Differences in Pupil Achievement in Kenya: Implications for Policy and Practice

Autor/inn/en	Hungi, Njora; Thuku, Florence W.
Titel	Differences in Pupil Achievement in Kenya: Implications for Policy and Practice
Quelle	In: International Journal of Educational Development, 30 (2010) 1, S.33-43 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.05.001
Schlagwörter	Academic Achievement; Foreign Countries; Socioeconomic Background; Gender Bias; Class Size; Educational Policy; Predictor Variables; Social Class; Educational Practices; Kenya + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Sozioökonomische Lage; Geschlechterstereotyp; Klassengröße; Politics of education; Bildungspolitik; Prädiktor; Social classes; Soziale Klasse; Bildungspraxis; Kenia
Abstract	In this study the authors employed multilevel analyses procedures to examine pupil, class and school levels factors that influenced pupil achievement in Kenya. Pupil's age, pupil's socioeconomic background and pupil-teacher ratio were important factors in the prediction of pupil achievement. The provinces with the largest between-school variation were Eastern and Rift Valley. Low social equity was evident in Nyanza, Nairobi and Western while large gender inequities were evident in North Eastern. Implications of the findings for policy and practice are outlined. (Contains 5 figures and 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10