caa a22 4500 475743407 CHVBK 20180406123506.0 cr unu---uuuuu 170329e20000501xx s 000 0 eng 10.1023/A:1003922321999 doi (NATIONALLICENCE)springer-10.1023/A:1003922321999 Constraints to Implementing Educational Innovations: The Case of Multigrade Schools [Elektronische Daten] [Luis Benveniste, Patrick McEwan] 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. Kluwer Academic Publishers, 2000 Benveniste Luis School of Education, Stanford University, 94305-3096, Stanford, CA, USA aut McEwan Patrick School of Education, Stanford University, 94305-3096, Stanford, CA, USA aut International Review of Education Kluwer Academic Publishers 46/1-2(2000-05-01), 31-48 0020-8566 46:1-2<31 2000 46 11159 https://doi.org/10.1023/A:1003922321999 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/A:1003922321999 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Benveniste Luis School of Education, Stanford University, 94305-3096, Stanford, CA, USA aut NATIONALLICENCE 700 1- McEwan Patrick School of Education, Stanford University, 94305-3096, Stanford, CA, USA aut NATIONALLICENCE 773 0- International Review of Education Kluwer Academic Publishers 46/1-2(2000-05-01), 31-48 0020-8566 46:1-2<31 2000 46 11159 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer