Missing Children in Educational Research: Investigating School-Based versus Household-Based Assessments in India

Autor/inn/en	Goodnight, Melissa Rae; Bobde, Savitri
Titel	Missing Children in Educational Research: Investigating School-Based versus Household-Based Assessments in India
Quelle	In: Comparative Education, 54 (2018) 2, S.225-249 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodnight, Melissa Rae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1383085
Schlagwörter	Foreign Countries; Educational Research; Children; Research Methodology; Research Problems; Statistical Analysis; Educational Assessment; Elementary Secondary Education; Rural Areas; Comparative Analysis; Enrollment; Attendance; Disproportionate Representation; Economic Factors; Gender Differences; Regional Characteristics; Social Differences; Outcomes of Education; Data Collection; Participant Characteristics; India + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Child; Kind; Kinder; Research method; Forschungsmethode; Forschungskritik; Statistische Analyse; Education; assessment; Bewertungssystem; Rural area; Ländlicher Raum; Einschulung; Anwesenheit; Ökonomischer Faktor; Geschlechterkonflikt; Regionaler Faktor; Sozialer Unterschied; Lernleistung; Schulerfolg; Data capture; Datensammlung; Indien
Abstract	Including all children in large-scale educational studies is a pressing concern. Omitting certain types of children from studies can lead to skewed findings that promote inaccuracies about learning levels or educational quality. Increasingly, assessments are a method for investigating the quality of education systems, but national assessments are typically conducted in classrooms and may fail to accurately represent a country's full range of children. Alternatively, households can be a site for testing or collecting data on children's learning. Analysing the quantitative data from two studies in India that use both household-based and school-based methods alongside data from Government of India sources, the issues with child representation in school-based assessments are examined, and the benefits of household-based research as an alternative are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01