Children’s learning practices in Ethiopia: observations from primary school classes

Frost, Melanie; Little, Angela W.

doi:10.1080/03054985.2013.873526

Cited by 24 publications

(14 citation statements)

References 17 publications

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“…There is no way to formally establish a causal effect of schooling on cognition in observational studies. There has been recent discussion that the effect of schooling may be influenced not just by years of schooling but also by quality of schooling (Frost & Little ). All of the outcome measures used in this study were independently associated with number of years of school education.…”

Section: Discussionmentioning

confidence: 99%

Height gain after two‐years‐of‐age is associated with better cognitive capacity, measured with Raven's coloured matrices at 15‐years‐of‐age in Malawi

Teivaanmäki

Cheung

Pulakka

et al. 2016

Maternal & Child Nutrition

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Stunting is a measure of chronic undernutrition, and it affects approximately 160 million children worldwide. Cognitive development of stunted children is compromised, but evidence about the association between height gain in late childhood and adolescent cognitive capacity is scarce. We aimed to determine the association between height gains at different ages, including late childhood, and cognitive capacity at 15-years-of-age. We conducted a prospective cohort study in a rural African setting in Southern Malawi. The study cohort was enrolled between June 1995 and August 1996. It originally comprised mothers of 813 fetuses, and the number of children born live was 767. These children were followed up until the age of 15 years. The anthropometrics were measured at one and 24-months-of-age and 15-years-of-age, and cognitive capacity of participants was assessed at 15-years-of-age with Raven's Coloured Matrices score, mathematic test score, median reaction time (RT) (milliseconds) and RT lapses. The associations between growth and the outcome measures were assessed with linear regression. Raven's Coloured Matrices score was predicted by height gain between 24 months and 15-years-of-age (coefficient 0.85, P = 0.03) and (coefficient 0.69, P = 0.06), but not by earlier growth, when possible confounders were included in the model. The association weakened when school education was further added in the model (coefficient = 0.69, P = 0,060). In conclusion, in rural Malawi, better growth in late childhood is likely to lead to better cognitive capacity in adolescence, partly through more school education. In light of these results, growth promotion should not only be limited to early childhood.

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Section: Discussionmentioning

confidence: 99%

Height gain after two‐years‐of‐age is associated with better cognitive capacity, measured with Raven's coloured matrices at 15‐years‐of‐age in Malawi

Teivaanmäki

Cheung

Pulakka

et al. 2016

Maternal & Child Nutrition

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“…Lastly, the relative lack of mixed methods studies on LCP implementation motivates its use. Schweisfurth (2011) and Frost and Little (2014) cast doubt on potential methodological imbalance in the studies on LCP implementation in developing countries. As discussed above, the research also addresses the relative shortage of mixed methods studies using the CCS approach.…”

Section: Horizontal Comparison With Mixed Methodsmentioning

confidence: 99%

Knitting the Comparative Case Study (CCS) with mixed methods: an attempt to extend the methodological application of CCS

Sakata

Oketch

Candappa

2020

International Journal of Research & Method in Education

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This paper offers a critical analysis of the Comparative Case Study (CCS). While CCS provides a holistic methodological framework for case-based research, it is not free from drawbacks. One criticism the approach may receive, ironically, is the lack of criticism it encounters. Another critique can include its naming, as the name 'comparative case study' may not sufficiently represent its vital feature of transversal, vertical and horizontal axes. Lastly, the paper examines the qualitative approach traditionally associated with CCS deriving from its roots in anthropological and ethnography-oriented concepts and methods. We argue that the use of mixed methods can strengthen the CCS approach. This article is intended to stretch out the applicability of CCS through an empirical example with mixed methods on learner-centred pedagogy in Tanzanian primary schools.

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“…World Bank studies by Abadzi, 2007, Venäläinen, 2008, Sankar and Linden, 2014 Luque, 2015) and others (e.g. Frost and Little, 2014).…”

Section: Policy and Practicementioning

confidence: 98%

Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy

Little¹,

Shojo

Sonnadara

et al. 2018

Language, Culture and Curriculum

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Policy guidelines in Sri Lanka prescribe how and for how long English should be taught as a second language in primary education but practices on the ground may deviate. Opportunities for teaching and learning and pedagogy are key aspects of the process of learning. Using a large-scale survey this paper addresses (i) How much time is allocated to the teaching of English and how much time is lost (ii) How English teachers use their time in primary education classrooms (iii) The factors associated with student-centred learning and on academic learning in general. Around a quarter of class time is lost through timetabling, teacher absenteeism, lesson start and finish times and teacher off-task activity. Teachers who spend more time teaching in class are more likely to be in rural or estate schools and in schools with more facilities, and to have attended the Primary English Language Programme in the past. Teachers who spend more time on student-centred activities are more likely to be teaching Grade 3 than Grade 5, using remedial methods and holding an official 'appointment' as an English teacher. Policy implications for Sri Lanka are considered and points of comparison with policies and practices elsewhere raised.

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Children’s learning practices in Ethiopia: observations from primary school classes

Cited by 24 publications

References 17 publications

Height gain after two‐years‐of‐age is associated with better cognitive capacity, measured with Raven's coloured matrices at 15‐years‐of‐age in Malawi

Height gain after two‐years‐of‐age is associated with better cognitive capacity, measured with Raven's coloured matrices at 15‐years‐of‐age in Malawi

Knitting the Comparative Case Study (CCS) with mixed methods: an attempt to extend the methodological application of CCS

Teaching English as a second language in Sri Lankan primary schools: opportunity and pedagogy

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