Does School Safety and Classroom Disciplinary Climate Hinder Learning ? Evidence from the MENA Region

Paul Marie Michel Cahu and Manal Bakur N Quota

No WSP8822, Policy Research Working Paper Series from The World Bank

Abstract: School safety and classroom disciplinary climate have a direct impact on teachers'ability to teach and students'ability to learn. School safety and classroom disciplinary climates have been declining in the Middle East and North Africa region, as is demonstrated in this paper using data from the Trends in Mathematics and Science Study and the Progress in International Reading Literacy Study. The paper then moves on to untangle how disruptive learning environments can have negative impacts on student learning outcomes. Thus, the objective of the paper is to analyze the determinants associated with disrupted learning environments, at the school and classroom levels, in the Middle East and North Africa region and to uncover the impacts these environments have on student learning outcomes. This information will provide policy makers with evidence on disrupted learning environments while offering some recommendations on how these conditions can be improved.

Date: 2019-04-17
New Economics Papers: this item is included in nep-ara, nep-edu and nep-ure
References: Add references at CitEc
Citations:

Downloads: (external link)
http://documents.worldbank.org/curated/en/60551155 ... -the-MENA-Region.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:wbk:wbrwps:wsp8822

Access Statistics for this paper

More papers in Policy Research Working Paper Series from The World Bank 1818 H Street, N.W., Washington, DC 20433. Contact information at EDIRC.
Bibliographic data for series maintained by Roula I. Yazigi ().