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This paper highlights findings from the, 'Advancing learning outcomes for transformational change (A LOT-Change), whose goal was to increase efforts towards securing the future of children living in urban informal settlements. The intervention was implemented in Korogocho and Site 2 respectively. This paper looks at the narratives from girls, boys and their parents and seeks to answer the question, "From the minds of adolescents: What has worked for them in an education intervention in the...
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The objective of the paper is to re-examine the mother–child education achievement hypothesis, by re-examining the effect of mother's education, on math and literacy test scores of children in Kenya. Data come from the classroom Education Research Programme at the African Population and Health Research Centre which was collected between January and March 2012. Since pupils are nested within schools, we fitted a two-level random intercept model. Our findings show that mothers' and fathers'...
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The objective of the paper is to re-examine the mother-child education achievement hypothesis, by re-examining the effect of mother's education, on math and literacy test scores of children in Kenya. Data come from the classroom Education Research Programme at the African Population and Health Research Centre which was collected between January and March 2012. Since pupils are nested within schools, we fitted a two-level random intercept model. Our findings show that mothers' and fathers'...
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Research shows that fathers' level of education predicts achievement of both boys and girls, with significantly greater effect for boys. Similarly, mothers' level of education predicts the achievement of girls but not boys. This study tests the mother–child education achievement hypothesis, by examining the effect of mothers' education on the maths test score of children, using data from 71 schools across 6 districts in Kenya. The findings of a multilevel random intercept model, based on a...
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This paper aims to improve the understanding of classroom-based gender differences that may lead to differential opportunities to learn provided to girls and boys in low and high performing primary schools in Kenya. The paper uses an opportunity to learn framework and tests the hypothesis that teaching practices and classroom interactions explain gender gaps in maths achievement in Kenya. The data used is obtained from a cross sectional study involving video recordings of 70 lessons in...
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This paper aims to improve the understanding of classroom-based gender differences that may lead to differential opportunities to learn provided to girls and boys in low and high performing primary schools in Kenya. The paper uses an opportunity to learn framework and tests the hypothesis that teaching practices and classroom interactions explain gender gaps in maths achievement in Kenya. The data used is obtained from a cross sectional study involving video recordings of 70 lessons in...
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Parental involvement in their children's schooling is in recognition that establishing the context in which a child attends school is important. Reading to Learn (RtL)was implemented in two districts of Kwale and Kinango in Kenya and of Amolatar and Dokolo in Uganda. This paper looks at parental involvement and their experiences with RtL. Data are obtained from survey responses at baseline and focus group discussions with parents at endline. Findings indicate that parents are key actors in...
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