Promising Interventions Are Great, but Are They Enough?

Autor/in	Bos, Hans
Titel	Promising Interventions Are Great, but Are They Enough?
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 3, S.541-544 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1335090
Schlagwörter	Stellungnahme; Foreign Countries; Intervention; Outcomes of Education; Barriers; Developing Nations; Educational Quality; Teacher Qualifications; Teacher Effectiveness; School Readiness; Social Development; Emotional Development; Thinking Skills; Student Needs; Economically Disadvantaged; Early Childhood Education; Kenya; Zambia; Congo Republic + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Developing country; Developing countries; Entwicklungsland; Quality of education; Bildungsqualität; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Readiness for school; School ability; Schulreife; Soziale Entwicklung; Gefühlsbildung; Denkfähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kenia; Sambia
Abstract	This commentary discusses three articles (Jukes et al., 2017, McCoy et al., 2017, and Aber et al., 2017), which respectively focus on Kenya, Zambia, and the Democratic Republic of Congo (DRC). They all cite poor educational outcomes as a key motivation for developing and implementing new programs, and all three articles provide helpful evidence for ways to make progress to improve these dismal outcomes. The question is: is enough being done? The three studies are important and useful because they separately address three major (and well-documented) impediments to student learning in many countries in sub-Saharan Africa. These include: (1) the enormous challenge of providing all students with a qualified and effective teacher; (2) many students simply are not school-ready when they first walk into a classroom--that is, they do not have the social-emotional and cognitive skills to benefit from instruction from Day 1; and (3) schools and teachers often do not address the full range of developmental needs of their students. [This commentary discusses Jukes et al., 2017 (EJ1147933), McCoy et al., 2017 (EJ1147934), and Aber et al., 2017 (EJ1147937).] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01