Investigating Classroom Practices that Hinder Girls’Learning
Twelve years on from the inception of the Millennium Development Goals,millions ofgirls have become the first females in their families to go to sch001．The vastinvestment that has been made in constructing schools,recruiting and training teachersand providing resources has inarguably led to increases in the number of girls who haveaccess to basic education．By 2008,the primary school net enrolment rate for girls insub．Saharan Africa had increased to 74％from just 54％in 1 999 and 1 6 countries in theregion had achieved gender parity(UNESCO 201 1)．However,this considerable increasein access to education has not directly translated into increased opportunities for learning,particularly for girls．Learning assessment data show that the absolute level ofeducation attainment for all students in developing countries is extremely low,particularly in sub．Saharan Africa,and that many children are leaving primary schoolwithout even basic literacy and numeracy skills(UNESCO 2011)．In Tanzania,20％ofGrade 7 students are unable to read(Uwezo 2010)and in Mali,90％of Grade 2 studentscannot read a word of connected text(Brookings 201 1)．
Postles,C
国内会议
北京
英文
182-197
2012-10-23（万方平台首次上网日期，不代表论文的发表时间）