Multiple Alternative Indicators for Gauging School Effectiveness in Sub-Saharan Africa
広島大学大学院人間社会科学研究科紀要. 教育学研究 3 号
268-274 頁
2022-12-23 発行
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/53402
| ファイル情報(添付) | |
| タイトル ( eng ) |
Multiple Alternative Indicators for Gauging School Effectiveness in Sub-Saharan Africa
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| 作成者 | |
| 収録物名 |
広島大学大学院人間社会科学研究科紀要. 教育学研究
Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education
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| 号 | 3 |
| 開始ページ | 268 |
| 終了ページ | 274 |
| 収録物識別子 |
[ISSN] 2436-0333
[NCID] AA12909086
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| 抄録 |
Since the 1980s, school effectiveness research (SER) has been conducted with an aim of improving the educational quality in Sub-Saharan Africa. The majority of studies to date have focused on academic achievement measured at a single point in time as an output indicator of effectiveness. However, school effectiveness can be assessed through other measures of academic achievement. The present study suggests four related indicators: rate of grade repetition, dropouts, transfers, and achievement growth. These indicators are used because they have been found to correlate to low completion rate in primary education in Sub-Saharan Africa. This study explores application of these alternative indicators toward helping improve quality of education in this region.
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| 著者キーワード |
school effectiveness research
indicators
primary completion rate
Sub-Saharan Africa
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| 言語 |
英語
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| 資源タイプ | 紀要論文 |
| 出版者 |
広島大学大学院人間社会科学研究科
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| 発行日 | 2022-12-23 |
| 権利情報 |
Copyright (c) 2022 人間社会科学研究科
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| 出版タイプ | Version of Record（出版社版。早期公開を含む） |
| アクセス権 | オープンアクセス |
| 収録物識別子 |
[ISSN] 2436-0333
[NCID] AA12909086
|
