Exploring School Effects across Southern and Eastern African School Systems and in Tanzania

Autor/inn/en	Yu, Guoxing; Thomas, Sally M.
Titel	Exploring School Effects across Southern and Eastern African School Systems and in Tanzania
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 3, S.283-305 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Socioeconomic Status; Grade Repetition; Community Involvement; Academic Achievement; School Effectiveness; Educational Quality; Foreign Countries; Grade 6; School Location; Models; Elementary Education; Evaluation; Educational Improvement; Reading Comprehension; Mathematics Achievement; Africa; Tanzania + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; Schuleffizienz; Quality of education; Bildungsqualität; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Schulgelände; Analogiemodell; Elementarunterricht; Evaluierung; Teaching improvement; Unterrichtsentwicklung; Leseverstehen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Afrika; Tansania
Abstract	The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) II data are analysed, using multilevel modelling techniques, to explore the key issues underlying the development of school effectiveness models. Differences between schools in Grade 6 pupils' reading and mathematics achievements are examined and the percentage of variance in pupil outcomes attributable to school and country levels is estimated before and after adjusting for various factors. A wide range of explanatory factors has been investigated, such as pupil gender, age, socio-economic status, homework, absence, grade repetition, school location, resources, leadership and community involvement. Only a minority of these factors was found to be statistically significantly related to pupil achievements. Tanzanian educational stakeholder views on the implications of the SACMEQ II analysis findings are also reported. In conclusion the findings suggest that a contextualised approach incorporating stakeholders' views is needed to build understanding of school effectiveness in low-income countries. (Contains 3 tables, 2 figures and 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10