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