Improving Learning in Primary Schools of Developing Countries

By Patrick Mcewan. 2015

496 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b640660b72221aa1a98469482347c18013c9b1b9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

Citations in the corpus

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania* (2018, unknown): “Overall, as noted in a recent meta-analysis of education studies, “[t]here are surprisingly few experiments (in education) with fully factorial designs that allow for strong experimental tests of [complementarities]” (McEwan, 2015).”
What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls (2019, methodology): “In this paper, we used Cohen’s d to standardize effect sizes, following McEwan (2015) and Conn (2017).”
Experimental evidence on scaling up education reforms in Kenya (2018, background): “For recent reviews of the experimental evidence on ways to improve the quality of education, see Kremer, Brannen and Glennerster (2015), Krishnaratne, White and Carpenter (2013), McEwan (2015), Conn (2014), and Glewwe and Muralidharan (2015).”
Socioeconomic Status and Academic Outcomes in Developing Countries: A Meta-Analysis (2019, background): “Up to date, the majority of meta-analyses in education including developing countries have been focused on program effectiveness and examined attainment outcomes (Conn, 2017; García & Saavedra, 2017; Krishnaratne, White, & Carpenter, 2013; McEwan, 2015; Petrosino, Morgan, Fronius, Tanner-Smith, & Bo”
Socioeconomic Status and Inequalities in Children’s IQ and Economic Preferences (2017, unknown): “…Duncan and Magnuson (2013) find a weighted average impact of early childcare programs on cognitive and achievement outcomes of 21%, and McEwan (2015) reports average effect sizes of less than 15%of a standard deviation in school achievement for a large number of primary school…”
What Works to Improve the Quality of Student Learning in Developing Countries (2015, background): “2013); (iii) school-based interventions looking exclusively at the evidence from randomized control trials (McEwan 2014), and (iv) studies with a specific regional focus (Conn 2014).”
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, result): “The small effect sizes observed for child outcomes align with related ECE interventions in the United States and with other educational interventions in LMICs that have been found to improve child learning outcomes (McEwan, 2015).”
Technology and Education: Computers, Software, and the Internet (2015, unknown): “McEwan (2015) concludes that computer-based interventions in primary schools have higher average effects (0.15 standard deviations) than 16 The authors note that their results may differ from Linden (2008) due to the fact “that by integrating the CAL program during a relatively unproductive period…”
Challenges in Educational Reform: An Experiment on Active Learning in Mathematics (2015, background): “Similarly to McEwan (2013), it reports gains of around 10 percent of a standard deviation for this use of technology.”
Identifying Effective Education Interventions in Sub-Saharan Africa: A Meta-Analysis of Impact Evaluations (2017, background): “To date, there have been very few meta-analyses focused on learning outcomes in developing countries in general (e.g., Krishnaratne, White, & Carpenter, 2013; McEwan, 2015).”
Improving Education in Developing Countries (2016, unknown): “McEwan, 2014).”
The impact of education programmes on learning and school participation in low- and middle-income countries (2016, background): “Over the last decade, several authors have reviewed the education literature with the aim of synthesising the evidence on the effects of education interventions (for example Petrosino et al. 2012; Baird et al. 2013; Morgan, Petrosino & Fronius 2013; Glewwe et al. 2011; McEwan 2015; Glewwe & Muralidh”