmerman
		}}
	
	
		,
	journal={{History of Education Quarterly}}
		
			51
			1
			
			,
	year={2011}
		
	

}