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ERIC Number: EJ1148000
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1934-5747
Promising Interventions Are Great, but Are They Enough?
Bos, Hans
Journal of Research on Educational Effectiveness, v10 n3 p541-544 2017
This commentary discusses three articles (Jukes et al., 2017, McCoy et al., 2017, and Aber et al., 2017), which respectively focus on Kenya, Zambia, and the Democratic Republic of Congo (DRC). They all cite poor educational outcomes as a key motivation for developing and implementing new programs, and all three articles provide helpful evidence for ways to make progress to improve these dismal outcomes. The question is: is enough being done? The three studies are important and useful because they separately address three major (and well-documented) impediments to student learning in many countries in sub-Saharan Africa. These include: (1) the enormous challenge of providing all students with a qualified and effective teacher; (2) many students simply are not school-ready when they first walk into a classroom--that is, they do not have the social-emotional and cognitive skills to benefit from instruction from Day 1; and (3) schools and teachers often do not address the full range of developmental needs of their students. [This commentary discusses Jukes et al., 2017 (EJ1147933), McCoy et al., 2017 (EJ1147934), and Aber et al., 2017 (EJ1147937).]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya; Zambia; Congo Republic
Grant or Contract Numbers: N/A