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Educational Methods

University of Pennsylvania

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Full-Text Articles in Education

Des Évaluations Simples, Rapides Et Abordables: Améliorer L'Apprentissage Dans Les Pays En Développement, Daniel A. Wagner Jan 2015

Des Évaluations Simples, Rapides Et Abordables: Améliorer L'Apprentissage Dans Les Pays En Développement, Daniel A. Wagner

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Cet ouvrage, initialement publié en anglais par l'Institut international de planification de l'éducation de l'UNESCO (IIPE-UNESCO) et le Partenariat mondial pour l'éducation (PME), rejoint les préoccupations de plusieurs États et gouvernements de la Francophonie, qui font face au défi de la qualité de l'éducation. Á l'heure du bilan des Objectifs du Millénaire pour le développement et de ceux de l'Éducation pour tous – qui s'achéveront en 2015 – et malgré les remarquables progrès effectués, depuis le Forum de Dakar en 2000, la scolarisation primaire universelle et la qualité de l'éducation dispensée demeurent des ...


Improving Policies And Programs For Educational Quality: An Example From The Use Of Learning Assessments, Daniel A. Wagner Jan 2013

Improving Policies And Programs For Educational Quality: An Example From The Use Of Learning Assessments, Daniel A. Wagner

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It is early morning in Kahalé village, about 45 kilometers from the capital city. It has been raining again, and the water has been flowing off the tin corrugated roof of the one-room schoolhouse at the center of the village. The rain makes it difficult for Monsieur Mamadou, a teacher, to get to his school on this Monday morning, as the rural taxi keeps getting stuck in the mud, forcing the six other passengers to help the driver get back on the road to the village. Once at school, Monsieur Mamadou waits for his school children to arrive. At 9 ...


Smaller, Quicker, Cheaper: Improving Learning Assessments For Developing Countries, Daniel A. Wagner Jan 2011

Smaller, Quicker, Cheaper: Improving Learning Assessments For Developing Countries, Daniel A. Wagner

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More and more children are going to school in developing countries. In the years since the 2000 UN Education for All Summit in Dakar, the poorest nations have made the most gains in achieving improved educational access. This is a major achievement.

Such success also comes with a realization that rapid growth in school enrollments is not enough. Schooling must be of good quality for all children, and that has not been the case for too many children to date. The next push for educational development will surely focus on improving learning and educational quality.

Learning assessments can play an ...


Pro-Poor Approaches To Using Technology For Human Development: Monitoring And Evaluation Perspectives, Daniel A. Wagner Jan 2009

Pro-Poor Approaches To Using Technology For Human Development: Monitoring And Evaluation Perspectives, Daniel A. Wagner

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I am pleased to be able to contribute a chapter to this volume that honors the work of Çiğdem Kağitçibaşi. In my view, Dr. Kağitçibaşi's work is unique in that it approaches, in significant and creative ways, the intersection of the science of human development with the potential of practical benefits for children and families. This may sound easy, and even obvious – but it is not. The field of child and human development has often evidenced a high though largely impreceptible wall between science and practice. That wall is even higher when cultural and international perspectives are taken into ...


New Technologies For Adult Literacy And International Development, Daniel A. Wagner Jan 2009

New Technologies For Adult Literacy And International Development, Daniel A. Wagner

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Few areas of social and economic development have received as much attention and as few proportionate resources as adult literacy. Across the world – in both industrialized and developing countries alike – it is widely acknowledged that at most, 5 percent of national education budgets is spent on the roughly 50 percent of the adult population in need of increased literacy skills.

For several centuries, it has been variously claimed that literacy – a key (if not the key) product of schooling – would lead to economic growth, social stability, a democratic way of life, and other social 'good things.' Detailed historical reviews have ...


Introduction To Ict And Learning: Supporting Out-Of-School Youth And Adults, Daniel A. Wagner, Richard Sweet Jan 2006

Introduction To Ict And Learning: Supporting Out-Of-School Youth And Adults, Daniel A. Wagner, Richard Sweet

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In attempting to raise levels of educational achievement and attainment, countries will obtain the greatest increase in overall national performance if they raise the performance of the lowest achievers and of those with the lowest level of qualifications. These are the groups whose improvement will make the greatest difference to the national average. Policies that specifically target low achievers and those with few formal qualifications have a special relevance to two groups outside the education system: youth who have dropped out of school without having completed a secondary education qualification, and low-skilled adults. The pressures for public policy to focus ...


Basic Skills In Adult Education And The Digital Divide, Lynda Ginsburg, John Sabatini, Daniel A. Wagner Jan 2000

Basic Skills In Adult Education And The Digital Divide, Lynda Ginsburg, John Sabatini, Daniel A. Wagner

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Traditionally, basic adult education has had a particular concern with the skills of literacy and numeracy, seeing these as essential for entry to the world of work. Adult education teachers may therefore be reluctant to adopt ICT, unsure of the part it should play, and worried about the time it takes away from the development of these basic skills. As we enter the 21st century, however, ICT has already become a necessary and important component of adult education. Formal and non-formal education are being delivered at a distance via technology — particularly the Internet — with the promise that learning can take ...


Introduction, Donald Hirsch, Daniel A. Wagner Jan 1995

Introduction, Donald Hirsch, Daniel A. Wagner

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Children are sent to school and told they must learn. Adults do their learning on a mostly voluntary basis. School is traditionally intended to prepar children for adult life and to pass on the wisdom of previous generations. Adult education is traditionally intended to offer citizens the possibility of bettering themselves and of filling gaps in their initial schooling. School is life's compulsory initiation. Adult learning has often been seen as life's optional extra.


Literacy And Cultural Differences: An Afterword, Daniel A. Wagner Jan 1995

Literacy And Cultural Differences: An Afterword, Daniel A. Wagner

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Within the educational research community, social, cultural, and linguistic interpretations of group differences have become increasingly prevalent. Whether one considers infant care, women at work, or IQ scores, there is no shortage of research that describes the various social attributes that "must have" led to such differences. As a number of chapters in this volume have indicated, a cultural explanation seems far more palatable—and allows for more societal intervention—that predecessor biological (read racial) claims. Yet, what do we really know about how societal interventions can take place effectively in a given educational domain or for individuals with different ...


Life-Span And Life-Space Literacy: National And International Perspectives, Daniel A. Wagner Jan 1994

Life-Span And Life-Space Literacy: National And International Perspectives, Daniel A. Wagner

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Swain: We're constantly struck with the paradox that children are born with a tremendous capacity to learn, and yet many children have great difficulty in school, and grow up to lack the facility with reading, writing and oral language that is so needed in a complex society. Families across cultures and languages are successful in supporting their children's learning and achievement, and we have much to learn from these successful families and their children. And yet other families have great difficulties. . . . Yet, within families with great difficulties, we have children who are resilient to these forces, and others ...


Social Factors In Literacy Acquisition, Daniel A. Wagner Jan 1993

Social Factors In Literacy Acquisition, Daniel A. Wagner

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The acquisition of any human skill, physical or mental, depends on the interplay among a wide variety of factors. Earlier research and our own observations in Moroccan society suggested the possibility that certain social features of children's lives would be related to literacy acquisition in school. Therefore, our research was designed so that these factors might be directly and empirically studied. It was assumed that some of the factors found to affect reading achievement in the West might be related similarly to literacy in Morocco, but we also wanted to study facors specific to Morocco, such as Quranic preschooling ...


Toward Defining Literacy, Richard L. Venezky, Daniel A. Wagner, Barrie S. Ciliberti Jan 1990

Toward Defining Literacy, Richard L. Venezky, Daniel A. Wagner, Barrie S. Ciliberti

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Literacy is a topic much on the public's mind these days. It is one of those subjects on which all laypersons think they are experts. When it comes time, however, to establish measures of illiteracy rates or to set policies, it becomes apparent that we know less than we thought we did. It is small comfort to know that specialists also have their differences.