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1. Differences in Pupil Achievement in Kenya: Implications for Policy and Practice (EJ857509)
Author(s):
Hungi, Njora; Thuku, Florence W.
Source:
International Journal of Educational Development, v30 n1 p33-43 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Academic Achievement; Foreign Countries; Socioeconomic Background; Gender Bias; Class Size; Educational Policy; Predictor Variables; Social Class; Educational Practices
Abstract: In this study the authors employed multilevel analyses procedures to examine pupil, class and school levels factors that influenced pupil achievement in Kenya. Pupil's age, pupil's socioeconomic background and pupil-teacher ratio were important factors in the prediction of pupil achievement. The provinces with the largest between-school variation were Eastern and Rift Valley. Low social equity was evident in Nyanza, Nairobi and Western while large gender inequities were evident in North Eastern. Implications of the findings for policy and practice are outlined. (Contains 5 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa (EJ857510)
Bantwini, Bongani D.
International Journal of Educational Development, v30 n1 p83-90 Jan 2010
Descriptors: Barriers; Curriculum Development; School Districts; Educational Change; Foreign Countries; Elementary School Teachers; Science Curriculum; Science Instruction; Teacher Role; Misconceptions; Educational Environment; Teacher Attitudes; Curriculum Implementation; Educational Development; Educational Policy
Abstract: The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South Africa, where the perceived meanings emanated from, as well as the role they played in the implementation of the reforms in the classroom. It is argued that new curriculum reforms have to take place concurrently with other changes in order for them to have a significant and long-lasting effect. Three possible ways will be suggested that will help the teachers to avoid formulating reform meanings that are not aligned with the vision and goals of the new curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. School Improvement Plans and Student Learning in Jamaica (EJ857528)
Lockheed, Marlaine; Harris, Abigail; Jayasundera, Tamara
International Journal of Educational Development, v30 n1 p54-66 Jan 2010
Journal Articles; Reports - Evaluative
Descriptors: Control Groups; Supplementary Reading Materials; Educational Change; Foreign Countries; Resource Teachers; Literacy; Numeracy; Correlation; Reading Instruction; Mathematics Instruction; Educational Technology; Reading Achievement; Mathematics Achievement; Comparative Analysis; Measurement Techniques; Educational Development; Educational Policy; Program Evaluation; Improvement Programs; Educational Improvement; Program Effectiveness
Abstract: A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans. (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers (EJ857536)
Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan
International Journal of Educational Development, v30 n1 p91-101 Jan 2010
Descriptors: Preservice Teachers; Socioeconomic Status; Urban Areas; Foreign Countries; Values; Teacher Attitudes; Student Characteristics; Student Attitudes; Beliefs; Preservice Teacher Education; College Freshmen; Questionnaires
Abstract: This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties of education who participated in the study by responding to a three-section questionnaire developed by the research team. Their responses indicate that students entering education faculties typically come from families of lower-middle socio-economic status living in urban areas, tend to possess more traditional than secular-rational values and have not yet formed clear pedagogical beliefs. (Contains 2 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Do the Rich Get Richer and the Poor Poorer?: The Effects of an Intervention Programme on Reading in the Home and School Language in a High Poverty Multilingual Context (EJ857498)
Pretorius, Elizabeth J.; Currin, Sally
International Journal of Educational Development, v30 n1 p67-76 Jan 2010
Descriptors: Intervention; Poverty; Disadvantaged Schools; Multilingualism; Foreign Countries; Grade 7; Reading Instruction; Elementary Schools; African Languages; English (Second Language); Second Language Learning; Language of Instruction; Reading Skills; Longitudinal Studies; Case Studies
Abstract: There is little research on differential reading performance in multilingual contexts in less than ideal learning conditions. This article reports on a reading intervention project in a poor multilingual primary school in South Africa where reading levels in Northern Sotho (home language) and English (language of schooling) were initially very low amongst Grade 7 learners. The nature of the reading intervention is briefly sketched and the outcomes after three years of implementation presented. Results at the intervention school showed some Matthew effects in both languages. Differential reading performance is discussed in relation to the high poverty and multilingual context of the school. Although this is a single case longitudinal study, implications for reading interventions and classroom instruction are considered in the context of disadvantaged multilingual primary schools. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Complexity of Human Rights in Global Times: The Case of the Right to Education in South Africa (EJ857534)
Christie, Pam
International Journal of Educational Development, v30 n1 p3-11 Jan 2010
Journal Articles; Reports - Descriptive
Descriptors: Social Justice; Global Approach; Foreign Countries; Laws; International Education; Educational History; Educational Philosophy; Politics of Education; Access to Education; Educational Environment; Educational Development; Educational Policy; Public Policy; Policy Analysis
Abstract: The right to education has an established legacy in international agreements and debates, but has nonetheless proved difficult to achieve across the countries of the world. This paper explores why this might be so. It begins by locating the current architecture of rights in Enlightenment philosophy and the political and legal formations of modernity, exploring the paradoxical legacy this brings. It then looks more specifically at the right to education, and why it cannot be assumed that statements of rights deliver what they promise. Finally, it looks at education in South Africa to explore both the limits and the possibilities of using a framework of rights to achieve greater social justice in global times. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Socioeconomic Impact of HIV/AIDS on Education Outcomes in Uganda: School Enrolment and the Schooling Gap in 2002/2003 (EJ857535)
Kasirye, Ibrahim; Hisali, Eria
International Journal of Educational Development, v30 n1 p12-22 Jan 2010
Descriptors: National Surveys; Child Welfare; Educational Indicators; Foreign Countries; Educational Environment; Educational Development; Educational Policy; Socioeconomic Influences; Socioeconomic Status; Acquired Immunodeficiency Syndrome (AIDS); Enrollment Rate; Enrollment Influences; Academic Persistence; Dropouts
Abstract: Due to high prime-age mortality--a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status--poor HIV/AIDS orphans, especially aged 13-17 years, are significantly less likely to continue schooling. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Why Are There Proportionately More Poor Pupils Enrolled in Non-State Schools in Urban Kenya in Spite of FPE Policy? (EJ857537)
Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ezeh, Alex C.
International Journal of Educational Development, v30 n1 p23-32 Jan 2010
Descriptors: Educational Needs; Private Schools; Elementary Education; Economically Disadvantaged; Slums; Foreign Countries; Public Schools; Developing Nations; Low Income Groups; Program Implementation; Role of Education; Educational History; Educational Finance; Educational Change; Educational Environment; Educational Development; Educational Policy; Public Policy; Policy Analysis; Economics; Supply and Demand; Educational Supply; Access to Education; Educational Demand
Abstract: One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the "mushrooming" of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question--does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as "private schools for the poor". The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the "mushrooming" of private schools for the poor is "excess demand". As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Universal Secondary Education in Uganda: The Head Teachers' Dilemma (EJ857511)
Chapman, David W.; Burton, Lisa; Werner, Jessica
International Journal of Educational Development, v30 n1 p77-82 Jan 2010
Descriptors: Secondary Education; Educational Change; Principals; Foreign Countries; Educational Policy; Administrator Attitudes; Administrator Role; Politics
Abstract: Uganda has received considerable international attention for being the first and, to date, only African country to adopt a policy of free universal secondary education (USE). However, the policy was adopted with little attention to system capacity or involvement of secondary head teachers, even though there is considerable research documenting the importance of school leaders in promoting or blocking education reform efforts. This study investigated the extent to which Uganda secondary school leaders support USE policy, the extent they think USE is being implemented successfully, and the extent they believe they have the knowledge and skills needed in USE implementation. To understand the role of head teachers in the move to USE in Uganda, it is necessary to understand the political context in which it was adopted and the conditions under which it was implemented. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Teacher Education Accreditation in Turkey: The Creation of a Culture of Quality (EJ857533)
Grossman, Gary M.; Sands, Margaret K.; Brittingham, Barbara
International Journal of Educational Development, v30 n1 p102-109 Jan 2010
Descriptors: Teacher Education Programs; National Standards; Accreditation (Institutions); Teacher Educators; Evaluation Criteria; Schools of Education; Educational Change; Foreign Countries; Educational Environment; Educational Development; Educational Policy; School Culture; Program Development
Abstract: Turkey's experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a "quality culture" in the faculties of education. The paper discusses what took place and analyses the later response of teacher educators to the introduction of accreditation criteria and the way in which they were introduced. Educators largely welcomed national standards and accreditation, but wished to have flexible means of implementation. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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