Accelerated Learning to Reach Children Furthest Behind

Autor/inn/en	Ngindiru, Virginia; Mburu, James; Chepngetich, Irene
Titel	Accelerated Learning to Reach Children Furthest Behind
Quelle	In: Childhood Education, 98 (2022) 4, S.14-23 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2022.2103325
Schlagwörter	Acceleration (Education); Educationally Disadvantaged; Formative Evaluation; Grouping (Instructional Purposes); Foreign Countries; Literacy; Numeracy; Goal Orientation; Program Implementation; COVID-19; Pandemics; Kenya + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Grouping; Gruppenbildung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Zielorientierung; Zielvorstellung; Kenia
Abstract	Accelerated learning programs (ALP) around the world are helping disadvantaged, over-age, out-of-school children and youth catch up to their more advantaged peers. The Teaching at the Right Level (TaRL) approach applies principles of formative assessments and level-wise grouping and learning to ensure children lagging in the foundational literacy and numeracy competencies catch up within a relatively short period, usually 30-50 days. This article discusses the implementation of ALP in Kenya: the adaptations made, the evolution of the approach over time, and the impact of COVID-19 lockdowns. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01