School quality and learning gains in rural Guatemala

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

“…The literature reviewed suggests that quality of mathematics teaching has an impact on student achievement and score gains (Carnoy et al, 2008;Georges, Borman & Lee, 2010;Goldschmidt & Phelps, 2010;Marshall, 2009;National Research Council, 2001;Ngware, Oketch, Mutisya, & Kodzi, 2010;Sorto et al, 2009;Suh, 2007). Most of the studies reviewed do not report the negative effects found in our study.…”

“…Literature on teaching quality focuses on teachers' content knowledge, pedagogical content knowledge, and pedagogical skills exhibited in the class (Carnoy et al, 2008;Georges, Borman, & Lee, 2010;Marshall, 2009;National Research Council, 2001;Ngware, Oketch, Mutisya, & Kodzi, 2010;Sorto, Marshall, Luschei, & Carnoy, 2009). Literature on quality of education includes other teacher attributes such as attitudes, background characteristics, and instructional practices (Akiba, LeTendre, & Scribner, 2007;Harris & Sass, 2007;Phillips, 2010;Walshaw & Anthony, 2008).…”

“…where achievement A is a product of home or social economic background (H), individual characteristics (I), school resource inputs (S), and an efficiency parameter measuring capacity utilization in the school (α) (Marshall, 2009). This general EPF does not specify the effects of levels of the determinants of learning achievement.…”

The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity

“…With specific reference to the educational inclusion of marginalized groups, however, the evidence in more systematically disappointing. In Guatemala, the PRONADE schools are failing to address the indigenous groups' performance deficit in school (Marshall 2009). More generally, the community-based design of these projects does not appear to promote inclusion as marginalized groups are often left out of, or under-represented in, school management committees (de Grauwe 2005;Nielson 2007).…”

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

“…This signals an existence of a problem in the teaching and learning of mathematics. There are various factors that contribute to achievement in mathematics such as teachers; school resources; attendance; supervision; school size; prior-achievement; discipline; organizational structure; amount and quality of instruction; motivation, self-concept; environmental variables related to the home, teacher, peers and media exposure ; usefulness of mathematics; self-confidence in learning mathematics (Ercikan, McCreith & Lapointe, 2005;Ismail, 2009;Legotlo, Maaga , Sebego, van der Westhuizen, Mosoge, Nieuwoudt & Steyn, 2002;Marshall, 2009;Ramírez, 2006;Schacter & Thum, 2004;Van den Broeck, Opdenakker & Van Damme, 2005). Central to some of these factors are contexts used in learning school mathematics.…”