近几十年来,全球参与正规教育的速度迅速加快,由于旨在为所有儿童提供上学机会的全球倡议。高收入国家的研究表明,学校质量指标具有显著的,对参与日益全球化的经济所需的算术和识字技能的积极影响。学校种类差异很大,资源,和世界各地的教师培训,然而,在不同教育状况的人群中使用不同学校质量衡量标准的有效性仍不清楚。首先,我们评估了儿童的算术能力和识字能力是否随着年龄的增长而提高,作为一般学校相关学习效果的证据。接下来,我们检查了与课堂经验和作文相关的几种学校质量衡量标准,和教育资源,彼此相关。最后,我们检查了它们是否与儿童(4-12岁,N=889)在10个文化和地理上不同的人群中的算术能力和识字能力,这些人群的历史参与程度与正规学校教育有所不同。在人群中,年龄是学业成绩的一个强有力的积极预测指标。与课堂经验和作文相关的措施是相互关联的,获得教育资源、课堂经验和组成的衡量标准也是如此。每个班级的教师人数和获得写作材料的机会是算术和识字的关键预测因素,而每个教室的学生人数,通常与学术成就有关,不是。我们在最大化儿童学习环境的背景下讨论这些结果,并强调研究局限性以激发未来的研究。研究重点:我们检查了学校质量的四种衡量标准相互关联的程度,以及他们是否预测了儿童在10个文化和地理上不同的社会中的学业成绩。在人群中,与课堂经验和组成有关的措施与获取课堂经验和组成的教育资源的措施相互关联。年龄,每班教师人数,获得写作材料是衡量不同人群学术成就的关键预测因素。我们的数据对设计有效的教育计划以提高全球学校质量具有重要意义。
Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children\'s numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children\'s (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children\'s learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children\'s academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.