Primary School Quality Research Articles

The assessment of quality in primary schools: Assistant teachers' perspectives on whole school inspections

The assessment of quality in primary schools: Assistant teachers' perspectives on whole school inspections

Primary School Quality in Mexico

Previous articleNext article No AccessFocus on Latin AmericaPrimary School Quality in MexicoJuan Carlos Palafox, Juan Prawda, and Eduardo VelezJuan Carlos Palafox Search for more articles by this author , Juan Prawda Search for more articles by this author , and Eduardo Velez Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 38, Number 2May, 1994 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447240 Views: 17Total views on this site Citations: 14Citations are reported from Crossref Copyright 1994 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Natsuho Yoshida Socioeconomic status (SES) and the benefits of the “continuous assessment and progression system (CAPS)” in lower secondary education in Myanmar, International Journal of Comparative Education and Development ahead-of-print, no.ahead-of-printahead-of-print (May 2021).https://doi.org/10.1108/IJCED-11-2020-0084Marc A Garcia, Brian Downer, Chi-Tsun Chiu, Joseph L Saenz, Sunshine Rote, Rebeca Wong Racial/Ethnic and Nativity Differences in Cognitive Life Expectancies Among Older Adults in the United States, The Gerontologist 59, no.22 (Sep 2017): 281–289.https://doi.org/10.1093/geront/gnx142Sothy Eng, Whitney Szmodis Stem Learning Achievement among Cambodian Middle School Students: An Examination of Gender and Psychosocial Factors, (Jan 2016): 279–305.https://doi.org/10.1108/S1479-367920150000028018Bryant Jensen, María Guadalupe Pérez Martínez, Angélica Aguilar Escobar Framing and assessing classroom opportunity to learn: the case of Mexico, Assessment in Education: Principles, Policy & Practice 23, no.11 (Dec 2015): 149–172.https://doi.org/10.1080/0969594X.2015.1111192Benjamin G. Gibbs, Tim B. Heaton Drop out from primary to secondary school in Mexico: A life course perspective, International Journal of Educational Development 36 (May 2014): 63–71.https://doi.org/10.1016/j.ijedudev.2013.11.005KERSTIN MANZEL, JOERG BATEN, YVONNE STOLZ Convergence and divergence of numeracy: the development of age heaping in Latin America from the seventeenth to the twentieth century1, The Economic History Review 65, no.33 (Nov 2011): 932–960.https://doi.org/10.1111/j.1468-0289.2011.00605.xWilliam F. Vásquez Supply-side interventions and student learning in Guatemala, International Review of Education 58, no.11 (Feb 2012): 9–33.https://doi.org/10.1007/s11159-012-9263-yRobert C. Williamson Education: A Continuing Challenge, (Jan 2006): 195–228.https://doi.org/10.1007/978-1-137-09592-3_9Maribel Blasco * ‘Teachers should be like second parents’: affectivity, schooling and poverty in Mexico, Compare: A Journal of Comparative and International Education 34, no.44 (Sep 2004): 371–393.https://doi.org/10.1080/0305792042000294797Sitha Chhinh Effect of pupil factor on mathematics achievement in cambodian urban primary school, Asia Pacific Education Review 4, no.22 (Jun 2003): 151–160.https://doi.org/10.1007/BF03025357M.T. Tatto The value and feasibility of evaluation research on teacher development: contrasting experiences in Sri Lanka and Mexico, International Journal of Educational Development 22, no.66 (Nov 2002): 637–657.https://doi.org/10.1016/S0738-0593(01)00032-3Susan Parker, Luis N. Rubalcava, Graciela Teruel Schooling Inequality Among the Indigenous: A Problem of Resources or Language Barriers?, SSRN Electronic Journal (Jan 2002).https://doi.org/10.2139/ssrn.1814698 Arjun S. Bedi and Jeffery H. Marshall School Attendance and Student Achievement: Evidence from Rural Honduras Bedi, Economic Development and Cultural Change 47, no.33 (Jul 2015): 657–682.https://doi.org/10.1086/452423Norrel A. London The management of quality in education in an emergent society: a case study, Journal of Education Policy 11, no.33 (May 1996): 303–317.https://doi.org/10.1080/0268093960110303

Accountability, capacity-building and enduring dilemmas: policy initiatives to improve primary education in Thailand, 1980–1988

This chapter examines the conceptual framework underlying a series of reform initiatives implemented between 1980 and 1988 to improve primary school quality in Thailand. The two approaches used (accountability and capacity-building) led to increased test scores and a greater focus on the academic purpose of schooling. During the latter part of the decade, however, tensions between the two approaches surfaced which threaten future progress. These tensions derive in part from enduring dilemmas in the Thai educational system between centralization and decentralization, participation and passivity. Continued improvement in primary school quality may depend on new ways of conceptualizing policy choices to address these dilemmas.

School clusters in thailand: a management strategy for improving primary school quality

School clusters in Thailand represent a management strategy for improving primary school quality. This chapter examines the way school clusters carry out these responsibilities through an indepth case study of one school cluster (with references to a pilot study of a second cluster). The cluster studied indepth focused more on accountability than capacity-building policies, an emphasis which is probably typical of most clusters. School cluster influence was found to vary by school, depending on the degree of receptivity to change by the school and especially its principal. The chapter concludes by examining a number of changes which could improve the efficiency of school clusters and school receptivity to cluster influence.

Vocal Teachers, Silent Pupils? Life in Botswana Classrooms

Considerable evidence is now available on the human and material inputs that more likely boost pupil achievement in the Third World. Not surprisingly, those factors central to the instructional process-textbooks, exercise books, and teacher literacy levels-are consistently related to children's achievement. Peripheral symbols of quality, including variation in teacher salaries and the character of school facilities, are related less to achievement.'

Participation in Schooling: Determinants and Learning Outcomes in Nepal

This paper examines the determinants of adult cognitive competencies and of child school participation in the Terai region of Nepal. Data on three generations from 795 rural farm households were analyzed. The results of the analysis are: 1) First generation (grandparent) landholdings, literacy and caste status were significant determinants of second generation "innate ability" as measured by the "Ravens Progressive Matrices" (RPM) test. 2) RPM was a significant determinant of second generation schooling. 3) Second generation schooling was a significant determinant of second generation literacy, numeracy, reading comprehension and attitudinal modernity. 4) Attitudinal modernity was a significant determinant of attitude toward school for all households, but not for the subset of households in villages for which school availability data had been obtained. 5) In these latter villages, there was no relationship between school availability and a positive attitude toward school. 6) Third generation child school participation was determined jointly by second generation landholdings, caste, schooling and numeracy, and attitudinal modernity, and the child's sex. 7) Girls were significantly less likely to have completed at least one year of school than were boys. 8) The presence of small children in the household only slightly decreased girls' chances to participate in school. 9) School availability had no tffect on child school participation.

Is Primary School Quality Eroding in the Third World?

Previous articleNext article No AccessFocus on the Third WorldIs Primary School Quality Eroding in the Third World?Bruce FullerBruce Fuller Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 30, Number 4Nov., 1986 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446632 Views: 6Total views on this site Citations: 21Citations are reported from Crossref Copyright 1986 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Carlos Giovanni González Espitia, Hector Ochoa Diaz, and Nathalia Solano Castillo Understanding the Spatial and Temporal Effect of Economic Activity on the Quality of Education: Evidence from Colombia, Comparative Education Review 64, no.44 (Oct 2020): 642–669.https://doi.org/10.1086/710765Marwa Biltagy Quality of Education, Earnings and Demand Function for Schooling in Egypt: An Economic Analysis, Procedia - Social and Behavioral Sciences 69 (Dec 2012): 1741–1750.https://doi.org/10.1016/j.sbspro.2012.12.123Valerie E. Lee and Tia Linda Zuze School Resources and Academic Performance in Sub-Saharan Africa, Comparative Education Review 55, no.33 (Jul 2015): 369–397.https://doi.org/10.1086/660157Tom G. Griffiths, Lisa Knezevic Wallerstein’s world-systems analysis in comparative education: A case study, PROSPECTS 40, no.44 (Nov 2010): 447–463.https://doi.org/10.1007/s11125-010-9168-0Amita Chudgar, M. Najeeb Shafiq Family, community, and educational outcomes in South Asia, PROSPECTS 40, no.44 (Nov 2010): 517–534.https://doi.org/10.1007/s11125-010-9169-zTirth Khaniya, James H Williams Necessary but not sufficient: challenges to (implicit) theories of educational change: reform in Nepal’s primary education system, International Journal of Educational Development 24, no.33 (May 2004): 315–328.https://doi.org/10.1016/j.ijedudev.2004.01.005M.T. Tatto The value and feasibility of evaluation research on teacher development: contrasting experiences in Sri Lanka and Mexico, International Journal of Educational Development 22, no.66 (Nov 2002): 637–657.https://doi.org/10.1016/S0738-0593(01)00032-3Michelle Griffiths Learning for All? Interrogating children's experiences of primary schooling in Mauritius, Teaching and Teacher Education 16, no.77 (Oct 2000): 785–800.https://doi.org/10.1016/S0742-051X(00)00025-1 Bibliography, (Jan 2010).https://doi.org/10.4324/9780203055519.bmattMaria Teresa Tatto Reconstructing teacher education for disadvantaged communities, International Journal of Educational Development 17, no.44 (Oct 1997): 405–415.https://doi.org/10.1016/S0738-0593(97)00010-2P.T.M Marope The impact of educational policy reforms on the distribution of educational outcomes in developing countries: The case of Botswana, International Journal of Educational Development 16, no.22 (Apr 1996): 157–171.https://doi.org/10.1016/0738-0593(95)00039-9Kingsley Banya Quality in an Integrated Rural Development Program: the Sierra Leone experience, Assessment & Evaluation in Higher Education 20, no.22 (Aug 1995): 213–224.https://doi.org/10.1080/02602939508565722Mzobanzi M. Mboya, Tuntufye S. Mwamwenda Quality education in black schools of South Africa, International Journal of Educational Development 14, no.44 (Oct 1994): 385–391.https://doi.org/10.1016/0738-0593(94)90050-7Kathleen S. Gorman, Ernesto Pollitt Determinants of School Performance in Guatemala: Family Background Characteristics and Early Abilities, International Journal of Behavioral Development 16, no.11 (Jun 2016): 75–91.https://doi.org/10.1177/016502549301600105Maria Teresa Tatto, H.Dean Nielsen, William Cummings, N.G. Kularatna, K.H. Dharmadasa Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka, Teaching and Teacher Education 9, no.11 (Feb 1993): 41–64.https://doi.org/10.1016/0742-051X(93)90014-8John Oxenham, Jocelyn DeJong, Steven Treagust Improving the Quality of Education in Developing Countries, (Jan 1990): 101–127.https://doi.org/10.1007/978-1-349-21136-4_6Bruce Fuller, Stephen P. Heyneman Third World School Quality, Educational Researcher 18, no.22 (Jul 2016): 12–19.https://doi.org/10.3102/0013189X018002012T.Paul Sciiultz Expansion of public school expenditures and enrollments: Intercountry evidence on the effects of income, prices, and population growth, Economics of Education Review 7, no.22 (Jan 1988): 167–183.https://doi.org/10.1016/0272-7757(88)90042-8T. Paul Schultz Chapter 13 Education investments and returns, (Jan 1988): 543–630.https://doi.org/10.1016/S1573-4471(88)01016-2Kathleen S. Gorman, Susan D. Holloway, Bruce Fuller Pre‐school Quality in Mexico: variation in teachers, organisation and child activities, Comparative Education 24, no.11 (Jan 1988): 91–101.https://doi.org/10.1080/0305006880240108Bruce Fuller What School Factors Raise Achievement in the Third World?, Review of Educational Research 57, no.33 (Jun 2016): 255–292.https://doi.org/10.3102/00346543057003255

The Distribution of Primary School Quality within High- and Low-Income Countries

In the literature on economic development, much attention over the last 2 decades has been focused on the association between gross national product per capita and inequality of income distribution. Investigators have been preoccupied with three theories: (1) whether, in the process of development, income distribution first becomes less equal and only later more equal;' (2) whether economic growth would be retarded by emphasizing redistributional income policies;2 and (3) whether the distribution of income is determined by factors external to the local economyfor example, by the degree of state strength, direct foreign financial control, or dependence on external markets.3 In each case, however, the answer has been incomplete. Income of individuals is the end product of, at least, ascription (e.g., social status), ambition, available opportunity, capability, and productivity. Some of these factors in turn depend on initial opportunity for education; and within education, the opportunity for secondary and higher education will depend, among other things, on first obtaining a place in primary school. Universal school enrollment (grades 1-6) has now been achieved in 35 middleand upper-middle-income countries since World War II. In the 36 poorest countries of the world, enrollment has increased from

The impact of primary school quality on learning in Egypt

In many industrialized societies it is suggested that school quality has less than the anticipated impact on student achievement once the influence of the family has been considered. Since schools are more easily amenable to government intervention, the ambiguous showing of schools has not augered well for a public philosophy which portrays schools as agents of social change. This report re-examines the relationships among home, school and achievement performance in the Egyptian context by assaying the relative impact of families and schools on student test performance. This re-examination is undertaken, in part, because in LDCs one of the strongest associations with level of per capita income is the proportion of school age population enrolled in primary classes. This link between primary school attendence and national development places importance on the need to improve the quality of numeracy/literacy skills in order to further increase the efficiency of the Egyptian economy. Similar to findings in other third world primary school systems, the impact of school quality on achievement performance explains more variance than does the influence of the home. Apparently, Egyptian primary schools do provide a learning milieu independent of home resources which affects pupil test performance on basic literacy skills. Given the impact of separate home and school inputs to achievement performance mentioned above, the last question raised in the paper asks whether school quality in Egypt affects the learning of socially disadvantaged children more than others. This can be checked by examining the interactive term between home and school when a regression is performed on student achievement. Findings reveal that indeed the incremental effects of school quality on the poor are greater than those found for children of advantaged backgrounds. Apparently, Egypt's longstanding egalitarian ideology espousing educational opportunity has paid some dividents to those children of the poor who have remained in school.

Student Learning in Uganda: Textbook Availability and Other Factors

This paper reports on part of a broader World Bank research program designed to examine those factors that are the most efficient contributors to learning, given an environment of scarcity. In Uganda, differences among schools are extremely powerful determinants of school achievement. Although many aspects of education warrant further investigation, intelligent investments are critical and should not be delayed. In Uganda, these investments would be in improving the quality of a teacher's language ability, the availability of textbooks, school physical facilities, and the pupil level of health and nutrition.

Education and Elite Recruitment: An Analysis of Egypt's Post-1952 Political Elite

Previous articleNext article No AccessEducation and Elite Recruitment: An Analysis of Egypt's Post-1952 Political EliteMahmud A. FakshMahmud A. Faksh Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 20, Number 2Jun., 1976 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445878 Views: 6Total views on this site Citations: 3Citations are reported from Crossref Copyright 1976 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Sara Salem Anticolonial Afterlives in Egypt, 3 (Apr 2020).https://doi.org/10.1017/9781108868969Eleanore Hargreaves The Diploma Disease in Egypt: learning, teaching and the monster of the secondary leaving certificate, Assessment in Education: Principles, Policy & Practice 4, no.11 (Jan 1997): 161–176.https://doi.org/10.1080/0969594970040111William Loxley The impact of primary school quality on learning in Egypt, International Journal of Educational Development 3, no.11 (Jan 1983): 33–45.https://doi.org/10.1016/0738-0593(83)90031-7