Position/Status

Senior Research Associate, REAL Centre, Faculty of Education

E-mail Address

dtt24@cam.ac.uk

Phone

+ 44 (0)1223 767600

Qualifications

PhD in Educational Sciences, University of Leuven, Belgium

MSc in Educational Sciences, University of Groningen the Netherlands

MEd in Educational Technology, Addis Ababa University, Ethiopia

BEd in Pedagogical Sciences, Bahir Dar University, Ethiopia

Membership of Professional Bodies/Associations

• British Association for International Comparative Education

Profile

Dawit is a Senior Research Associate at the REAL Centre in the Faculty of Education and a Bye-Fellow and Undergraduate Tutor at Homerton College, University of Cambridge. His research examines the impacts of large-scale education reforms on foundational learning, with a focus on students from disadvantaged backgrounds in low-income countries. Dawit is especially interested in the design and implementation of teacher professional development programmes that accompany nationwide education reforms in these settings. Prior to joining the University of Cambridge, Dawit was a postdoctoral fellow for two years at East China Normal University in Shanghai, China, and served as a lecturer in the Faculty of Education at Bahir Dar University, Ethiopia.

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  • Teacher professional development

Current Research Project(s)

Research on Improving Systems of Education (RISE) Ethiopia 

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). 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). 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