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Periodical article | Leiden University catalogue | WorldCat |
Title: | Comparison between School Effectiveness Characteristics and Classroom Instruction Strategies in the United States and Nigeria |
Author: | Adewuyi, David A. |
Year: | 2002 |
Periodical: | Africa Development: A Quarterly Journal of CODESRIA (ISSN 0850-3907) |
Volume: | 27 |
Issue: | 1-2 |
Pages: | 263-287 |
Language: | English |
Notes: | biblio. refs. |
Geographic terms: | Nigeria West Africa United States |
Subjects: | teaching methods secondary education Ethnic and Race Relations education Quality of education Instructional systems |
External link: | https://www.jstor.org/stable/43658063 |
Abstract: | School Effectiveness Research (SER) has accumulated a lot of evidence on what characteristics are generally associated with effective schooling, especially in developed nations. But while effective school characteristics are uniform, the instructional strategies employed by teachers to achieve effectiveness are varied and conditioned by local factors. In order to develop a unified theory of SER, local instructional strategies that 'work' should be contextually studied. This article examines English language examination-oriented instructional strategies that 'work' in Nigeria. To highlight their contextual similarities and differences, these strategies are compared with similar strategies in some Californian classrooms in the United States. The article demonstrates that while effective schools in the United States and Nigeria use similar general instructional strategies, there are differences in the specific instructional strategies used in language classrooms. Bibliogr., sum. in English and French. [ASC Leiden abstract] |