By Daniel A. Wagner (eds.)
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Additional info for Learning and Education in Developing Countries: Research and Policy for the Post-2015 UN Development Goals
0006 Learning First: An Introduction contexts—such as learning in informal settlements or refugee camps, at home, on the road to exile, or in impromptu classes. In cases where no formal education systems previously existed, the intervention of international organizations or nongovernmental organizations (NGOs) may involve transitions to learning contexts and learning processes that were previously unfamiliar to the child—such as refugee programs that create NFE classes for unschooled children.
Wang (2012). , 2007). Arnett (2008) estimated that this represents less than 5 percent of research on the psychology of learning. Learning outcomes are more explicit in the EFA goals than in the MDGs. According to Wagner (2011, 71–72), “well-supported environments” are those where children typically grow up in educated families, go to good schools with experienced teachers, and have a variety of text (and computer-based) materials in their homes. “Poorly-supported environments” are those where children typically have parents with little or no education, have few literacy resources available, have teachers who do not know much about teaching reading, or speak a language at home that is different from that taught in school.
0007 Jessica Ball, Scott G. Paris, and Rangachar Govinda Bus (1995). Kagitcibasi, Beckman, and Goskel (1995). Behrman, Cheng, and Todd (2000). Gove and Witterberg (2011). Das, Pandey, and Zajonc (2006). Pratham (2010). Abadzi (2006). Aga Khan Foundation (2011). Snow et al. (1998). National Reading Panel (2000). Storch and Whitehurst (2002). Dickinson, McCabe, and Anastasopoulos (2003).