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Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies

Abstract:

Surveys in low- and middle-income (LMI countries) reveal persistently low levels of learning among children in disadvantaged communities. Against this background, our synthesis of ethnographies aims at a fresh interpretation of classroom practices to clarify instruction-related barriers to literacy attainments. The review focuses on the period from 1990, the year of the UN Declaration of Education for All, to 2014. Sixteen studies focusing on children up to Grade 4 from eleven LMI countries m...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Publisher's version

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Publisher copy:
10.1080/03054985.2015.1135115

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Institution:
University of Oxford
Department:
Oxford, MSD, Experimental Psychology
Publisher:
Routledge Publisher's website
Journal:
Oxford Review of Education Journal website
Volume:
42
Issue:
1
Pages:
36-54
Publication date:
2016-02-10
DOI:
EISSN:
1465-3915
ISSN:
0305-4985
URN:
uuid:1140618e-64d0-4263-ac86-362c32245cd9
Source identifiers:
571862
Local pid:
pubs:571862

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