Lifewide or School-Only Learning: Approaches to Addressing the Developing World's Learning Crisis

Autor/inn/en	Friedlander, Elliott W.; Arshan, Nicole; Zhou, Sen; Goldenberg, Claude
Titel	Lifewide or School-Only Learning: Approaches to Addressing the Developing World's Learning Crisis
Quelle	In: American Educational Research Journal, 56 (2019) 2, S.333-367 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218792841
Schlagwörter	Foreign Countries; Rural Schools; Teaching Methods; Developing Nations; Literacy Education; Primary Education; Program Effectiveness; Elementary School Students; Reading Skills; Reading Materials; Faculty Development; Elementary School Teachers; Workshops; Clubs; Lifelong Learning; Reading Habits; Books; Reading Comprehension; Reading Fluency; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Developing country; Developing countries; Entwicklungsland; Primarbereich; Reading skill; Lesefertigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernwerkstatt; Schulung; Club; Klub; Life-long learning; Lebenslanges Lernen; Reading habit; Lesegewohnheit; Book; Buch; Monographie; Monografie; Leseverstehen; Ruanda
Abstract	This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. Student reading assessments, administered across 21 sectors (analogous to U.S. school districts), showed that both treatments positively impacted learning. LWL produced a greater impact, particularly in oral comprehension, reading fluency, and reading comprehension. However, nearly one third of the students lacked basic skills at endline, indicating that further efforts are needed to address the learning crisis in the least-developed countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01