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International Journal of Educational Development

January 2017 Volume 52, Number 1

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Table of Contents

Number of articles: 11

  1. School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China

    Dan Wang, Jingying Wang & Hui Li, The University of Hong Kong; Ling Li, Southwest University, China

    This study examines the teaching gap between rural and urban schools in China from the perspective of teacher professional learning communities (PLCs). Drawing on in-depth interviews with 36... More

    pp. 1-9

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  2. Enhanced community capital from primary school feeding and agroforestry program in Kenya

    David Borish & Nia King, Bwaliro Primary School, Kenya; Cate Dewey, Department of Population Medicine, Canada

    This case study examines the impact of the Bwaliro Primary School feeding and agroforestry program on the human, financial, natural, and social capitals of the surrounding Bwaliro community in... More

    pp. 10-18

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  3. Uhusiano Design for learning

    Christopher Johnstone & Acacia Nikoi, University of Minnesota, United States; Ndungu Kahihu, CAP-YEI, Kenya

    Kenya’s post-colonial education system, like many in Sub-Saharan Africa, has endured many challenges. High enrollment in primary schools is often coupled with low completion rates in secondary and ... More

    pp. 19-25

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  4. The African Storybook, teachers’ resources, and pedagogical practices

    Espen Stranger-Johannessen

    This article draws on the model of investment to investigate how Ugandan teachers use children’s stories from the African Storybook website with minimal pedagogical support, unlike most similar... More

    pp. 26-36

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  5. The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries

    Marcos Delprato, The Research for Equitable Access and Learning (REAL) Centre, United Kingdom; Kwame Akyeampong & Máiréad Dunne, Centre for International Education, United Kingdom

    We examine the impact of bullying on learning and non-cognitive outcomes for sixth grade students in 15 Latin America countries using data from the Third Regional Comparative and Explanatory Study ... More

    pp. 37-57

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  6. Academics as rent seekers: distorted incentives in higher education, with reference to the South African case

    Seán M Muller

    The behavior of academics and academic institutions is examined through the concept of rent seeking, in which organizations or individuals expend resources to obtain ‘artificially contrived... More

    pp. 58-67

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  7. Failing to progress or progressing to fail? Age-for-grade heterogeneity and grade repetition in primary schools in Karonga district, northern Malawi

    Bindu S. Sunny & Markus Elze, London School of Hygiene and Tropical Medicine, United Kingdom; Menard Chihana & Levie Gondwe, Karonga Prevention Study (KPS), Malawi; Amelia C. Crampin, London School of Hygiene and Tropical Medicine, United Kingdom; Masoyaona Munkhondya & Scotch Kondowe, District Education Office (DEO), Malawi; Judith R. Glynn, London School of Hygiene and Tropical Medicine, United Kingdom

    Timely progression through school is an important measure for school performance, completion and the onset of other life transitions for adolescents. This study examines the risk factors for grade ... More

    pp. 68-80

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  8. Policy formation in the context of global governance: Rational, organizational, and political perspectives on policymaking in El Salvador

    D. Brent Edwards

    Plan 2021 is a national education strategy released by the Salvadoran Ministry of Education (MINED) in March of 2005 to guide education policy through 2021. According to the policy itself,... More

    pp. 81-96

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  9. Equity and access to higher education in China: Lessons from Hunan province for university admissions policy

    Qiong Jia & David P. Ericson

    Using survey data from 1028 high school seniors and interview data from 54 participants, this study investigates the status quo regarding equity and access to higher education in China. Findings... More

    pp. 97-110

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  10. A longitudinal mixed methods study of parents’ socioeconomic status and children’s educational attainment in Dalian City, China

    Sung won Kim, Department of Education, Korea (South); Edward J. Kim, Education Policy and Program Evaluation, United States; Amy Wagaman, Mathematics and Statistics, United States; Vanessa L. Fong, Anthropology and Sociology, United States

    This article examines why most of a cohort that attended eighth or ninth grade in 1999 at a middle school in Dalian City, Liaoning Province, China believed by 2012–2013 that children of poorer... More

    pp. 111-121

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  11. Decision-making in African universities demands rigorous data: Evidence from graduation rates at Eduardo Mondlane University in Mozambique

    Nelson Casimiro Zavale, University of Basel-Centre for African Studies, Switzerland; Luísa A. Santos, Eduardo Mondlane University-Director of Quality Assurance Office, Mozambique; Lourenço Manuel, Eduardo Mondlane University-Faculty of Agronomy and Forestry Engineering, Mozambique; Maria da Conceição L. Dias, Eduardo Mondlane University-Faculty of Education and Quality Assurance Office, Mozambique; Maida A. Khan, Eduardo Mondlane University-Director of Pedagogical Directorate, Mozambique; Emílio Tostão, Eduardo Mondlane University-Faculty of Agronomy and Forestry Engineering, Mozambique; Ana M. Mondjana, Eduardo Mondlane University-Vice-Chancellor for Academic Affairs, Mozambique

    Graduation rate is often used as indicator of efficiency and accountability of higher education institutions. However, its official and academic use entails pitfalls, particularly in Sub-Saharan... More

    pp. 122-134

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