Abstract
Selected student teaching practices and policies across thirty countries (30) worldwide representing developed, developing and underdeveloped nations based on a World Bank Country Classification (2009) were analyzed by a forced cluster analysis procedure. As an outcome indicator of the effectiveness of such practices, the functional literacy (at the basic education level) of the representative countries was obtained. Results showed that the student teaching practices of the countries classified as developed, developing and underdeveloped, varied significantly. Results likewise revealed that the student teaching practices of more developed nations had a significant positive impact on the outcome indicator.
Recommended Citation
Pogoy, Angeline M. and Montalbo, Imelda C.
(2010)
"Student Teaching Policies and Practices
across Different Countries,"
CNU Journal of Higher Education: Vol. 4:
Iss.
1, Article 9.
DOI: https://doi.org/10.70997/2546-1796.1069
Available at:
https://jhe.researchcommons.org/journal/vol4/iss1/9