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dc.contributor.authorGARROUSTE CHRISTELLEen_GB
dc.date.accessioned2011-03-30T02:01:33Z-
dc.date.available2011-03-29en_GB
dc.date.available2011-03-30T02:01:33Z-
dc.date.created2010-09-16en_GB
dc.date.issued2011en_GB
dc.date.submitted2010-07-02en_GB
dc.identifier.citationINTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT vol. 31 no. 3 p. 223-233en_GB
dc.identifier.issn0738-0593en_GB
dc.identifier.urihttp://dx.doi.org/10.1016/j.ijedudev.2010.06.016en_GB
dc.identifier.urihttp://publications.jrc.ec.europa.eu/repository/handle/JRC59472-
dc.description.abstractIn a multilingual context, this study investigates the role of language skills on mathematics achievement. It compares characteristics of 5048 Grade-6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the positive correlation between strong language skills variations at the school-level and low pupil mathematics scores, which may question the capacity of the current bilingual policy to provide for an effective and equal learning environment.en_GB
dc.description.sponsorshipJRC.DG.G.3-Econometrics and applied statisticsen_GB
dc.format.mediumOnlineen_GB
dc.languageENGen_GB
dc.publisherPERGAMON-ELSEVIER SCIENCE LTDen_GB
dc.relation.ispartofseriesJRC59472en_GB
dc.titleExplaining learning gaps in Namibia: the role of language proficiencyen_GB
dc.typeArticles in periodicals and booksen_GB
dc.identifier.doi10.1016/j.ijedudev.2010.06.016en_GB
JRC Directorate:Space, Security and Migration

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