The quality of primary schools in different development contexts.

Autor/inn/en	Carron, Gabriel; Chau, Ta N.
Titel	The quality of primary schools in different development contexts.
Quelle	Paris: Unesco (1996), XIV, 306 S.Verfügbarkeit
Beigaben	Literaturangaben 100; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-803-1159-9
Schlagwörter	Empirische Untersuchung; Vergleichsuntersuchung; Zufriedenheit; Eltern; Schule; Schulqualität; Schulleitung; Grundschule; Grundschulpädagogik; Primarbereich; Lehrer; Lehrerkollegium; Schüler; Schülerleistung; Unterrichtsprozess; Lehrmittel; Unterricht; Arbeit; Internationaler Vergleich; Effizienz; Leistung; Qualität; China; Guinea; Indien; Mexiko
Abstract	Report of four country studies launched by the IIEP Interregional Research Project on the "Improvement of Basic Education Services". "The central component of this project was the design and implementation of a limited number of national case-studies on teaching / learning conditions im primary schools, the interaction between supply and demand at the local level, and the results achieved by schools in terms of pupils' acquisition of basic skills". After a description of methods, objectives and implementation of the project the principal results of the case studies are compared "with a view to providing more general insights into the different ways in which schools function in varying local settings. The first chapter deals with problems relating to the interactions between the school, parents and pupils... The following four chapters analyze the characteristics of the supply of educational facilities, notably ... in chapter II the material conditions of teaching; in chapter III, teachers' problems, including their living conditions and job satisfaction; in chapter IV, how schools operate, through an analysis of the relations between the principal and the teaching staff, between the teachers and the central administration, and between teachers and the community, and finally, in chapter V, the teaching/learning processes, that is to say, the way teachers prepare and organize their classroom lessons. Chapter VI contains an analysis of the communication and numeracy skills acquired by pupils in the fourth grade and the final grade of primary schooling, and an analysis of the differences between areas and schools in this respect". (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)