Academic Performance Differences between Spanish and Indigenous Speakers in Ecuador

Autor/in	Burgin, Ximena D.
Titel	Academic Performance Differences between Spanish and Indigenous Speakers in Ecuador
Quelle	In: Intercultural Education, 34 (2023) 4, S.346-361 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgin, Ximena D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2187348
Schlagwörter	Comparative Analysis; Academic Achievement; American Indian Students; American Indian Languages; Native Language; Spanish; Educational Change; Rural Urban Differences; Student Characteristics; Student Diversity; Grade 4; Elementary School Students; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Schulleistung; Spanisch; Bildungsreform; Stadt-Land-Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; Ausland
Abstract	The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015-2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students' assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01