Capabilities for Learning to Read: An Investigation of Social and Economic Effects for Grade 6 Learners in Southern and East Africa

Autor/inn/en	Smith, Michele; Barrett, Angeline M.
Titel	Capabilities for Learning to Read: An Investigation of Social and Economic Effects for Grade 6 Learners in Southern and East Africa
Quelle	In: International Journal of Educational Development, 31 (2011) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.06.006
Schlagwörter	Foreign Countries; Economic Status; Low Income; Grade 6; Cross Cultural Studies; Surveys; Comparative Education; International Education; Reading Instruction; Student Characteristics; Socioeconomic Influences; Rural Areas; Developing Nations; Educational Environment; Educational Development; Educational Policy; Educational Practices; Africa + Suchen Sie Ihr Suchwort? Ausland; Niedriglohn; School year 06; 6. Schuljahr; Schuljahr 06; Cultural comparison; Kulturvergleich; Survey; Umfrage; Befragung; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Leseunterricht; Sozioökonomischer Faktor; Rural area; Ländlicher Raum; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Politics of education; Bildungspolitik; Bildungspraxis; Afrika
Abstract	This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan Africa is investigated via an analysis of the second wave of data collected by the Southern and East African Consortium for Monitoring Education Quality (SACMEQ) in six low income countries and four lower middle income small states. The findings on various pupil background, social and economic wealth-related factors associated with disadvantage/advantage are interpreted using a capability approach. Hence, the study goes beyond reiterating the well-known relationship between socio-economic status and rurality with learning outcomes to identify what it is that primary school pupils in East and Southern Africa can or cannot do that influences their acquisition of literacy. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10