Education for All or Just the Smartest Poor?

Autor/in	Abadzi, Helen
Titel	Education for All or Just the Smartest Poor?
Quelle	In: Prospects: Quarterly Review of Comparative Education, 34 (2004) 3, S.271-289 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-004-5308-8
Schlagwörter	Economically Disadvantaged; Elementary Education; Time on Task; Teaching Methods; Achievement Tests; Academic Achievement; Access to Education; Standardized Tests; Low Achievement; Time Factors (Learning); Poverty; Teaching Conditions; Educational Finance; Equal Education + Suchen Sie Ihr Suchwort? Elementarunterricht; Zeitaufwand; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Standadised tests; Standardisierter Test; Unterdurchschnittliche Leistung; Armut; Lehrbedingungen; Unterrichtsbedingungen; Bildungsfonds
Abstract	The world has made great strides in providing primary education to the poor, and the donor community has financed much of the effort. However, the standardized achievement tests developed in many countries show unbelievably low outcomes. One of the reasons why such is happening to many countries is that their schools' have lower time on task. While time is not the only variable significantly related to student achievement, the amount of time students have available to process information emerges as a central concept in the acquisition of basic skills. The limited and inefficiently used time in the schools of the poor is the hallmark of the "pedagogy of poverty." In this article, the author examines the causes of wastage of instructional time and inefficient teaching methods. The author also suggests several strategies for increasing instructional time. (Contains 2 tables, 2 figures and 13 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10