Do children speaking indigenous and regional languages benefit equally from updated curricula? A report on a longitudinal quasi-experimental pilot study in Central Asia

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-11-13 DOI:10.1016/j.stueduc.2024.101421

Assel Zholymbekova , Matthew Gordon Ray Courtney , Zamira Rakhymbayeva , Aidana Shilibekova , Aliya Ozhayeva

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引用次数: 0

Abstract

This study examined the effects of an updated curriculum on the literacy and numeracy development of indigenous and regional language speaking children in Kazakhstan. A quasi-experimentally designed pilot study involved 1717 students from 27 schools. Multilevel parallel linear growth models were used to analyze the impact of the updated curriculum on the co-developmental trajectories of numeracy and literacy from Grade 1 to 3. We found that the benefits of the updated curriculum were experienced equally for both the indigenous Kazakh- and Russian-speaking children. We suggest that modern reform efforts should not assume school-based inadequacies a priori but first test for the equivalent advantage of planned curricula across varying school conditions. We also suggest that other jurisdictions where multiple languages of instruction exist might consider adopting some of the changes implemented in Kazakhstan’s new curriculum for the purpose of improving literacy and numeracy outcomes in early elementary school.

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讲本地语言和地区语言的儿童是否同样受益于更新的课程？中亚纵向准实验试点研究报告

本研究探讨了更新课程对哈萨克斯坦土著和地区语言儿童识字和算术发展的影响。27 所学校的 1717 名学生参加了这项准实验性试点研究。我们采用多层次平行线性增长模型，分析了更新课程对一至三年级计算能力和识字能力共同发展轨迹的影响。我们发现，哈萨克族土著儿童和讲俄语的儿童同样感受到了更新课程带来的益处。我们建议，现代改革工作不应先入为主地假定学校存在不足，而应首先检验计划课程在不同学校条件下的同等优势。我们还建议，存在多种语言教学的其他司法管辖区可以考虑采用哈萨克斯坦新课程中实施的一些改革，以提高小学低年级的识字和算术成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.