A Mixed-Methods Analysis of Achievement Disparities in Guatemalan Primary Schools

Autor/in	Meade, Ben
Titel	A Mixed-Methods Analysis of Achievement Disparities in Guatemalan Primary Schools
Quelle	In: International Journal of Educational Development, 32 (2012) 4, S.575-589 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.10.003
Schlagwörter	Academic Achievement; Rural Areas; Rural Education; Achievement Gap; Foreign Countries; Disadvantaged; Access to Education; Elementary Schools; Educational Quality; Educational Resources; Educational Administration; Quality Control; Guatemala + Suchen Sie Ihr Suchwort? Schulleistung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Elementary school; Grundschule; Volksschule; Quality of education; Bildungsqualität; Bildungsmittel; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitätskontrolle
Abstract	Although most Guatemalan rural students currently have access to primary school, there are large differences in the levels of learning that take place among different populations and in different contexts. This paper uses multiple data and methods to examine the interrelated factors underlying achievement disparities in Guatemalan primary schools. The research suggests that strong levels of disadvantage connected to attending schools in poor rural communities are connected to systematic differences in the way school quality is supported in different contexts. There are inadequate resources, capacity, and authority to monitor and enforce fundamental educational issues, especially in marginal communities. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10