Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs

Autor/in	Piper, Benjamin
Titel	Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 3, S.535-540 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1335093
Schlagwörter	Stellungnahme; Foreign Countries; Instructional Improvement; Outcomes of Education; Numeracy; Early Childhood Education; Teaching Methods; Developing Nations; Educational Research; Intervention; Research Design; Elementary Education; Program Effectiveness; Literacy Education; Africa; Zambia; Kenya; Congo Republic + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsqualität; Lernleistung; Schulerfolg; Rechenkompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Developing country; Developing countries; Entwicklungsland; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Elementarunterricht; Afrika; Sambia; Kenia
Abstract	Education researchers working in sub-Saharan Africa have recently and rapidly expanded the availability of evidence related to the impact of educational interventions on learning outcomes, particularly in preprimary and lower primary education (Ganimian & Murnane, 2016; McEwan, 2015; Popova, Evans, & Arancibia, 2016). Awareness that literacy and numeracy skills are essential for children to succeed throughout their educational career, and of the tragically poor learning outcomes for many children in sub-Saharan Africa (Gove & Cvelich, 2011; Pritchett, 2013), has spurred an increase in educational interventions in the region that focus on improving learning outcomes in the initial stages of formal education. One challenge in conducting and learning from research conducted in low- and middle-income countries (LMICs) is the difficulty in measuring learning outcomes in different contexts. The field has seen a slow trend toward developing and using universalized measures. The three articles in this (2017) issue provide an opportunity to reflect on whether this trend is beneficial. This commentary offers a comparison of the three articles, including the different measures of student learning, languages, curriculum documents, and improvements in learning outcomes for children in Zambia, Kenya, and the Democratic Republic of the Congo (DRC) respectively. [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