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91.
Chris Desmond André Viviers Taygen Edwards Kate Rich Patricia Martin Linda Richter 《Early Years: An International Journal of Research and Development》2019,39(3):276-294
The South African National Integrated Early Childhood Development Policy was approved by the South African Cabinet in 2015. Given capacity and financial constraints, all services outlined cannot be implemented in a single step. Priorities must be set. We examine the budget implications (total cost and cost per child) and benefits of the four largest components of the Policy: interventions to improve pregnancy outcomes; home visits for at-risk mothers of children under 2 years of age; community-based playgroups for mothers and children, and center-based early childhood development services. Further, we identify which services are based on the strongest evidence, the value-based trade-offs that characterise the prioritising decisions, and which logistical factors favour alternative orderings of services. The interventions to improve pregnancy outcomes are low cost, based on sound evidence and would make use of the established healthcare infrastructure. Home visits for at-risk mothers are associated with improved development for targeted children and consequential benefits for caregivers and broader society. Playgroups are a promising low-cost intervention, but further evidence is required to determine their effectiveness. Centre-based services are expensive and generate smaller developmental returns, but provide childcare. The results highlight the value judgements required to determine the appropriate sequencing of interventions. 相似文献
92.
Sichula Noah Kenny Genis Gerhard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(6):879-903
International Review of Education - In Zambia, adult literacy education is mainly provided in the form of non-formal literacy classes, with a general emphasis on the economic purpose of alleviating... 相似文献
93.
Philip M. Sadler Gerhard Sonnert Harold P. Coyle Kelly A. Miller 《Educational Assessment》2016,21(3):196-214
The psychometrically sound development of assessment instruments requires pilot testing of candidate items as a first step in gauging their quality, typically a time-consuming and costly effort. Crowdsourcing offers the opportunity for gathering data much more quickly and inexpensively than from most targeted populations. In a simulation of a pilot testing protocol, item parameters for 110 life science questions are estimated from 4,043 crowdsourced adult subjects and then compared with those from 20,937 middle school science students. In terms of item discrimination classification (high vs. low), classical test theory yields an acceptable level of agreement (C-statistic = 0.755); item response theory produces excellent results (C-statistic = 0.848). Item response theory also identifies potential anchor items without including any false positives (items with low discrimination in the targeted population). We conclude that the use of crowdsourcing subjects is a reasonable, efficient method for the identification of high-quality items for field testing and for the selection of anchor items to be used for test equating. 相似文献
94.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
95.
Ulrike G. Wartner Karin Grossmann Elisabeth Fremmer-Bombik Gerhard Suess 《Child development》1994,65(4):1014-1027
A cross-cultural replication of concordance between attachment patterns to mother in infancy and patterns of reunion responses to mother at age 6 was tested for 40 children in Regensburg, South Germany. Concordance between the 4 types of attachment status (A, B, C, D) in infancy and at age 6 was 82%. When observed in preschool at age 5, children classified securely attached (B) at age 6 were more competent in their play quality and conflict resolution, showed fewer behavior problems, and attributed less hostility in a social perception picture test compared to the insecurely attached (A, D) children. Children classified disorganized (D) at age 6 were found almost as often in the incompetent preschool behavior groups as the avoidantly attached (A) children, independent of best-fitting alternative attachment pattern. Thus, disorganization at age 6 may be considered as an insecure attachment. 相似文献
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