How does classroom composition affect learning outcomes in Ugandan primary schools?

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Standard

How does classroom composition affect learning outcomes in Ugandan primary schools? / Jones, Edward Samuel.

I: International Journal of Educational Development, Bind 48, 2016, s. 66-78.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Jones, ES 2016, 'How does classroom composition affect learning outcomes in Ugandan primary schools?', International Journal of Educational Development, bind 48, s. 66-78. https://doi.org/10.1016/j.ijedudev.2015.11.010

APA

Jones, E. S. (2016). How does classroom composition affect learning outcomes in Ugandan primary schools? International Journal of Educational Development, 48, 66-78. https://doi.org/10.1016/j.ijedudev.2015.11.010

Vancouver

Jones ES. How does classroom composition affect learning outcomes in Ugandan primary schools? International Journal of Educational Development. 2016;48:66-78. https://doi.org/10.1016/j.ijedudev.2015.11.010

Author

Jones, Edward Samuel. / How does classroom composition affect learning outcomes in Ugandan primary schools?. I: International Journal of Educational Development. 2016 ; Bind 48. s. 66-78.

Bibtex

@article{bae4654abce541afb41884b4f21d600a,
title = "How does classroom composition affect learning outcomes in Ugandan primary schools?",
abstract = "There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper investigates how various aspects of classroom composition, including class size and the achievement distribution of classmates, affect individual learning. Using test score data for over 250,000 children, such compositional factors are found to be relevant. However, their influence on learning is not so large as to justify major standalone policy interventions. Rather, pedagogical changes that support children with literacy difficulties merit particular consideration.",
author = "Jones, {Edward Samuel}",
year = "2016",
doi = "10.1016/j.ijedudev.2015.11.010",
language = "English",
volume = "48",
pages = "66--78",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - How does classroom composition affect learning outcomes in Ugandan primary schools?

AU - Jones, Edward Samuel

PY - 2016

Y1 - 2016

N2 - There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper investigates how various aspects of classroom composition, including class size and the achievement distribution of classmates, affect individual learning. Using test score data for over 250,000 children, such compositional factors are found to be relevant. However, their influence on learning is not so large as to justify major standalone policy interventions. Rather, pedagogical changes that support children with literacy difficulties merit particular consideration.

AB - There is widespread agreement that schooling quality should be a priority in the post-2015 education agenda, but less agreement on how quality can be enhanced in a cost effective manner. In Uganda, classroom overcrowding is often considered a critical cause of poor learning outcomes. This paper investigates how various aspects of classroom composition, including class size and the achievement distribution of classmates, affect individual learning. Using test score data for over 250,000 children, such compositional factors are found to be relevant. However, their influence on learning is not so large as to justify major standalone policy interventions. Rather, pedagogical changes that support children with literacy difficulties merit particular consideration.

U2 - 10.1016/j.ijedudev.2015.11.010

DO - 10.1016/j.ijedudev.2015.11.010

M3 - Journal article

AN - SCOPUS:84960929781

VL - 48

SP - 66

EP - 78

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

ER -

ID: 179132374