Levers for Learning: Relationships between School-Level Factors and Literacy Outcomes in Low-Income Schools in Colombia

Autor/inn/en	Barrera-Osorio, Felipe; de Barros, Andreas; Dryden-Peterson, Sarah; Mulimbi, Bethany; Nakajima, Nozomi; Uccelli, Paola
Titel	Levers for Learning: Relationships between School-Level Factors and Literacy Outcomes in Low-Income Schools in Colombia
Quelle	In: Comparative Education Review, 64 (2020) 2, S.269-298 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/708431
Schlagwörter	Foreign Countries; Literacy Education; Public Schools; Low Income Groups; Teaching Methods; School Community Relationship; Well Being; Reading Achievement; Family Characteristics; Predictor Variables; Student School Relationship; Bullying; Interpersonal Relationship; Educational Environment; Colombia + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Leseleistung; Prädiktor; Schüler-Lehrer-Beziehung; Mobbing; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kolumbien
Abstract	This study examines the relationships between school processes and literacy in public schools that serve low-income families in a midsize city in Colombia. We focus on four categories of school processes: instructional practice; school-community engagement; well-being of students, teachers, and parents; and community belonging. We present two key results. First, we find considerable variation in literacy performance across schools, despite serving students with similar family background characteristics. Second, we find community belonging to be the most salient school process for predicting literacy. Among measures of community belonging, higher levels of students' sense of belonging and lower levels of bullying were associated with higher literacy. This study contributes to the field of international and comparative education by highlighting the importance of relational and interpersonal dimensions of school processes for children's learning. Our study also demonstrates the value of adopting an interdisciplinary lens that combines economics, child development, and sociology to better understand the links between school processes and student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01