Parents,quality, and school choice: why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era

Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality.     

Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

ABSTRACT

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.     

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program

Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.     

Usefulness of dual-language science test for bilingual learners

This study examines the usefulness of the science test presented in a dual-language format in two separate science test booklets, one comprising English-only test items and the other, dual-language test items. The participants were 1720 eight-grade students from 26 secondary schools. Most of the students viewed the dual-language test positively as they felt it enhanced their understanding of the test items. However, only two items were found to function significantly different in the dual-language format. Students’ performance for the two versions of the test was comparable. The results showed that the extra language version did not provide greater accessibility and comprehensibility of the test to the students. The findings may prove valuable to decision-making regarding language accommodation policies for testing in content areas.     

Equipment set-up among Olympic sprint and slalom kayak paddlers

The anthropometry and equipment set-up for sprint (31 male; 11 female) and slalom (12 male; 12 female) kayak paddlers who competed at the 2000 Olympic Games in Sydney were measured in the 15 day period before competition. This paper provides normative data for equipment set-up in these sports, as well as information about differences in rigging and paddle dimensions between sprint and slalom kayak paddlers. These differences were consistent for both male and female athletes, with sprint paddlers seated higher and using longer paddles with longer, though narrower, blades (p < 0.0001). Among male sprint paddlers, only minor differences in equipment set-up were found between competitors ranked in the top 10 places compared to the rest of the field. Considering all male paddlers initially, then sprint paddlers alone, significant (p < 0.01) regression equations were developed for the prediction of foot bar distance (r2 = 0.482 and 0.589 respectively) and hand grip distance (r2 = 0.400 and 0.541 respectively). The process of fine tuning equipment set-up often requires hours of practice with subjective feedback from the athlete. The normative data presented in this paper should assist coaches with this process as their athletes evolve toward their individual optimum set-up.     

The influence of distractor strength and response order on MCQ responding

Multiple-choice questions (MCQs) play a key role in standardised testing and in-class assessment. Research into the influence of within-item response order on MCQ characteristics has been mixed. While some researchers have shown preferential selection of response options presented earlier in the answer list, others have failed to replicate these results. This paper investigates a possible explanation for these mixed findings by assessing the influence of distractor strength on MCQ response order effects. A real-world assessment was administered to 232 undergraduates in which the response order within items was systematically varied. A generalised multilevel model was then used to show a significant interaction between distractor strength and response position with regard to response behaviour. Furthermore, the effect was found to be independent of student ability. These findings have implications for MCQ test construction, minimising the negative consequences of MCQ test exposure and promoting improved test-taking strategies.     

Surviving a re-entry: second-career academics in business schools in Malaysia

Educational Research for Policy and Practice - Recently, the re-entry of business executives into academia as second-career academics has become increasingly common. However, very few studies have...