Do crowded classrooms crowd out learning?: evidence from the Food for Education Programme in Bangladesh

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cg.authorship.typesCGIAR single centreen
cg.coverage.countryBangladesh
cg.coverage.iso3166-alpha2BD
cg.coverage.regionSouthern Asia
cg.coverage.regionOceania
cg.creator.identifierAkhter Ahmed: 0000-0002-0112-502X
cg.identifier.projectIFPRI - Archive
cg.number149en
cg.placeWashington, DCen
cg.reviewStatusInternal Reviewen
dc.contributor.authorAhmed, Akhteren
dc.contributor.authorArends-Kuenning, Maryen
dc.date.accessioned2024-10-24T12:51:06Zen
dc.date.available2024-10-24T12:51:06Zen
dc.identifier.urihttps://hdl.handle.net/10568/157629
dc.titleDo crowded classrooms crowd out learning?: evidence from the Food for Education Programme in Bangladeshen
dcterms.abstractThe concern that learning performance may be adversely affected by increased class size appears to be unfounded. But unchecked, the negative peer effect could hinder student achievement.en
dcterms.accessRightsOpen Access
dcterms.bibliographicCitationAhmed, Akhter U.; Arends-Kuenning, Mary. 2003. Do crowded classrooms crowd out learning? evidence from the Food for Education Programme in Bangladesh. FCND Discussion Paper Brief. 149. https://hdl.handle.net/10568/157629en
dcterms.extent2 p.en
dcterms.isPartOfFCND Discussion Paper Briefen
dcterms.issued2003
dcterms.languageen
dcterms.publisherInternational Food Policy Research Instituteen
dcterms.replaceshttps://ebrary.ifpri.org/digital/collection/p15738coll2/id/47969en
dcterms.subjecteducationen
dcterms.subjectschoolchildrenen
dcterms.subjectfoodsen
dcterms.subjectnutrition educationen
dcterms.subjectfood aiden
dcterms.typeBrief

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