Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations

Autor/inn/en	Ganimian, Alejandro J.; Murnane, Richard J.
Titel	Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations
Quelle	In: Review of Educational Research, 86 (2016) 3, S.719-755 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654315627499
Schlagwörter	Educational Improvement; Developing Nations; Outcomes of Education; Intervention; Program Effectiveness; Research Reports; Meta Analysis; Educational Demand; School Readiness; Educational Supply; Evidence Based Practice; Educational Change; Change Strategies; Literature Reviews + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Developing country; Developing countries; Entwicklungsland; Lernleistung; Schulerfolg; Research report; Forschungsbericht; Meta-analysis; Metaanalyse; Bildungsanforderung; Bildungsnachfrage; Readiness for school; School ability; Schulreife; Bildungsangebot; Bildungsreform; Lösungsstrategie
Abstract	In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children's daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01