The Role of Classroom Resources and National Educational Context in Student Learning Gains: Comparing Botswana, Kenya, and South Africa

Autor/inn/en	Carnoy, Martin; Ngware, Moses; Oketch, Moses
Titel	The Role of Classroom Resources and National Educational Context in Student Learning Gains: Comparing Botswana, Kenya, and South Africa
Quelle	In: Comparative Education Review, 59 (2015) 2, S.199-233 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/680173
Schlagwörter	Comparative Education; Outcomes of Education; Teacher Characteristics; Academic Achievement; Foreign Countries; Teaching Methods; Instructional Innovation; Mathematics Instruction; Case Studies; Educational Quality; Models; Learning Processes; Grade 6; Elementary School Students; Socioeconomic Background; Resource Allocation; Educational Resources; Low Income; Mathematics Teachers; Teacher Effectiveness; Equations (Mathematics); Achievement Tests; Achievement Gains; Statistical Analysis; Mathematics Achievement; Correlation; Pretests Posttests; Questionnaires; Statistical Significance; Botswana; Kenya; South Africa + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Lernleistung; Schulerfolg; Schulleistung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Analogiemodell; Learning process; Lernprozess; School year 06; 6. Schuljahr; Schuljahr 06; Sozioökonomische Lage; Ressourcenallokation; Bildungsmittel; Niedriglohn; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Equations; Gleichungslehre; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Fragebogen; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We take an innovative approach to estimating student mathematics learning in the sixth grade of three African countries. The study reinforces the notion that beyond the quality of the teaching process in classrooms, national contextual factors are important in understanding the contribution that schooling makes to student performance. Our approach enhances more typical cross-sectional production function estimates in three ways: (1) to respond to critiques that production function estimates usually do not include classroom processes, we measure both teacher characteristics and teaching process variables and include them in the model; (2) to more clearly identify student learning with schooling processes, we estimate the gain in learning associated with a student's exposure to teaching characteristics and processes during the sixth-grade academic year in each country; and (3) to begin to address the issue of possible "national institutional factors" influencing student achievement, we use a comparative approach to approximate and initiate discussion of "country fixed effects." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01