Abstract
This paper investigates whether pupil’s attainment, attitude and self-confidence are associated with teacher beliefs, experience, school characteristics, background and wealth. Data gathered from 1857 poor children living in Kinondoni, Tanzania included test scores, household data, school and teacher information as well as teacher and peer perceptions. Some results are expected, test scores being significantly and positively correlated, teachers identifying good readers as high ability, and peer and teacher nomination around student ability showing significant levels of concordance. Children from wealthier households are less likely to score higher on tests apart from reading. Teacher experience negatively affects all scores apart from Kiswahili. In general school and teacher factors have a negative affect on children’s self confidence and positive attitude to learning.
Highlights
In developing country contexts research shows that children from poorer backgrounds are disadvantaged concerning their development, learning and attaining potential (Bradley & Corwyn, 2002; Kamper & Mampuru, 2007; Kamper, 2008; Powers, 1996; Zorn [96_TD$IF]and Noga, 2004). Kay (2000) suggests that ‘children are much more likely to achieve success if they come from a certain type of family’ (p. 151)
How closely do the teachers identification of high ability children correspond to test scores? Does the likelihood of being identified as being high ability in a school context vary according to family background and school characteristics? How much variation in attainment is seen across schools and how much of the variation is associated with pupil and school characteristics?
How closely do the teachers’ identification of high ability children correspond to test scores? Does the likelihood of being identified as being high ability in a school context vary according to family background and school characteristics? How much variation in attainment is seen across schools and how much of the variation is associated with pupil and school characteristics?
Summary
In developing country contexts research shows that children from poorer backgrounds are disadvantaged concerning their development, learning and attaining potential (Bradley & Corwyn, 2002; Kamper & Mampuru, 2007; Kamper, 2008; Powers, 1996; Zorn [96_TD$IF]and Noga, 2004). Kay (2000) suggests that ‘children are much more likely to achieve success if they come from a certain type of family’ (p. 151). That poor parents have a limited amount of time to spend with their children, partly due to the lack of financial resources and the need to deal with day-to-day basic survival issues (Bradley, Rock, Caldwell, Harris, & Hamrick, 1987; Coleman, 1969; Gottfried, Gottfried, Bathurst, & Guerin, 1994; Murphy, 1986; Robinson, Lanzi, Weinberg, Ramey, & Ramey, 2002; Rosenbaum, Kuliek, & Rubinowitz, 1987; Sampson, 2002) This lack of time heightened by the inability of poor parents to provide support owing to their own levels of attainment hampers nurturing from within families. A study from Zimbabwe with children from poor families aged 9–12 years shows that personal beliefs about capabilities influences
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