Risk and resilience factors for primary school dropout in Côte d'Ivoire

Wortsman, Brooke; Brice, Henry; Capani, Angela; Ball, Mary-Claire; Zinszer, Benjamin; Tanoh, Fabrice; Akpé, Hermann; Ogan, Amy; Wolf, Sharon; Jasińska, Kaja

doi:10.1016/j.appdev.2024.101654

Journal of Applied Developmental Psychology

2024

DOI: 10.1016/j.appdev.2024.101654

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Risk and resilience factors for primary school dropout in Côte d'Ivoire

Brooke Wortsman,

Henry Brice,

Angela Capani

et al.

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Cited by 2 publications

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Understanding the Longitudinal Impact of a Chatbot to Facilitate a Virtual Community of Practice for Teachers in Rural Côte d’Ivoire

Cannanure,

Ngoon,

Wolf

et al. 2024

ACM J. Comput. Sustain. Soc.

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Communities of practice can improve teachers’ professional development through informal in-person discussions among community members. However, infrastructural challenges pose difficulties in fostering in-person connections, particularly in rural communities in the Global South. The emergence of social media and chatbots has presented an avenue for creating virtual communities for teachers, especially those in rural areas. An unanswered question is the potential impact of a chatbot-supported virtual teacher community on teachers’ professional development. To answer this question, we conducted a longitudinal quasi-experiment involving 313 teachers participating in a new training program in rural Côte d’Ivoire by deploying a chatbot on Facebook Messenger. Our experiment had two chatbot versions for two regions, i.e., one version supporting virtual community and one control. Our findings indicate that teachers in the virtual community condition exhibited modest enhancements in motivation and knowledge indicators. We make a case for implementing virtual communities of practice facilitated by chatbots to bolster the professional development of teachers in rural African contexts.

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Understanding the Longitudinal Impact of a Chatbot to Facilitate a Virtual Community of Practice for Teachers in Rural Côte d’Ivoire

Cannanure,

Ngoon,

Wolf

et al. 2024

ACM J. Comput. Sustain. Soc.

View full text Add to dashboard Cite

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Accelerating progress towards eradicating child labour (SDG8.7) with quality education (SDG4): School quality is linked to reduced child cocoa labour in Côte d’Ivoire

Wortsman,

Bhattacharya,

Lim

et al. 2024

Research in Comparative and International Education

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Child labour disrupts education, but there is scant research on the reciprocal relationship: education disrupting child labour. We examined the link between school quality and child cocoa agricultural work in a sample of 2168 fifth-grade children from forty-one primary schools in rural Côte d’Ivoire. Children attending a higher quality school were less likely to work on a cocoa plantation. Specifically, quality infrastructure and teaching materials were associated with reduced cocoa agricultural activities, but not with domestic and economic activities. Against the backdrop of a global focus on improving education quality, we suggest that investments in quality education may serve the dual purpose of reducing child labour alongside improving children’s learning outcomes.

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Risk and resilience factors for primary school dropout in Côte d'Ivoire

Cited by 2 publications

References 42 publications

Understanding the Longitudinal Impact of a Chatbot to Facilitate a Virtual Community of Practice for Teachers in Rural Côte d’Ivoire

Understanding the Longitudinal Impact of a Chatbot to Facilitate a Virtual Community of Practice for Teachers in Rural Côte d’Ivoire

Accelerating progress towards eradicating child labour (SDG8.7) with quality education (SDG4): School quality is linked to reduced child cocoa labour in Côte d’Ivoire

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