Literaturnachweis - Detailanzeige
| Autor/in | Anderson, Joan B. |
|---|---|
| Titel | Improving Latin America's School Quality: Which Special Interventions Work? |
| Quelle | In: Comparative Education Review, 49 (2005) 2, S.205 (25 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Foreign Countries; Latin Americans; Educational Quality; Educational Policy; Educational Practices; Educational Improvement; Academic Achievement; Educational Change |
| Abstract | This article presents new findings, first, regarding the effectiveness of compensatory interventions in improving language and math achievement, and in increasing the probability of promotion. A second question addressed in this research is whether a particular intervention is equally effective in poor and nonpoor environments. A third important concern addressed here is whether these compensatory interventions were, in fact, targeted toward those children most in need of them. To address these three issues, data were gathered from children's parents, teachers, and schools in four large Latin American cities: Greater Buenos Aires, Argentina; Belo Horizonte and Minas Gerais, Brazil; Santiago, Chile; and Leon, Guanajuato, Mexico. These cities were chosen because each has developed different programs and interventions to improve the quality, efficiency, and equity of their public educational systems. In summary, this research finds that not all interventions are equally effective. The interventions for which there is the strongest evidence of effectiveness include classroom libraries, textbook distribution, and in-service teacher training. Above all, classroom libraries are positively related to language and math achievement, and to the likelihood of promotion in the total sample and in both subsamples. Consistent with many previous studies, textbook distribution significantly increases achievement in both language and math for the total sample. It also increases the likelihood of promotion in the nonpoor subsample, and it decreases the learning gap between the higher and lower socioeconomic levels for children in the poor subsample. In-service teacher training programs appear to be especially important for increasing achievement and promotion in poor neighborhood schools. They effectively increase the ability of teachers to educate poorly performing students. (Contains 57 notes.) (ERIC). |
| Anmerkungen | University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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