Implications for multilingual education: student achievement in different models of education in Ehiopia

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dc.date.accessioned 2012-06-05 en
dc.date.accessioned 2022-08-17T18:15:54Z
dc.date.available 2022-08-17T18:15:54Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/3367
dc.description.abstract This chapter focuses on the relationship between type of bi-trilingual MTM education model and student achievement in Ethiopia by examining three sets of system-wide assessment data of grade 8 students over a period of eight years. en
dc.format.medium Print en
dc.publisher Routledge en
dc.subject MULTILINGUALISM en
dc.subject MOTHER-TONGUE EDUCATION en
dc.subject EDUCATION en
dc.subject ETHIOPIA en
dc.subject GRADE 8 en
dc.subject ASSESSMENT INSTRUMENTS en
dc.subject EDUCATION ACHIEVEMENT en
dc.title Implications for multilingual education: student achievement in different models of education in Ehiopia en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.BudgetYear 2012/13 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Multilingual education and sustainable diversity work: from periphery to center en
dc.SourceTitle.Editor Skutnabb-Kangas, T. en
dc.SourceTitle.Editor Heugh, K.A. en
dc.PlaceOfPublication New York en
dc.ArchiveNumber 7314 en
dc.PageNumber 239-262 en
dc.outputnumber 5963 en
dc.bibliographictitle Heugh, K.A., Benson, C., Yohannes, M.A.G. & Bogale, B. (2012) Implications for multilingual education: student achievement in different models of education in Ehiopia. In: Skutnabb-Kangas, T. & Heugh, K.A. (eds).Multilingual education and sustainable diversity work: from periphery to center. New York: Routledge. 239-262. http://hdl.handle.net/20.500.11910/3367 en
dc.publicationyear 2012 en
dc.contributor.author1 Heugh, K.A. en
dc.contributor.author2 Benson, C. en
dc.contributor.author3 Yohannes, M.A.G. en
dc.contributor.author4 Bogale, B. en


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