FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 398
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LIDERAR LA EDUCACIÓN INTEGRAL (LEI) COMO CAMINO PARA LA INNOVACIÓN PEDAGÓGICA / TERCERA PARTE
TABLE 1
D E FI N ITI O NS O F
TARGETE D W H O LE
C H I LD OUTCOM ES O F
TE AC H FO R N I GE R IA .
WCD OUTCOME
DEFINITION
REFERENCE
Growth Mindset
The belief that it is possible to improve your
abilities and overcome the challenges and
obstacles.
(Dweck, 1999, 2008)
Self-Awareness
The ability to renect on the role that values,
emotions, interests, abilities and identities play in
shaping one9s thoughts and actions
(Cohen & Garcia, 2008)
Collaboration
The ability to work together with peers to
accomplish a common goal
(Johnson & Johnson, 2009)
The ability to build relationships with their peers
from different backgrounds as well as with their
teachers and other school leaders
Communication
The ability to pass ideas and thoughts across
effectively
(Greenstein, 2012)
2. STUDY DESIGN
The study seeks to evaluate the effectiveness of Teach For Nigeria fellows
who have been trained and supported through a holistic approach for WCD.
To do so, the study is oriented around the following research questions:
1. What is the effect of TFN fellows on whole child development?
What is the effect of TFN fellows on students9 academic achievement and student social/emotional learning? How do various
stakeholders (e.g., headmasters, headteachers, other teachers, students, and parents) perceive the contribution of TFN fellows on
students9 academic learning and social/emotional outcomes?
2. What is the effect of TFN fellows on the school community? What
is the effect of TFN fellows on the school climate? What is the quality of TFN fellows9 relationships with different stakeholders (e.g.,
headmasters, headteachers, other teachers, students, and parents)?
How do various stakeholders (e.g., headmasters, headteachers,
other teachers, students, and parents) perceive the contribution of
TFN fellows on the school community?
3. What is the effect of TFN fellows on student perceptions of teaching quality and classroom life? How do other stakeholders (e.g.,
headmasters, headteachers, other teachers) perceive the teaching
quality and the classroom environments created by TFN fellows?
