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International Review of Education

, Volume 46, Issue 1–2, pp 31–48 | Cite as

Constraints to Implementing Educational Innovations: The Case of Multigrade Schools

  • Luis A. Benveniste
  • Patrick J. McEwan
Article

Abstract

Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking.

Keywords

Rural Area Important Determinant Student Achievement Poor Country Paper Analysis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 2000

Authors and Affiliations

  • Luis A. Benveniste
    • 1
  • Patrick J. McEwan
    • 2
  1. 1.School of EducationStanford UniversityStanfordUSA
  2. 2.School of EducationStanford UniversityStanfordUSA

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