Instructional Time LOSS and Local-Level Governance

Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than government...
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Gespeichert in:

Autor*in:	Abadzi, Helen [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2007

Schlagwörter:	Private Tutoring School Closure Instructional Time Poor Student School Council

Übergeordnetes Werk:	Enthalten in: Prospects - Dordrecht : Springer Science + Business Media B.V., 1970, 37(2007), 1 vom: März, Seite 3-16
Übergeordnetes Werk:	volume:37 ; year:2007 ; number:1 ; month:03 ; pages:3-16

Links:	Volltext

DOI / URN:	10.1007/s11125-007-9014-1

Katalog-ID:	SPR01686350X

Internformat


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520			\|a Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests.
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912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
912			\|a GBV_ILN_90
912			\|a GBV_ILN_95
912			\|a GBV_ILN_100
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_120
912			\|a GBV_ILN_138
912			\|a GBV_ILN_150
912			\|a GBV_ILN_151
912			\|a GBV_ILN_152
912			\|a GBV_ILN_161
912			\|a GBV_ILN_170
912			\|a GBV_ILN_171
912			\|a GBV_ILN_187
912			\|a GBV_ILN_213
912			\|a GBV_ILN_216
912			\|a GBV_ILN_224
912			\|a GBV_ILN_230
912			\|a GBV_ILN_250
912			\|a GBV_ILN_281
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_636
912			\|a GBV_ILN_702
912			\|a GBV_ILN_2001
912			\|a GBV_ILN_2003
912			\|a GBV_ILN_2004
912			\|a GBV_ILN_2005
912			\|a GBV_ILN_2006
912			\|a GBV_ILN_2007
912			\|a GBV_ILN_2008
912			\|a GBV_ILN_2009
912			\|a GBV_ILN_2010
912			\|a GBV_ILN_2011
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2015
912			\|a GBV_ILN_2020
912			\|a GBV_ILN_2021
912			\|a GBV_ILN_2025
912			\|a GBV_ILN_2026
912			\|a GBV_ILN_2027
912			\|a GBV_ILN_2031
912			\|a GBV_ILN_2034
912			\|a GBV_ILN_2037
912			\|a GBV_ILN_2038
912			\|a GBV_ILN_2039
912			\|a GBV_ILN_2044
912			\|a GBV_ILN_2048
912			\|a GBV_ILN_2049
912			\|a GBV_ILN_2050
912			\|a GBV_ILN_2055
912			\|a GBV_ILN_2057
912			\|a GBV_ILN_2059
912			\|a GBV_ILN_2061
912			\|a GBV_ILN_2064
912			\|a GBV_ILN_2065
912			\|a GBV_ILN_2068
912			\|a GBV_ILN_2070
912			\|a GBV_ILN_2086
912			\|a GBV_ILN_2088
912			\|a GBV_ILN_2093
912			\|a GBV_ILN_2106
912			\|a GBV_ILN_2107
912			\|a GBV_ILN_2108
912			\|a GBV_ILN_2110
912			\|a GBV_ILN_2111
912			\|a GBV_ILN_2112
912			\|a GBV_ILN_2113
912			\|a GBV_ILN_2116
912			\|a GBV_ILN_2118
912			\|a GBV_ILN_2119
912			\|a GBV_ILN_2122
912			\|a GBV_ILN_2129
912			\|a GBV_ILN_2143
912			\|a GBV_ILN_2144
912			\|a GBV_ILN_2147
912			\|a GBV_ILN_2148
912			\|a GBV_ILN_2152
912			\|a GBV_ILN_2153
912			\|a GBV_ILN_2188
912			\|a GBV_ILN_2190
912			\|a GBV_ILN_2232
912			\|a GBV_ILN_2336
912			\|a GBV_ILN_2446
912			\|a GBV_ILN_2470
912			\|a GBV_ILN_2472
912			\|a GBV_ILN_2507
912			\|a GBV_ILN_2522
912			\|a GBV_ILN_2548
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4035
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4046
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4242
912			\|a GBV_ILN_4246
912			\|a GBV_ILN_4249
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912			\|a GBV_ILN_4333
912			\|a GBV_ILN_4334
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allfields	10.1007/s11125-007-9014-1 doi (DE-627)SPR01686350X (SPR)s11125-007-9014-1-e DE-627 ger DE-627 rakwb eng 370 ASE 80.00 bkl Abadzi, Helen verfasserin aut Instructional Time LOSS and Local-Level Governance 2007 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Private Tutoring (dpeaa)DE-He213 School Closure (dpeaa)DE-He213 Instructional Time (dpeaa)DE-He213 Poor Student (dpeaa)DE-He213 School Council (dpeaa)DE-He213 Enthalten in Prospects Dordrecht : Springer Science + Business Media B.V., 1970 37(2007), 1 vom: März, Seite 3-16 (DE-627)354195247 (DE-600)2088432-1 1573-9090 nnns volume:37 year:2007 number:1 month:03 pages:3-16 https://dx.doi.org/10.1007/s11125-007-9014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_216 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 80.00 ASE AR 37 2007 1 03 3-16
spelling	10.1007/s11125-007-9014-1 doi (DE-627)SPR01686350X (SPR)s11125-007-9014-1-e DE-627 ger DE-627 rakwb eng 370 ASE 80.00 bkl Abadzi, Helen verfasserin aut Instructional Time LOSS and Local-Level Governance 2007 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Private Tutoring (dpeaa)DE-He213 School Closure (dpeaa)DE-He213 Instructional Time (dpeaa)DE-He213 Poor Student (dpeaa)DE-He213 School Council (dpeaa)DE-He213 Enthalten in Prospects Dordrecht : Springer Science + Business Media B.V., 1970 37(2007), 1 vom: März, Seite 3-16 (DE-627)354195247 (DE-600)2088432-1 1573-9090 nnns volume:37 year:2007 number:1 month:03 pages:3-16 https://dx.doi.org/10.1007/s11125-007-9014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_216 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 80.00 ASE AR 37 2007 1 03 3-16
allfields_unstemmed	10.1007/s11125-007-9014-1 doi (DE-627)SPR01686350X (SPR)s11125-007-9014-1-e DE-627 ger DE-627 rakwb eng 370 ASE 80.00 bkl Abadzi, Helen verfasserin aut Instructional Time LOSS and Local-Level Governance 2007 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Private Tutoring (dpeaa)DE-He213 School Closure (dpeaa)DE-He213 Instructional Time (dpeaa)DE-He213 Poor Student (dpeaa)DE-He213 School Council (dpeaa)DE-He213 Enthalten in Prospects Dordrecht : Springer Science + Business Media B.V., 1970 37(2007), 1 vom: März, Seite 3-16 (DE-627)354195247 (DE-600)2088432-1 1573-9090 nnns volume:37 year:2007 number:1 month:03 pages:3-16 https://dx.doi.org/10.1007/s11125-007-9014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_216 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 80.00 ASE AR 37 2007 1 03 3-16
allfieldsGer	10.1007/s11125-007-9014-1 doi (DE-627)SPR01686350X (SPR)s11125-007-9014-1-e DE-627 ger DE-627 rakwb eng 370 ASE 80.00 bkl Abadzi, Helen verfasserin aut Instructional Time LOSS and Local-Level Governance 2007 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Private Tutoring (dpeaa)DE-He213 School Closure (dpeaa)DE-He213 Instructional Time (dpeaa)DE-He213 Poor Student (dpeaa)DE-He213 School Council (dpeaa)DE-He213 Enthalten in Prospects Dordrecht : Springer Science + Business Media B.V., 1970 37(2007), 1 vom: März, Seite 3-16 (DE-627)354195247 (DE-600)2088432-1 1573-9090 nnns volume:37 year:2007 number:1 month:03 pages:3-16 https://dx.doi.org/10.1007/s11125-007-9014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_216 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 80.00 ASE AR 37 2007 1 03 3-16
allfieldsSound	10.1007/s11125-007-9014-1 doi (DE-627)SPR01686350X (SPR)s11125-007-9014-1-e DE-627 ger DE-627 rakwb eng 370 ASE 80.00 bkl Abadzi, Helen verfasserin aut Instructional Time LOSS and Local-Level Governance 2007 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests. Private Tutoring (dpeaa)DE-He213 School Closure (dpeaa)DE-He213 Instructional Time (dpeaa)DE-He213 Poor Student (dpeaa)DE-He213 School Council (dpeaa)DE-He213 Enthalten in Prospects Dordrecht : Springer Science + Business Media B.V., 1970 37(2007), 1 vom: März, Seite 3-16 (DE-627)354195247 (DE-600)2088432-1 1573-9090 nnns volume:37 year:2007 number:1 month:03 pages:3-16 https://dx.doi.org/10.1007/s11125-007-9014-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_216 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 80.00 ASE AR 37 2007 1 03 3-16
language	English
source	Enthalten in Prospects 37(2007), 1 vom: März, Seite 3-16 volume:37 year:2007 number:1 month:03 pages:3-16
sourceStr	Enthalten in Prospects 37(2007), 1 vom: März, Seite 3-16 volume:37 year:2007 number:1 month:03 pages:3-16
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Private Tutoring School Closure Instructional Time Poor Student School Council
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isfreeaccess_bool	false
container_title	Prospects
authorswithroles_txt_mv	Abadzi, Helen @@aut@@
publishDateDaySort_date	2007-03-01T00:00:00Z
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author	Abadzi, Helen
spellingShingle	Abadzi, Helen ddc 370 bkl 80.00 misc Private Tutoring misc School Closure misc Instructional Time misc Poor Student misc School Council Instructional Time LOSS and Local-Level Governance
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topic_title	370 ASE 80.00 bkl Instructional Time LOSS and Local-Level Governance Private Tutoring (dpeaa)DE-He213 School Closure (dpeaa)DE-He213 Instructional Time (dpeaa)DE-He213 Poor Student (dpeaa)DE-He213 School Council (dpeaa)DE-He213
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title	Instructional Time LOSS and Local-Level Governance
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title_full	Instructional Time LOSS and Local-Level Governance
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title_sort	instructional time loss and local-level governance
title_auth	Instructional Time LOSS and Local-Level Governance
abstract	Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests.
abstractGer	Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests.
abstract_unstemmed	Introduction Studies have shown that the amount of time students spend engaged in learning tasks is related to learning outcomes. However, schools often offer to the students only a fraction of the time that governments pay for, and schools in lower-income areas often offer less time than governments plan for students. An assessment of the amount of time used in the schools of Tunisia, Morocco, Ghana and the Brazilian state of Pernambuco showed that the percentage of time that students were engaged in learning vis-à-vis government expectations ranged from 77.9% in Tunisia to 38.7% in Ghana. To ensure service delivery to the poor, local governance must improve. Community organizations and other local governing bodies must be empowered to ensure that schools offer students the amount of time governments mandate, verify teacher attendance, and monitor students’ acquisition of basic skills through simple means, such as oral reading tests.
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title_short	Instructional Time LOSS and Local-Level Governance
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up_date	2024-07-04T01:12:18.834Z
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