The Determinants of School Achievement PDF Download

Author: Ernesto Schiefelbein
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 48

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Author: Leigh Alexander
Publisher:
ISBN:
Category : Developing countries
Languages : en
Pages : 78

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Author: International Development Research Centre (Canada)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :

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Author: Joyette Fabien
Publisher: GRIN Verlag
ISBN: 3668289352
Category : Social Science
Languages : en
Pages : 37

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Book Description
Seminar paper from the year 1991 in the subject Sociology - Work, Education, Organisation, grade: A, University of the West Indies (School of Education), course: Sociology of Education, language: English, abstract: ‘The Determinants of Academic Achievement’ have been the subject of much discussion in the past and up to recent times. Extensive studies have been done and diverse conclusions have been reached. Earlier research was centered on developed countries, but recent times have seen an emphasis on developing countries and this has given rise to much controversy over the extent to which school and non-school factors influence academic achievement and the educational benefits of increasing expenditure on policy controlled schooling variables. The observation has been made by Simmons and Alexander (1980) that home background or parental socio-economic status generally has a stronger influence on student performance at primary and lower secondary grades than the policy-controlled schooling variables. Their conclusions were drawn, in part, from a review of a number of studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) in developed countries. Using the education production function (EPF) approach, Simmons and Alexander sought to equate the relative cost of school inputs to the relative value of outputs. Their conclusions have been variously supported, challenged or contradicted by previous and subsequent research carried out in the Third World. The purpose of this study is to examine the validity of Simmons’ and Alexander’s conclusions through a comparative analysis of a sample of students from the 1990 Common Entrance Examination (CEE) intake of students of the Portsmouth Secondary School (P.S.S) in Dominica.

Author: Nelly P. Stromquist
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 76

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This annotated bibliography summarized 52 empirical studies of school-related factors and their effects on female primary school participation and performance in developing countries. The bibliography is confined to research studies published between 1970 and 1986. Twenty-one studies are from Latin America, thirteen from Asia, twelve from Africa and 5 from the Middle East. An index of countries and studies is provided. An introduction suggests that separate, high-quality girls' schools, whose teaching is consistent with cultural beliefs, would help overcome resistance to female participation.

Author: Gerard Guthrie
Publisher: Springer Science & Business Media
ISBN: 9400718519
Category : Education
Languages : en
Pages : 287

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This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.

Author: Bruce Fuller
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 110

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Low levels of student achievement and school quality persist in developing countries. This document reviews the importance of school quality in increasing literacy and influencing economic growth in developing nations. Improvements are discussed in terms of: (1) school quality and economic development; (2) defining school quality; (3) improving school quality; and (4) increasing school efficiency. Evidence suggests that low school quality accounts for low literacy levels and achievement among children in developing nations and that little progress has occurred in improving school quality in the poorest countries since 1970. Definitions of school quality should focus on characteristics that influence student achievement and on efforts that encourage more efficient management and effective local school staff. Little research has been conducted about the influence of teaching practices and classroom organization on achievement levels, but access to textbooks and writing materials and teacher quality consistently influence student achievement. Methods for studying the efficiency and cost-effectiveness of management practices in terms of increased school quality are reviewed, and investments that can be reduced without causing detrimental effects are identified. Tables and a 94-item bibliography are included. (Author/JHP)

Author: Ronald Gene Ridker
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 44

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Author: Edgar Galindo
Publisher: Frontiers Media SA
ISBN: 2889455521
Category :
Languages : en
Pages : 130

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This book is devoted to an increasingly important educational problem in the modern societies: school achievement and failure. School failure is presently a problem in developed as well as in developing countries. In the Spanish and Portuguese speaking countries in Europe and Latin America, school achievement and failure is consequently an important topic of political, social and scientific discussion. The following papers revise the latest research in the field, from the perspective of Psychology.

Author: Khaemba Ongeti
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848492244
Category :
Languages : en
Pages : 204

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Book Description
Academic performance in developing countries is characterized by high inefficiency and low transition from primary to secondary schools.Research evidence on home, personal and school characteristics is necessary for informed decision-making. This cross-sectional comparative study of forty schools in a developing country revealed that home, personal, and school factors have an impact on academic performance in developing countries. Regression analysis reveals that seven major factors determine quality of learning. Most importantly, the type of school, location of the school and ownership of the school override other factors in determining performance. It is recommended that instead of frequently changing educational systems when schools do not appear to meet societal needs, governments should do more to improve accountability within public schools.