<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mbundu, T. E. N.</style></author><author><style face="normal" font="default" size="100%">Ngoie, R. B., M.</style></author><author><style face="normal" font="default" size="100%">Bansimba, J. R. M.</style></author><author><style face="normal" font="default" size="100%">Kinyoka, G. K.</style></author><author><style face="normal" font="default" size="100%">Rama M. Bazangika</style></author><author><style face="normal" font="default" size="100%">Billy Nzau Matondo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF A SHORT-TERM TEACHER PROFESSIONAL DEVELOPMENT ON PHYSICS LEARNING UNDER SEVERE RESOURCE CONSTRAINTS: CONCEPTUAL AND SYMBOLIC GAINS WITHOUT PROCEDURAL IMPROVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">didactic materials</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">situational learning</style></keyword><keyword><style  face="normal" font="default" size="100%">student achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">Sub-Saharan Africa</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Physics teaching in Sub Saharan Africa often remains theoretical because of a lack of teaching materials and limited access to teacher training, and evidence on low cost, short term professional development in such fragile contexts is scarce. This quasi experimental study was conducted in ten secondary schools in Mbanza Ngungu, Democratic Republic of Congo, with five schools assigned to an experimental group and five to a control group. The sample included 248 students and ten physics teachers from those schools. Data collection relied on a validated ten item test measuring conceptual, procedural and symbolic dimensions of physics learning, complemented by semi structured teacher interviews. The theoretical framework combined three pillars: the use of low cost didactic materials, situated learning as conceived by Lave and Wenger, and Bandura’s concept of teacher self efficacy. The main results show that students taught by trained teachers significantly outperformed control students on the conceptual dimension (Cohen’s d = 0.49) and the symbolic dimension (d = 1.58), whereas no significant difference was observed in procedural skills. Persistent errors in algebra, unit conversion, and graphical interpretation remained in both groups. Teachers in the experimental group reported higher self efficacy but their teaching practices changed in variable ways across individuals. An implication of these findings is that even short term professional development can improve conceptual and symbolic learning under severe resource constraints, yet procedural fluency likely requires stronger collaboration between physics and mathematics teachers as well as longer or more targeted interventions.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">480-504</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lotta Anderson</style></author><author><style face="normal" font="default" size="100%">Daniel Östlund</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment for learning</style></keyword><keyword><style  face="normal" font="default" size="100%">intellectual disability</style></keyword><keyword><style  face="normal" font="default" size="100%">paraprofessional</style></keyword><keyword><style  face="normal" font="default" size="100%">special school</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1513710227.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals’ work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students' abilities in different subject. The data in this study are based on teams’ written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children’s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective.  Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">508-524</style></section></record></records></xml>