Why Do Students Learn so Little? : Seeking Answers Inside Haiti's Classrooms

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作者：

Adelman, Melissa

来源地址：

http://hdl.handle.net/10986/22064

关键词：

SKILLS;  EMPLOYMENT;  PRIMARY STUDENTS;  SCHOOL TEACHERS;  CLASSROOM DYNAMICS;  PRIMARY TEACHERS;  QUALITY OF TEACHER TRAINING;  TEACHERS;  CLASS TIME;  STUDENT ENGAGEMENT;  OFFICIAL PRIMARY SCHOOL AGE;  NUMBER OF SCHOOLS;  SCHOOLING;  CHILDREN START PRIMARY SCHOOL;  ENROLLMENT;  SCHOOL DAY;  ELEMENTS;  GROUPS;  HOURS OF INSTRUCTION;  EDUCATIONAL ACHIEVEMENT;  TEACHER TRAINING PROGRAMS;  INSTRUCTIONAL TIME;  LEARNING MATERIALS;  AFTERNOON SHIFT;  SCHOOL CENSUS;  TRAINING PROGRAMS;  APPROPRIATE TRAINING;  PRIMARY SCHOOL TEACHER;  EARLY GRADES;  EXAMS;  TEACHER MONITORING;  CLASSROOM ENVIRONMENT;  LITERACY;  COGNITIVE DEVELOPMENT;  EDUCATION FOR ALL;  READING SKILLS;  SCHOOL EFFECTIVENESS;  LANGUAGE OF INSTRUCTION;  TRAINING;  SCHOOL CALENDAR;  TEACHER TRAINING;  STUDENT INTERACTIONS;  SCHOOL DAYS;  SCHOOL CHANGE;  CLASSES;  WRITING SKILLS;  LEARNING;  EDUCATION SYSTEM;  INSTRUCTION METHODS;  RESEARCH;  FIRST GRADE;  PRIMARY SCHOOL;  TEACHING;  TEST SCORES;  LIBRARY;  SCHOOL LEVEL;  KINDERGARTEN;  PRIMARY SCHOOLS;  READING;  SUBJECTS;  RELIGIOUS SCHOOLS;  SCHOOL YEAR;  HUMAN CAPITAL;  CLASSROOM TEACHER;  SCIENCE;  AVERAGE CLASS SIZE;  PRIMARY SCHOOL TEACHERS;  STUDENT;  SCHOOLS;  PARTICIPATION;  LEARNING OUTCOMES;  MINISTRY OF EDUCATION;  PRIMARY SCHOOL AGE;  TEXTBOOK;  ACHIEVEMENT;  QUALITY OF INSTRUCTION;  CLASS SIZE;  ABSENTEEISM RATES;  LEARNING AIDS;  STUDENT ASSESSMENTS;  ELEMENTARY SCHOOL;  SCHOOL YEARS;  CLASSROOM MANAGEMENT;  CURRICULUM;  TEACHER;  EDUCATIONAL OUTCOMES;  SCHOOL FEEDING;  UPPER SECONDARY;  INSTRUCTIONAL METHODS;  COGNITIVE SKILLS;  WRITING;  CHILDREN;  PEDAGOGICAL PRACTICE;  QUALITY EDUCATION;  EDUCATION;  OFFICIAL PRIMARY SCHOOL;  SUBJECT MATTER;  INSTRUCTIONAL HOURS;  INSTITUTES;  PEDAGOGICAL PRACTICES;  SCHOOL DIRECTORS;  SERVICE TRAINING;  PRIMARY EDUCATION SYSTEM;  SCHOOL TEACHER;  INSTRUCTION;  SCHOOL VISIT;  SCHOOL FEEDING PROGRAMS;  GIRLS;  PUBLIC SCHOOLS;  UNIVERSITY;  STUDENTS;  STUDENT REPETITION;  CLASSROOM PRACTICE;  SCHOOL DISTRICTS;  INTERVENTIONS;  FIRST LANGUAGE;  NET ENROLLMENT;  BETTER LEARNING;  JOB SECURITY;  PRIMARY EDUCATION;  TEACHER ABSENTEEISM;  CLASSROOM;  REPETITION RATES;  CLASSROOMS;  SCHOOL;  STUDENT LEARNING;  ACADEMIC YEAR;  ABSENTEEISM;  SCHOOL AGE;  Report; 

年份：

2015

出版地：

Washington,USA

语种：

English

摘要：

The Haitian education system made substantial improvements in access over the last decade, such that today the majority of Haiti’s children are in school. Despite improvements, the primary education system is highly inefficient: children start primary school 2 years late on average, and fewer than 60 percent will reach the last grade of the cycle. At each school, classroom observations were conducted using the Stallings Classroom Snapshot instrument, and questions about the school calendar and daily schedule asked. The results provide a representative picture of class time and teacher classroom practice in the Nord and Nord Est departments, and while not representative of Haiti as a whole, do provide a starting point for better understanding the major constraint to achieving a high-quality education for all children: the quality of teacher instruction. Section two describes the sample of schools and the stallings instrument; sections three and four present the main results of the classroom observations on teacher time use and pedagogical practices; section five provides estimates of overall class time that students receive; and section six concludes.