Position/Status
Research Associate REAL Centre Faculty of Education
E-mail Address
dtt24@cam.ac.uk
Phone
+ 44 (0)1223 767533
Qualifications
PhD in Educational Sciences University of Leuven Belgium 2012-2016
MSc in Educational Sciences University of Groningen the Netherlands 2009-2010
MEd in Educational Technology Addis Ababa University Ethiopia 2004-2006
BEd in Pedagogical Sciences Bahir Dar University Ethiopia 2000-2003
Membership of Professional Bodies/Associations
• African Society of Cambridge University (ASCU)
• Comparative and International Education Society (CIES)
Profile
Dawit is a Research Associate at the REAL Centre in the Faculty of Education and a College Research Associate at Homerton College University of Cambridge. Dawit collaborates with an interdisciplinary and international team of researchers to examine the impacts of large-scale education reforms in low-income countries in improving learning outcomes of primary and secondary school students and particularly students from disadvantaged backgrounds. Before joining the University of Cambridge Dawit was a postdoctoral fellow for two years at the East China Normal University in Shanghai China and a lecturer in the Faculty of Education at Bahir Dar University Ethiopia. Dawit completed his PhD in Educational Sciences at the University of Leuven in Belgium (Sept. 2016). Dawit’s main research interests include education access and equity school effectiveness and instructional design.
Academic Area/Links
Research for Equitable Access and Learning (REAL) Centre
Psychology Education and Learning Studies (PELS)
Research Topics
• Equitable access to quality education
• School effectiveness
Current Research Project(s)
Dawit is a member of the Leaders in Teaching (LIT) in Rwanda project. The LIT project aims to develop robust quantitative and qualitative evidence on how the LIT programme is working overall to improve the quality of teaching and student learning in Rwandan secondary schools particularly for those who are most at risk of not learning.
Principal and Recent Publications
Tiruneh D. T. Sabates R. Rolleston C. & Hoddinott J. (2022). Trends in Mathematics Learning in Ethiopia: 2012-2019. Bahir Dar Journal of Education 21(1). doi: https://journals.bdu.edu.et/index.php/bje/article/view/669
Ngajie B. N. Li Y. Tiruneh D. T. & Cheng M. (2020). Investigating the Effects of a Systematic and Model-Based Design of Computer-Supported Argument Visualization on Critical Thinking. Thinking Skills and Creativity. doi: https://doi.org/https://doi.org/10.1016/j.tsc.2020.100742
Tiruneh D. T. Gu X. De Cock M. Elen J. (2018). Systematic design of domain-specific instruction on near and far transfer of critical thinking skills. International Journal of Educational Research 87 1-11 doi: 10.1016/j.ijer.2017.10.005
Tiruneh D. T. Hoddinott J. Rolleston C. Sabates R. & Woldehanna T. (2021 Working Paper). Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study”. RISE Working Paper Series. 2021/071. Available at: https://doi.org/10.35489/BSG-RISE-WP_2021/071
Tiruneh D. T. Sabates R. & Woldehanna T. (2021 Working Paper). Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E reform necessary?” 2021/026. https://riseprogramme.org/publications/disadvantaged-schools-and-students-ethiopia-why-geqip-e-reform-necessary
Tiruneh D. T. Singal N. Sabates R. & Teferra T. (2021 Blog). Disability and Learning in Ethiopia: What Has Changed as a Result of the COVID-19 Pandemic? RISE Blog. Available at: https://riseprogramme.org/blog/disability-learning-ethiopia-what-changed-pandemic
Kim J. Rose P. Tiruneh D. T. Sabates R. Woldehanna T. (2021 Blog). Learning Inequalities Widen Following COVID-19 School Closures in Ethiopia. RISE Blog. Available at: https://riseprogramme.org/blog/learning-inequalities-widen-COVID-19-Ethiopia