Chapter

Improving Policies and Programs for Educational Quality

Daniel A. Wagner

in Handbook of Early Childhood Development Research and Its Impact on Global Policy

Published in print January 2013 | ISBN: 9780199922994
Published online January 2013 | e-ISBN: 9780199980420 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199922994.003.0020
Improving Policies and Programs for Educational Quality

Show Summary Details

Preview

Culture and context are increasingly important in developmental science research, but are often poorly understood when applied to policy contexts in low-income countries. This chapter considers the expanding role that learning assessments play in understanding and promoting early childhood development (ECD) and education. The vast majority of reading research is based on a small number of international languages, which makes it inapplicable to designing educational policies in poor, multilingual contexts. In recent years, international, regional, and local (or hybrid) reading assessments have been developed to greatly expanded our knowledge about how, when, and under what conditions children learn to read. Important debates continue over the credibility of data, especially for very poor and marginalized children. Conducting context- and intervention-relevant research on learning quality is critically important in policy planning to support ECD and basic education. By fostering greater information transparency and an expanded group of stakeholders, learning assessments can more broadly empower communities to improve educational quality.

Keywords: learning; reading; assessments; marginalized children; multilingual contexts

Chapter.  7381 words.  Illustrated.

Subjects: Developmental Psychology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.