Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis

Friedlander, Elliott; Arshan, Nicole; Zhou, Sen; Goldenberg, Claude

doi:10.3102/0002831218792841

Cited by 34 publications

(10 citation statements)

References 19 publications

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“…The contexts in which children grow and the people with whom children interact influence children's learning and development (Barron, 2004;Bronfenbrenner, 1979;Ford & Lerner, 1992;Gallimore & Goldenberg, 1993;Vygotsky, 1978). Especially important for literacy development are children's text-based interactions with family members, children's independent exploration of print, and children's observations of family members' literacy practices.…”

Section: The Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading

Friedlander

2019

Scientific Studies of Reading

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The developing world faces a learning crisis, wherein children fail to master basic skills despite years of primary school attendance. The literature indicates that both in-school and at-home experiences impact children's reading development, yet most developing world studies focus on children's in-school experiences exclusively. This current study addresses this imbalance by exploring the home literacy environment in rural Rwanda and its relationship to children's reading development. The data come from 466 parent surveys and 466 child reading assessments. An exploratory factor analysis of the survey data yields 5 distinct factors of the home literacy environment: family literacy and learning at home, parental competency in literacy, reading materials, child interest in literacy, and religious-related reading activities. Multivariate regression analyses reveal that family learning, parent competency, and child interest significantly predict early grade reading achievement. Implications of these findings for the developing world's learning crisis are discussed.Children in developing countries are enrolling in primary school in record numbers, thanks to the abolition of school fees and the passage of compulsory education laws over the past quarter century. Despite the newfound, unfettered access to education, however, hundreds of millions of primary students never master basic skills like literacy (UNESCO Institute For Statistics, 2017). Developing world governments are routinely urged to rely on evidence-driven methods to address this "learning crisis" (United States Agency for International Development, 2011;World Bank, 2018b). The evidence base clearly suggests that both home and school related factors impact children's reading development (Snow, Burns, & Griffin, 1998), yet nearly all developing world research to date to address the learning crisis only examines school factors while ignoring children's homes, as evident in several reviews and meta-analyses

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Section: The Home Literacy Environmentmentioning

confidence: 99%

The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading

Friedlander

2019

Scientific Studies of Reading

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“…These types of competencies are crucial and complement each other. In terms of social competence, Friedlander et al (2019) argue that teachers must teach students to pay attention to the balance of knowledge obtained at school and their attitudes in the community. Arisman et al (2018) asserted that personality and professional competences are essential competencies that should be possessed by prospective teachers.…”

Section: Discussionmentioning

confidence: 99%

Development of Web-based Application for Teacher Candidate Competence Instruments: Preparing Professional Teachers in the IR 4.0 Era

Kartowagiran¹,

Suyanta²,

Hamdi³

et al. 2020

EUROPEAN J ED RES

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This research aimed to develop a web-based application for teacher candidate competence instruments to prepare professional teachers in the Industrial Revolution 4.0 (IR 4.0) era. Teacher candidate competencies consist of pedagogical, professional, social, and personality competences. This is a research and development with 8 stages, involving the development of instrument grids/ construct, focus group discussions, instrument item development, instrument validation, manual instrument testing, application development, application assessment by experts, application trial, and final revision of the application. The initial focus group discussions involved 9 experts, while the instrument validation involved 35 experts consisting of 21 experts for pedagogical and professional competences, 7 experts for social competences, 7 experts for the personality competences, and 4 media experts. The trial involved a total of 107 Mathematics, Indonesian, and English student teacher candidates. Expert validation was analyzed using the Aiken formula; application effectiveness and readability were described based on expert judgment, and discrimination tests on the results of social and personality competence tests between the study programs used the Multivariate Analysis of Variants. The results showed that there were no differences in social and personality competences between Mathematics, Indonesian, and English prospective teachers. The developed instruments for pedagogical, professional, personality, and social competences were deemed valid. The application has met the readability aspect and is scored well by experts with an average assessment rating of .78. These results suggest that the application can be used by the government as a solution to assess teacher candidate competences in the IR 4.0 era.

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“…However, studies examining the effects of increasing reading experience and opportunity have produced mixed results (see Allington and McGill-Franzen, 2021 for a review). For instance, programs that provided both reading materials and teacher professional development in reading instruction produced positive effects on students' reading achievement in the Philippines and Rwanda (Abeberese et al, 2014;Friedlander et al, 2019). Similarly, a summer reading program conducted in the United States improved students' performance on the year-end state reading test, although not their performance on the reading assessments administered in the fall semester immediately after the summer vacation (Stein, 2017).…”

Section: Differential Effects Of a Reading Strategy Intervention Prog...mentioning

confidence: 99%

Differential effects of a reading strategy intervention program for migrant children in migrant schools in China

et al. 2023

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BackgroundThere are over 14 million migrant children in the compulsory education system in China and the number has been increasing rapidly. However, the quality of education in schools for migrant children is often poor. Meanwhile, numerous studies indicated the importance of reading skills developed by the end of third grade. Few studies, however, have investigated the early reading development of migrant children in migrant schools in China. In the current study, we examined, with a randomized control trial design, the effects of reading strategy instruction via teacher professional development for migrant children in migrant schools.MethodA total of 1,679 students from 47 third-grade classes in 13 migrant schools for migrant children in Beijing, China, participated in the study. The intervention was composed of teacher professional development on reading strategy. Students in both treatment and control conditions received books for independent reading.ResultsThe program resulted in a higher overall reading performance for students in the treatment classes than those in the control classes, with the difference larger in inferential comprehension and for students who did not live in Beijing before starting elementary school (which we speculate captures the degree of family mobility and the rural–urban gap in the access to educational resources).ConclusionThe results suggest that a reading strategy instruction via teacher professional development may promote the reading development of migrant children in migrant schools in China.

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Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis

Cited by 34 publications

References 19 publications

The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading

The Home Literacy Environment in Rural Rwanda and Its Relationship to Early Grade Reading

Development of Web-based Application for Teacher Candidate Competence Instruments: Preparing Professional Teachers in the IR 4.0 Era

Differential effects of a reading strategy intervention program for migrant children in migrant schools in China

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