389 results
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2. What Matters Most for School Autonomy and Accountability : A Framework Paper
- Author
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Demas, Angela and Arcia, Gustavo
- Subjects
SECONDARYEDUCATION ,LEARNING OUTCOMES ,NUMBEROFSCHOOLS ,LITERACY LEVELS ,QUALITYSTANDARDS ,SCHOOL CHILDREN ,PEDAGOGICALTRAINING ,SCHOOL MANAGEMENT TEAM ,EDUCATION COMMUNITY ,CLASSROOM ,SCHOOLCOUNCILS ,PUBLICSCHOOLS ,RURALPUBLICSCHOOLS ,SCHOOLCOMMITTEE ,VALUES ,CURRICULA ,SCHOOLCOMMUNITY ,SCHOOLSTAFF ,EDUCATION ,STUDENTACHIEVEMENT ,SCHOOL STAFF ,SCHOOLATTENDANCE ,SCHOOLBOARDS ,SCHOOLACTIVITIES ,STUDENT SCORES ,EDUCATIONSERVICES ,PEDAGOGICALPRACTICES ,TEACHER ABSENTEEISM ,PEDAGOGICAL PRACTICES ,READING ,SCHOOL IMPROVEMENT ,TEACHERS ,SCHOOLQUALITY ,LOCALTEACHERS ,TEACHERMANAGEMENT ,SCHOOLIMPROVEMENT ,PARENT ASSOCIATIONS ,ADULT LITERACY RATE ,SCHOOLPRINCIPALS ,PARENT TEACHER ASSOCIATIONS ,STUDENT ASSESSMENTS ,SCHOOL LEARNING ,ACHIEVEMENTTESTS ,TEACHER ,SCHOOLͲAGEPOPULATION ,REPETITION RATES ,TEACHER PERFORMANCE ,GENDER DISPARITY ,ADULT LITERACY ,REPORT CARDS ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,SCHOOL ENVIRONMENT ,SCHOOLPERFORMANCE ,CURRICULUMDEVELOPMENT ,SCHOOL AUTONOMY ,EDUCATIONSYSTEM ,SCHOOL PERFORMANCE ,LOCALSCHOOL MANAGEMENT ,QUALITYOFEDUCATION ,SCHOOL GOVERNANCE ,EDUCATIONMANAGEMENT ,SCHOOLYEAR ,TEACHERABSENTEEISM ,STUDENTOUTCOMES ,SCHOOLDIRECTORS ,TEXTBOOKS ,TEACHERPERFORMANCE ,ComputingMilieux_COMPUTERSANDEDUCATION ,PARENTASSOCIATIONS ,INDIGENOUSSCHOOLS ,SCHOOL COMMITTEES ,EDUCATIONALENVIRONMENT ,EDUCATIONPOLICY ,SCHOOL SUPPORT ,REPORTCARDS ,CLASSROOMLEVEL ,STUDENT ACHIEVEMENT ,PARENT PARTICIPATION ,COMMUNITY PARTICIPATION INEDUCATION ,EDUCATION SYSTEM ,SKILLS ,TEACHER APPRAISAL ,SCHOOLMANAGEMENT COMMITTEE ,SCHOOLGOVERNANCE ,PARENTINVOLVEMENT ,SCHOOL LEVEL ,TEACHERUNIONS ,SCHOOL COUNCIL ,STUDENT LEARNING ,EDUCATION POLICIES ,SCHOOL SYSTEM ,RETENTIONRATES ,PRIVATESCHOOLS ,SCHOOL MANAGEMENTCOMMITTEE ,PRIVATE SCHOOLS ,SCHOOLOPERATIONS ,COMMUNITYPARTICIPATION ,SCHOOL DATA ,PRIMARYSCHOOLING ,EDUCATION STRATEGY ,LEARNING ENVIRONMENT ,STUDENT OUTCOMES ,SCHOOL INSPECTIONS ,PUBLIC EXPENDITURE ,PEDAGOGICALMATERIALS ,SCHOOLSUPPORT ,SCHOOLING ,SCHOOLPERSONNEL ,PARTICIPATION INEDUCATION ,SCHOOL MANAGEMENT ,STUDENTASSESSMENTS ,DROPOUTRATES ,TEACHINGMATERIALS ,PRIMARYSCHOOL ,EDUCATION SYSTEMS ,EDUCATIONALMATERIALS ,BASIC SERVICES ,SCHOOL SYSTEMS ,TEACHER SALARIES ,SCHOOLSWITHSTUDENTS ,INSTRUCTIONALMATERIAL ,EDUCATIONALQUALITY ,HEADTEACHERS ,QUALITY OF INSTRUCTION ,SCHOOL AFFAIRS ,SCHOOLLEVEL ,SCHOOL PRINCIPALS ,SCHOOL COUNCILS ,EDUCATIONALOUTCOMES ,LEARNINGACHIEVEMENT ,PASSRATE ,SCHOOLCHILDREN ,EDUCATION GOALS ,QUALITY SCHOOLS ,PERFORMANCE INDICATORS ,EDUCATORS ,CURRICULUM ,PRIMARY GRADES ,SCHOOLEQUIPMENT ,ACADEMICPERFORMANCE ,STUDENT PERFORMANCE ,SCHOOLS ,PASS RATE ,TEACHEREFFECTIVENESS ,SCHOOLMANAGEMENTCOMMITTEES ,TEACHER TRAINING ,PROVISION OF EDUCATION ,ACCESSTOEDUCATION ,EDUCATION OFFICES ,SCHOOLAUTONOMY ,NATIONAL EDUCATION POLICIES ,TEACHER CANDIDATES ,ACHIEVEMENT TESTS ,SCHOOLCOUNCIL ,SCHOOLͲLEVEL ,STUDENTLEARNING ,STUDENTLEARNINGOUTCOMES ,SCHOOL FACILITIES ,STUDENT ASSESSMENT ,SCHOOL SITE ,POORPEOPLE ,FEES ,COMMUNITY PARTICIPATION ,TEACHERTRAINING ,TEACHER ASSOCIATIONS ,STUDENTPERFORMANCE ,ACHIEVEMENT DATA ,TEACHERHIRING ,ACCESS TO EDUCATION ,TRAININGFORTEACHERS ,SCHOOL PERSONNEL ,EDUCATIONSYSTEMS ,SCHOOL OPERATIONS ,STUDENTASSESSMENT ,PARTICIPATIONOFPARENTS ,SCHOOLMANAGEMENT ,SECONDARYSCHOOL ,PARENTALINVOLVEMENT ,SCHOOLSYSTEM ,DROPOUTRATE ,TRAINING ,TEACHING ,LEARNING ,COMMUNITYSCHOOL ,PARENTAL INVOLVEMENT ,LEARNINGOUTCOMES ,PUBLIC SCHOOLS ,KNOWLEDGE ,QUALITY EDUCATION ,SCHOOL DIRECTORS ,LITERACY RATE ,TEACHERSALARIES ,PROVIDERSOFEDUCATION ,EDUCATION POLICY ,STUDENT SUPPORT ,SCHOOLLEVELS ,SCHOOLCOMMITTEES ,SCHOOL MANAGEMENT COMMITTEE ,SCHOOL ACTIVITIES ,NATIONAL EDUCATION ,CLASSSIZE ,SCHOOLCALENDAR ,SCHOOL ,PARTICIPATION OF PARENTS ,COMMUNITYSCHOOLS ,CONTEXTUAL FACTORS ,EDUCATIONREFORM ,SCHOOL CALENDAR - Abstract
This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level. This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.
- Published
- 2015
3. tumblewings in Tanzania how international are integrated STEM activities and approaches? Unspoken cultural norms, classroom expectations, and teacher-student relationships all played a key role in the effectiveness of the chosen STEM activity and lesson
- Author
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Bartholomew, Scott R. and DeSplinter, Marlee
- Subjects
Science education -- Methods ,Paper airplanes -- Tests, problems and exercises ,Global method (Education) ,Education ,Teachers ,Teaching ,Technology ,Teaching methods ,Education ,Science and technology - Abstract
IntroductionScience, Technology, Engineering, and Mathematics (STEM) education, integrated STEM education, and integrative STEM education are all actively pursued teaching approaches currently being highlighted in the United States and abroad (Sanders, [...]
- Published
- 2018
4. Introduction.
- Author
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Montoneri, Bernard and Spence, Lucy
- Subjects
EDUCATION ,TEACHING ,TEACHERS - Published
- 2017
5. Unraveling a Secret : Vietnam's Outstanding Performance on the PISA Test
- Author
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Parandekar, Suhas D. and Sedmik, Elisabeth K.
- Subjects
STUDENT CHARACTERISTICS ,MATH TEST ,SCHOOL CHILDREN ,EDUCATION LEVELS ,SCHOOL LIFE ,CLASSROOM ,MATHEMATICS ,QUALITY ASSURANCE ,SCHOOL HOURS ,WORKING STUDENTS ,EXAMINATION ,TEST SCORES ,SCHOOL PRINCIPALS ,VALUES ,DISSERTATION ,SUBJECTS ,TEACHER RATIOS ,EIGHTH-GRADE ,EDUCATION ,SCIENCE ,INTERNATIONAL STUDENT ASSESSMENT ,EARLY CHILDHOOD CARE ,VILLAGE SCHOOL ,CURRICULUM ,COLLEGE ,TEACHER ABSENTEEISM ,PEDAGOGICAL PRACTICES ,READING ,EDUCATIONAL REFORM ,PHYSICAL INFRASTRUCTURE ,TEACHERS ,STUDENT-TEACHER RATIO ,ACADEMIC SUCCESS ,TRUANCY ,INVESTMENT IN EDUCATION ,STUDENTS ,BASIC EDUCATION ,TEACHER MANAGEMENT ,UPPER SECONDARY EDUCATION ,CURRICULAR ACTIVITY ,STUDENT ATTITUDES ,INTERNATIONAL EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,PARENTAL EDUCATION ,TEXTBOOK ,NUMBER OF STUDENTS ,LOWER SECONDARY ,TEACHER ,PLAY SCHOOL ,SECONDARY EDUCATION ,MATHEMATICAL CONCEPTS ,REPETITION RATES ,STUDENTS PER TEACHER ,TEACHER PERFORMANCE ,AVERAGE CLASS SIZE ,EDUCATIONAL PERFORMANCE ,STUDENTS IN MATHEMATICS ,EARLY CHILDHOOD ,SCHOOL INFRASTRUCTURE ,EDUCATIONAL ATTAINMENT ,SCHOOL AUTONOMY ,PERFORMANCE IN MATHEMATICS ,LEVEL OF EDUCATION ,DISCIPLINES ,STUDENT ASSESSMENT ,LITERATURE ,ECONOMIC DEVELOPMENT ,ABSENTEEISM ,STUDENT REPORTS ,FEES ,RESEARCH ,EDUCATIONAL OUTCOMES ,ACADEMIC STANDARDS ,INCENTIVES FOR TEACHERS ,LOWER SECONDARY EDUCATION ,HIGH SCHOOL ,SCIENCE SCORES ,SPORTS ,ADMISSION POLICIES ,INVESTMENTS IN EDUCATION ,ACHIEVEMENT DATA ,REFERENCE BOOKS ,ELEMENTS ,HIGH ACADEMIC STANDARDS ,CLASSROOM MANAGEMENT ,SCHOOL COMMITTEES ,OPEN ACCESS ,SCHOOL EDUCATION ,PAPERS ,STUDENT ACHIEVEMENT ,PARENT PARTICIPATION ,CLASSROOM ASSISTANTS ,PROBLEM SOLVING ,STUDENT ,PARENTAL SUPPORT ,TEACHER RATIO ,GRADUATION RATES ,AVERAGE ENROLLMENT ,HIGH SCHOOLS ,FORMAL EDUCATION ,UPPER SECONDARY ,SKILLS ,TEACHER-STUDENT RATIO ,TEACHER APPRAISAL ,READERS ,EDUCATIONAL POLICIES ,HUMAN RESOURCES ,PRIVATE SCHOOL ,INSTRUCTION ,TEACHING ,STUDENT FEES ,LEARNING ,ACHIEVEMENT ,PRIVATE SCHOOLS ,MATHEMATICS TEACHERS ,KNOWLEDGE ,PARENTS’ EDUCATION ,ATTITUDES ,SCHOOL INSTRUCTION ,BOOKS AT HOME ,LABOR MARKETS ,SCHOOL PROJECT ,CURRICULAR ACTIVITIES ,UNIVERSIT ,PROFESSIONAL DEVELOPMENT ,COGNITIVE DEVELOPMENT ,SCHOOL CLIMATE ,SCIENCE INSTRUCTION ,EDUCATIONAL INVESTMENTS ,SCHOOL ACHIEVEMENT ,CLASS SIZE ,EDUCATIONAL RESOURCES ,MATHEMATICS EDUCATION ,SCHOOL ,STUDENT-TEACHER RATIOS ,SCHOOLING ,EDUCATIONAL SYSTEMS ,POLITICAL SCIENCE ,SCHOOL MANAGEMENT - Abstract
This paper seeks to find an empirical explanation of Vietnam's outstanding performance on the Programme for International Student Assessment (PISA) in 2012. Only a few developing countries participate in the assessment. Those who do, with the unique exception of Vietnam, are typically clustered at the lower end of the range of the Programme for International student Assessment scores. The paper compares Vietnam's performance with that of a set of seven developing countries from the 2012 assessment's data set, using a cut-off per capita GDP (in 2010 purchasing power parity dollars) of $10,000. The seven developing countries' average performance lags Vietnam's by more than 100 points. The "Vietnam effect" is difficult to unscramble, but the paper is able to explain about half of the gap between Vietnam and the seven countries. The analysis reveals that Vietnamese students may be approaching their studies with higher diligence and discipline, their parents may have higher expectations, and the parents may be following up with teachers regarding those expectations. The teachers themselves may be working in a more disciplined environment, with tabs being kept on their own performance as teachers. Vietnam may also be benefiting from investments in pre-school education and in school infrastructure that are disproportionately higher when compared with Vietnam's per capita income level.
- Published
- 2016
6. Public School Teacher Management in Sri Lanka : Issues and Options
- Author
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Raju, Dhushyanth
- Subjects
PUBLIC SCHOOL SYSTEM ,NATIONAL ASSESSMENT ,SOCIAL SCIENCE ,EDUCATION SECTOR ,EDUCATION FINANCE ,CERTIFICATE IN EDUCATION ,TEACHER TRAINING PROGRAMS ,TEACHER EFFECTIVENESS ,EDUCATIONAL OPPORTUNITIES ,SCHOOL SYSTEMS ,TEACHER SALARIES ,TRAINING PROGRAMS ,CLASSROOM ,OPEN UNIVERSITY ,RURAL SCHOOLS ,ACADEMIC PERFORMANCE ,SCHOOL PRINCIPALS ,UNIVERSITY DEGREE HOLDERS ,STUDENT INTERACTIONS ,VALUES ,SCHOOL DUTIES ,TEACHER RATIOS ,EDUCATION ,SCIENCE ,TEACHER DEVELOPMENT ,PERFORMANCE INDICATORS ,CLASSROOM EDUCATION ,SCHOOL CENSUS ,EDUCATORS ,ASSESSMENT OF BASIC LEARNING COMPETENCIES ,CURRICULUM ,SCHOOL SIZE ,UNIVERSITY EDUCATION ,SCHOOL TEACHING ,COLLEGE ,PARENT-TEACHER ASSOCIATIONS ,COLLEGES OF EDUCATION ,SECONDARY SCHOOLS ,READING ,EFFECTIVE TEACHERS ,SENIOR TEACHER ,SCHOOL IMPROVEMENT ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,TEACHER PERFORMANCE APPRAISAL ,MINISTRY OF EDUCATION ,SCHOOL DEVELOPMENT ,STUDENTS ,HUMAN RESOURCE DEVELOPMENT ,TEACHER MANAGEMENT ,ECONOMICS OF EDUCATION ,SCHOOLS ,TEACHER ,TEACHER TRAINING ,SECONDARY EDUCATION ,URBAN SCHOOLS ,GRADUATE ,TEACHER PERFORMANCE ,CIVIL SERVICE ,CAREER ADVANCEMENT ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,PROFESSIONAL QUALIFICATIONS ,CLASSROOMS ,ACADEMIC PROGRESS ,FACULTY OF EDUCATION ,SCHOOL AUTONOMY ,SCHOOL TEACHER ,TERTIARY EDUCATION ,EDUCATION OFFICIALS ,SCHOOL YEAR ,REGULAR TEACHERS ,SCHOOL GOVERNANCE ,SCHOOL DEVELOPMENT COMMITTEES ,LITERATURE ,PUBLIC SCHOOL ,DISADVANTAGED STUDENTS ,TRAINEE TEACHERS ,TEACHER EDUCATORS ,OPPORTUNITIES FOR TEACHERS ,RESEARCH ,COMPUTER LITERACY ,BASIC LEARNING COMPETENCIES ,TEACHER PREPARATION ,TEXTBOOKS ,UNIVERSITY DEGREE ,NATIONAL SCHOOL ,TEACHER ASSOCIATIONS ,FACULTY ,ADVANCED SKILLS ,ComputingMilieux_COMPUTERSANDEDUCATION ,TEACHER RECRUITMENT ,OPEN ACCESS ,HUMAN DEVELOPMENT ,CAREER ,PAPERS ,TEACHER DEPLOYMENT ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,SERVICE TRAINING ,STUDENT ,TEACHER RATIO ,HIGH SCHOOLS ,SCHOOL TEACHERS ,SKILL LEVELS ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,TEACHER MOTIVATION ,SECONDARY SCHOOL ,HIGHER GRADES ,ACADEMIC ACHIEVEMENT ,TRAINING ,STUDENT BODY ,HUMAN RESOURCES ,INSTRUCTION ,TEACHING ,LEARNING ,PRIMARY SCHOOLS ,EXPENDITURES ,TEACHING JOB ,PARENT- TEACHER ASSOCIATION ,STUDENT LEARNING ,SCHOOL SYSTEM ,SYLLABI ,PRIMARY SCHOOL STUDENTS ,TEACHER TRAINERS ,EDUCATION EXPENDITURES ,PUBLIC SCHOOL SYSTEMS ,ACADEMIC QUALIFICATIONS ,PRIVATE SCHOOLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,TEACHING FORCE ,PRIMARY SCHOOL ,CLASSROOM PRACTICE ,UNIVERSITIES ,EFFECTIVE TEACHING ,TEACHER TRAINING COLLEGES ,REGULAR TEACHER ,PROFESSIONAL DEVELOPMENT ,DISTANCE EDUCATION ,SCHOOL LEVELS ,SCHOOL ENROLLMENT ,NATIONAL SCHOOLS ,STUDENT OUTCOMES ,BASIC LEARNING ,COLLEGES ,NATIONAL EDUCATION ,SCHOOL INSPECTIONS ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,SCHOOL CULTURE ,UNIVERSITY ,SCHOOLING ,EQUITABLE ACCESS ,TRAINING QUALITY ,SCHOOL MANAGEMENT - Abstract
Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education, but also that all students obtain a much better education. Raising teacher effectiveness is considered as crucial for achieving these aims. This paper reviews the literature on teacher management in Sri Lanka, and points to what may be critical teacher management issues. The paper also outlines considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.
- Published
- 2016
7. Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011
- Author
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Almeida, Rita, Bresolin, Antonio, Borges, Bruna, Mendes, Karen, and Menezes-Filho, Naercio
- Subjects
LEARNING OUTCOMES ,EDUCATION FINANCE ,STUDENT COSTS ,SCHOOL PROGRAMS ,FINAL GRADES ,SCHOOL CHILDREN ,SCHOOL FEEDING ,QUALITY OF EDUCATION ,SCHOOL HOURS ,RURAL SCHOOLS ,HUMAN RIGHTS EDUCATION ,SCHOOL BUILDINGS ,PRIMARY SCHOOL CHILDREN ,VALUES ,PHYSICAL EDUCATION ,STUDENT LEARNING ACHIEVEMENT ,DISSERTATION ,EDUCATION ,SCIENCE ,SCHOOL CENSUS ,CURRICULUM ,STUDENT SCORES ,ENVIRONMENTAL EDUCATION ,SCHOOL MODEL ,STUDENT ENROLLMENTS ,SECONDARY SCHOOLS ,READING ,SCHOOL FLOW ,KINDERGARTEN CLASSES ,STUDENT PERFORMANCE ,TEACHERS ,education ,MINISTRY OF EDUCATION ,SCHOOL PROGRAM ,STUDENTS ,EDUCATIONAL SERVICES ,BASIC EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,STUDENT ASSESSMENTS ,SANITATION ,CHILDREN WITH DISABILITIES ,NUMBER OF STUDENTS ,REMEDIAL EDUCATION ,SCHOOL MEALS ,EDUCATION FOR CHILDREN ,SCHOOL COMPLETION ,URBAN SCHOOLS ,FUNDAMENTAL EDUCATION ,EDUCATIONAL PERFORMANCE ,CLASSROOMS ,SCHOOL DAYS ,EARLY CHILDHOOD ,SCHOOL INFRASTRUCTURE ,LEARNING ACHIEVEMENT ,SCHOOL INITIATIVES ,LEARNING ACHIEVEMENTS ,DROPOUT RATE ,HUMAN RIGHTS ,PERFORMANCE IN MATHEMATICS ,LEVEL OF EDUCATION ,SCHOOL YEAR ,STUDENT ASSESSMENT ,LITERATURE ,PUBLIC SCHOOL ,MUNICIPAL SCHOOLS ,RURAL PUBLIC SCHOOLS ,EDUCATION CYCLE ,COMPLETION RATES ,RESEARCH ,EDUCATIONAL OUTCOMES ,FUTURE RESEARCH ,HIGH SCHOOL ,SPORTS ,ACADEMIC SKILLS ,EDUCATION OUTCOMES ,EARLY CHILDHOOD EDUCATION ,STATE SCHOOLS ,OPEN ACCESS ,HUMAN DEVELOPMENT ,PAPERS ,EDUCATIONAL SYSTEM ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,STUDENT ,STUDENT PARTICIPATION ,EDUCATION SYSTEM ,EDUCATION DEVELOPMENT ,SKILLS ,SCHOOL DAY ,EDUCATIONAL QUALITY ,SECONDARY SCHOOL ,HIGH DROPOUT ,SCHOOL DROPOUT ,ACADEMIC ACHIEVEMENT ,EDUCATIONAL POLICIES ,INSTRUCTION ,TEACHING ,STUDENT SELECTION CRITERIA ,SCIENCE EDUCATION ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EDUCATION POLICIES ,STUDENT LEARNING ,SCHOOL SYSTEM ,NUMBER OF SCHOOLS ,INSTRUCTIONAL TIME ,PRIMARY SCHOOL STUDENTS ,EDUCATIONAL NEEDS ,PRIVATE SCHOOLS ,SCHOOL YEARS ,PUBLIC SCHOOLS ,KNOWLEDGE ,SCHOOL SELECTION ,PRIMARY SCHOOL ,QUALITY EDUCATION ,SCHOOL DIRECTORS ,RESEARCH AGENDA ,EXTRACURRICULAR ACTIVITIES ,SMALLER NUMBER ,SCHOOL ENROLLMENT ,STUDENT OUTCOMES ,FIRST GRADE ,DROPOUT RATES ,LABOR FORCE ,SPECIAL EDUCATIONAL NEEDS ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,UNIVERSITY ,SCHOOLING - Abstract
To address the educational gap, many Latin American countries are focusing on extension of the school day and enrichment of the curriculum. In Brazil, a nationwide policy -- Mais Educação -- was implemented in 2008 with this objective. This paper explores the nationwide rollout of the program across the country and compares the performance of schools before and after implementation of the program. The paper quantifies the impacts of the program on student learning and dropout rates in urban areas, and investigates the heterogeneity of impacts by several characteristics of the program's implementation. Participating schools are compared with nonparticipating schools after controlling for school selection into the program based on observable characteristics using propensity score matching. The analysis finds that participation in Mais Educação has on average no impacts on school dropout rates and average negative impacts on mathematics test scores. The negative impacts on student achievement are stronger in the short term, which suggests that the negative effects may be reduced as the program improves its implementation. In addition, especially for fifth-grade schools, the level of student spending is associated with reduced dropout rates. Interestingly, in schools choosing the fields of Portuguese and/or sports in the added hours, the program is associated with lower test scores in Portuguese and mathematics. Finally, for the sample of fifth-grade schools, heterogeneous impacts are seen in the program according to the GDP per capita of the city where the school is located. The higher the GDP per capita, the greater the positive impact of the program on mathematics test scores and on dropout rates.
- Published
- 2016
8. How Much Teachers Know and How Much It Matters in Class : Analyzing Three Rounds of Subject-Specific Test Score Data of Indonesian Students and Teachers
- Author
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de Ree, Joppe
- Subjects
LEARNING OUTCOMES ,EDUCATION FINANCE ,GRADE LEVELS ,CHILDREN ,EDUCATION LEVELS ,TEACHER TRAINING PROGRAMS ,TRAINING PROGRAMS ,CLASSROOM ,MATHEMATICS ,QUALITY OF EDUCATION ,SECONDARY TEACHERS ,TESTING ,QUALITY OF INSTRUCTION ,BINDING ,SUBJECT- MATTER KNOWLEDGE ,TEST SCORES ,DEGREES ,PRIMARY CLASSROOMS ,PERSONALITY ,JUNIOR SECONDARY SCHOOL ,VALUES ,PRIMARY SCHOOL CYCLE ,SUBJECTS ,WOMEN ,WORKERS ,EDUCATION ,SCIENCE ,BETTER TEACHERS ,QUESTIONING ,TEACHER UNIONS ,CURRICULUM ,SCIENCE COMPONENT ,ACTIVE PARTICIPANTS ,GROUPS ,TESTS ,PRIMARY CYCLE ,SUBJECT MATTER ,SECONDARY SCHOOLS ,READING ,STUDIES ,STUDENT PERFORMANCE ,TEACHERS ,MINISTRY OF EDUCATION ,STUDENT ABILITIES ,GLOBAL LABOR MARKET ,STUDENTS ,TEACHER CREDENTIALS ,JUNIOR SECONDARY ,SCHOOLS ,PRIMARY SCHOOL TEACHERS ,ACHIEVEMENT SCORES ,TEACHER ,COGNITIVE SKILLS ,TEACHER TRAINING ,SECONDARY EDUCATION ,EDUCATION POLICY MAKING ,CIVIL SERVICE ,LITERACY ,CLASSROOMS ,SCHOOL CURRICULUM ,BETTER SCHOOLS ,ABLE STUDENTS ,NEWSPAPERS ,COGNITIVE ACHIEVEMENT ,EDUCATION QUALITY ,SCHOLASTIC ACHIEVEMENT ,LEVEL OF EDUCATION ,MATHEMATICAL SKILLS ,LITERATURE ,SUBJECT MATTER KNOWLEDGE ,RESEARCH ,GOALS ,HIGH SCHOOL ,UNIVERSITY DEGREE ,STUDENT LEARNING OUTCOMES ,LEARNING LEVELS ,OPEN ACCESS ,CAREER ,MATHEMATICS CURRICULUM ,PAPERS ,LANGUAGE TEACHERS ,DIPLOMAS ,GRADUATES ,STUDENT ACHIEVEMENT ,SUBJECT-MATTER KNOWLEDGE ,TEACHER PAY ,SCHOOL GRADUATES ,STUDENT ,SCHOOL TEACHERS ,TEACHER KNOWLEDGE ,EDUCATION SYSTEM ,SKILLS ,RESEARCHERS ,SECONDARY SCHOOL ,SUBJECT KNOWLEDGE ,TEACHER EVALUATION ,JUNIOR SECONDARY TEACHERS ,ABILITY OF TEACHERS ,TRAINING ,HUMAN RESOURCES ,PRIMARY TEACHER ,INSTRUCTION ,TEACHING ,LEARNING ,EDUCATIONAL ASSESSMENT ,SHOW HOW ,PRIMARY SCHOOLS ,PEDAGOGICAL KNOWLEDGE ,STUDENT LEARNING ,ACHIEVEMENT ,KNOWLEDGE ,PRIMARY SCHOOL ,EDUCATION LEVEL ,QUALITY EDUCATION ,POLITICS ,KNOWLEDGE LEVEL ,PRIMARY TEACHERS ,EDUCATION POLICY ,STUDY ,EXPERIENCED TEACHERS ,STUDENT OUTCOMES ,TEACHER CHARACTERISTICS ,JUNIOR SECONDARY SCHOOLS ,COURSE WORK ,CLASS SIZE ,END OF GRADE ,PUBLIC PRIMARY SCHOOLS ,MALE TEACHERS ,SCHOOL ,OLDER TEACHERS ,UNIVERSITY ,SCHOOLING - Abstract
Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers' subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers' subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.
- Published
- 2016
9. Are Public Libraries Improving Quality of Education? : When the Provision of Public Goods is Not Enough
- Author
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Rodriguez Lesmes, Paul, Trujillo, Jose Daniel, and Valderrama, Daniel
- Subjects
SCHOOL PROGRAMS ,SOFTWARE ,ACADEMIC RESULTS ,EDUCATIONAL INPUTS ,EDUCATIONAL RESEARCH ,LEARNING MATERIALS ,QUALITY OF EDUCATION ,TESTING ,COMPUTERS IN SCHOOLS ,TEST SCORES ,ACADEMIC PERFORMANCE ,SCHOOL LIBRARY ,TYPES OF EDUCATION ,SCHOOL COUNCILS ,VALUES ,SCHOOL CALENDARS ,EDUCATION ,SCIENCE ,STATISTICS ,SCHOOL SIZE ,FEMALE STUDENTS ,TESTS ,COLLEGE ,EVALUATION OF EDUCATION ,READING ,PHYSICAL INFRASTRUCTURE ,STUDIES ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,PRIMARY EDUCATION ,TUITION ,MINISTRY OF EDUCATION ,CRITICAL THINKING ,STUDENTS ,EDUCATIONAL INSTITUTIONS ,EDUCATIONAL SERVICES ,SUBJECT AREAS ,ECONOMICS OF EDUCATION ,SCHOOLS ,COMPUTERS IN EDUCATION ,NUMBER OF STUDENTS ,TEACHER ,CALL ,SECONDARY EDUCATION ,TEACHER QUALITY ,EDUCATION DATA ,HIGHER EDUCATION ,GRADUATE ,EDUCATIONAL ENVIRONMENT ,EDUCATIONAL PERFORMANCE ,SCHOOL LIBRARY SERVICES ,LITERACY ,CLASSROOMS ,TUITION FEES ,LIBRAR ,SCHOOL INFRASTRUCTURE ,JOB TRAINING ,EDUCATION QUALITY ,LET ,SCHOOL PERFORMANCE ,LEVEL OF EDUCATION ,GRADUATE STUDENTS ,LIVING CONDITIONS ,EDUCATIONAL POLICY ,LITERATURE ,PUBLIC SCHOOL ,GRADUATE STUDIES ,FEES ,RESEARCH ,EDUCATIONAL OUTCOMES ,PEDAGOGY ,SPORTS ,TEXTBOOKS ,LEARNING MATERIAL ,EDUCATION OUTCOMES ,MALE STUDENTS ,SCHOOL LIBRARIES ,OPEN ACCESS ,SCHOOL EDUCATION ,PAPERS ,ACADEMIC YEAR ,ACCESS TO INFORMATION ,PRIMARY LEVEL ,HIGH ACHIEVEMENT ,STUDENT ACHIEVEMENT ,FACILITIES ,TEACHER EDUCATION ,STUDENT ,TEACHER RATIO ,EDUCATION SYSTEM ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,SCHOOL DAY ,TEACHER-STUDENT RATIO ,ACADEMIC ACHIEVEMENT ,TEACHER-PUPIL RATIO ,TRAINING ,HUMAN RESOURCES ,TEACHING ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,STUDENT LEARNING ,MALE STUDENT ,NUMBER OF SCHOOLS ,ACHIEVEMENT ,QUALITY OF LIFE ,PUPIL-TEACHER RATIO ,PRIVATE SCHOOLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,FREE TEXTBOOKS ,TEACHING FORCE ,EDUCATION LEVEL ,QUALITY EDUCATION ,LABOR MARKETS ,UNIVERSITIES ,WORKSHOPS ,STUDY ,PRIVATE INSTITUTIONS ,ADULTS ,LIBRARIES ,DROPOUT RATES ,PUPIL RATIO ,EDUCATIONAL RESOURCES ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,ITS ,COLLEGE STUDENTS - Abstract
This paper analyzes the relation between public, education-related infrastructure and the quality of education in schools. The analysis uses a case study of the establishment of two large, high-quality public libraries in low-income areas in Bogotá, Colombia. It assesses the impact of these libraries on the quality of education by comparing national test scores (SABER 11) for schools close to and far from the libraries before (2000–02) and after (2003–08) the libraries were opened. The paper introduces a Blinder-Oaxaca decomposition on difference-in-differences estimates to assess whether variation of traditional determinants of mathematics, verbal, and science test scores explains the estimates. The analysis finds differences that are not statistically different from zero that could be attributed to the establishment of the libraries. These results are robust to alternative specifications, a synthetic control approach, and an alternative measure of distance.
- Published
- 2015
10. Getting Crafty With the NGSS: Using multimedia circuits to teach electricity in elementary school
- Author
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Tofel-Grehl, Colby, Litts, Breanne, and Searle, Kristin
- Subjects
Teachers ,Batteries ,Human-computer interaction ,Science education ,Teaching ,Education ,Science and technology - Abstract
Traditionally, electricity and circuits are taught using alligator clips, lightbulbs, batteries, and wires. Although these circuits engage students in building, they don't always provide opportunities for students to deeply explore [...]
- Published
- 2016
11. Extending the School Day in Latin America and the Caribbean
- Author
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Holland, Peter, Alfaro, Pablo, and Evans, David K.
- Subjects
LEARNING ACTIVITIES ,LEARNING OUTCOMES ,SCHOOL PROGRAMS ,CHILDREN ,EDUCATION SYSTEMS ,READING SKILLS ,SCHOOL SYSTEMS ,TRAINING PROGRAMS ,CLASSROOM ,QUALITY OF EDUCATION ,SCHOOL HOURS ,EMPLOYMENT ,SCHOOL AGED CHILDREN ,SCHOOL SCHEDULE ,health care economics and organizations ,INFORMATION TECHNOLOGY ,CURRICULA ,PHYSICAL EDUCATION ,MINISTRIES ,EDUCATION ,ENROLLMENT RATES ,SCIENCE ,CURRICULUM ,SCHOOL LUNCH ,SCHOOL MODEL ,INTERVENTIONS ,READING ,STUDENT PERFORMANCE ,DISSERTATIONS ,LEARNING TIME ,TEACHERS ,PRIMARY EDUCATION ,education ,MINISTRY OF EDUCATION ,SCHOOL PROGRAM ,STUDENTS ,BASIC EDUCATION ,STUDENT DROPOUT ,ECONOMICS OF EDUCATION ,REGULAR SCHOOLS ,SCHOOLS ,TEACHER ,COGNITIVE SKILLS ,SCHOOL MEALS ,TEACHER TRAINING ,SECONDARY EDUCATION ,REPETITION RATES ,URBAN SCHOOLS ,LITERACY ,SCHOOL DAYS ,SECOND LANGUAGE ,ACADEMIC SUBJECTS ,SCHOOL YEAR ,STUDENT ASSESSMENT ,LITERATURE ,DISADVANTAGED STUDENTS ,PEDAGOGICAL APPROACHES ,RESEARCH ,EDUCATIONAL OUTCOMES ,FUTURE RESEARCH ,HIGH SCHOOL ,SPORTS ,STUDENT LEARNING OUTCOMES ,OPEN ACCESS ,COGNITIVE TEST ,COMPLETION RATE ,NATIONAL CURRICULA ,PAPERS ,STUDENT ACHIEVEMENT ,STUDENT ,EDUCATIONAL INTERVENTIONS ,MINISTRIES OF EDUCATION ,YOUTH ,EDUCATION SYSTEM ,HUMAN CAPITAL ,SKILLS ,PRIMARY COMPLETION ,RESEARCHERS ,CAREGIVERS ,SCHOOL DAY ,NET ENROLLMENT ,CLASS TIME ,SECONDARY SCHOOL ,SCHOOL DROPOUT ,ACADEMIC ACHIEVEMENT ,PRIMARY ENROLLMENT ,DISADVANTAGED SCHOOLS ,TRAINING ,ACADEMIC OUTCOMES ,PRIMARY ENROLLMENT RATES ,PARTICIPATION ,INSTRUCTION ,TEACHING ,EDUCATION REFORM ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EXPENDITURES ,STUDENT LEARNING ,CHILD CARE ,PARENTAL PARTICIPATION ,STUDENT_LEARNING ,INSTRUCTIONAL TIME ,PUBLIC SCHOOLS ,TEACHERS’ UNIONS ,UNIVERSAL PRIMARY EDUCATION ,PRIMARY SCHOOL ,ENROLLMENT ,CURRICULAR ACTIVITIES ,EDUCATIONAL MATERIALS ,SCHOOL DIRECTORS ,STUDENT POPULATION ,SOCIAL BENEFITS ,EDUCATION POLICY ,EXTRACURRICULAR ACTIVITIES ,SCHOOL TIME ,AFTERNOON SHIFT ,COGNITIVE DEVELOPMENT ,STUDENT OUTCOMES ,DROPOUT RATES ,LABOR FORCE ,LEARNING IMPACTS ,SCHOOL MEAL ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,UNIVERSITY ,ACADEMIC LEARNING ,SCHOOLING ,PRIMARY COMPLETION RATE ,SCHOOL MANAGEMENT - Abstract
Countries throughout Latin America and the Caribbean are reforming their education systems with the view of adding more hours to the school day. This paper examines the existing evidence on the relationship between instructional time and student learning, and reviews 15 studies measuring the effects of longer school days. It draws on examples throughout the region to characterize differences in the implementation of extended school day programs, and provides one detailed case study and cost-effectiveness exercise (for Uruguay). While the evidence suggests positive impacts across a range of outcome variables, including gains in student learning, reductions in repetition and dropout, and reductions in teenage pregnancy, there is considerable heterogeneity across programs and studies. Even using the most optimistic impact estimates, a cost-effectiveness exercise suggests that there are likely many more cost-effective reforms to achieve similar effects. The paper concludes with a discussion of the implications for policy makers and practitioners considering an extension of the school day.
- Published
- 2015
12. School Grants and Education Quality : Experimental Evidence from Senegal
- Author
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Costas Meghir, Corina Mommaerts, Nathalie Lahire, Oswald Koussihouede, and Pedro Carneiro
- Subjects
LEARNING OUTCOMES ,EDUCATION BUDGET ,EDUCATION SYSTEMS ,TEACHER SALARIES ,CLASSROOM ,QUALITY OF EDUCATION ,TESTING ,TEST SCORES ,SCHOOL PRINCIPALS ,050207 economics ,SCHOOL MATERIALS ,INFORMATION TECHNOLOGY ,media_common ,NUMBER OF PUPILS ,EDUCATION AUTHORITIES ,VALUES ,SCHOOL PROJECTS ,EDUCATION ,ENROLLMENT RATES ,SCIENCE ,STATISTICS ,COMPUTER-ASSISTED INSTRUCTION ,NUMBER OF TEACHERS ,FEMALE STUDENTS ,TRAINING OF TEACHERS ,TESTS ,COLLEGE ,INTERVENTIONS ,SECONDARY SCHOOLS ,READING ,PHYSICAL INFRASTRUCTURE ,EXPENDITURES PER STUDENT ,STUDIES ,Higher education ,STUDENT PERFORMANCE ,Randomized experiment ,TEACHERS ,media_common.quotation_subject ,SCHOOL ADMINISTRATORS ,PRIMARY EDUCATION ,education ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,CHILD DEVELOPMENT ,ELEMENTARY SCHOOL ,ECONOMICS OF EDUCATION ,SCHOOLS ,NUMBER OF STUDENTS ,Political science ,0502 economics and business ,TEACHER ,CALL ,TEACHER TRAINING ,UNIVERSITY COLLEGE ,TEACHER QUALITY ,CLASSROOM CHARACTERISTICS ,GRADUATE ,GRANT PROGRAMS ,READING COMPREHENSION ,LITERACY ,TEACHER TURNOVER ,EARLY CHILDHOOD ,SCHOOL INFRASTRUCTURE ,EDUCATIONAL ATTAINMENT ,PERFORMANCE OF STUDENTS ,SCHOOL AUTONOMY ,MOBILITY ,ASSESSMENTS ,EDUCATION QUALITY ,SCHOOL PERFORMANCE ,DISTANCE TO SCHOOL ,SCHOOL YEAR ,LITERATURE ,0503 education ,LITERACY RATES ,STUDENT BEHAVIOR ,FEES ,COMMUNITY PARTICIPATION ,Primary education ,RESEARCH ,EDUCATIONAL OUTCOMES ,GROSS ENROLLMENT ,Decentralization ,Literacy ,TEXTBOOKS ,STUDENT LEARNING OUTCOMES ,EDUCATION OUTCOMES ,REPETITION ,PEDAGOGICAL RESOURCES ,OPEN ACCESS ,050205 econometrics ,PAPERS ,ACADEMIC YEAR ,4. Education ,05 social sciences ,050301 education ,STUDENT ACHIEVEMENT ,TUTORING ,STUDENT ,DECENTRALIZATION ,PARTICIPATION IN SCHOOLS ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,SECONDARY SCHOOL ,CLASSROOM MATERIALS ,CLASSROOM INSTRUCTION ,Economics and Econometrics ,Class size ,GRANTS ,TRAINING ,PARTICIPATION ,HUMAN RESOURCES ,INSTRUCTION ,TEACHING ,GROSS ENROLLMENT RATES ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EXPENDITURES ,STUDENT LEARNING ,ELEMENTARY SCHOOLS ,ACHIEVEMENT ,KNOWLEDGE ,Education policy ,PRIMARY SCHOOL ,ENROLLMENT ,SCHOOL PROJECT ,EDUCATIONAL EFFECTS ,Education economics ,EDUCATIONAL MATERIALS ,SCHOOL FUNDING ,Medical education ,Academic year ,RADIO ,business.industry ,EDUCATION POLICY ,STUDY ,SCHOOL ENROLLMENT ,STUDENT OUTCOMES ,PRIMARY SCHOOLING ,TEACHER CHARACTERISTICS ,Educational attainment ,SCHOOL ACTIVITIES ,CLASS SIZE ,TEACHER BEHAVIORS ,SCHOOL ,UNIVERSITY ,SCHOOLING ,PRINCIPALS ,business ,SCHOOL MANAGEMENT - Abstract
The effect of increasing school resources on educational outcomes is a central issue in the debate on improving school quality. This paper uses a randomized experiment to analyze the impact of a school grants program in Senegal, which allowed schools to apply for funding for improvements of their own choice. The analysis finds positive effects on test scores at lower grades that persist at least two years. These effects are concentrated among schools that focused funds on human resource improvements rather than school materials, suggesting that teachers and principals may be a central determinant of school quality.
- Published
- 2016
13. The Fiscal Cost of Weak Governance : Evidence from Teacher Absence in India
- Author
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Muralidharan, Karthik, Das, Jishnu, Holla, Alaka, and Mohpal, Aakash
- Subjects
LEARNING OUTCOMES ,EDUCATION BUDGET ,TEACHER SALARIES ,VILLAGE LEVEL ,SCHOOL FEEDING ,CLASSROOM ,PUPIL-TEACHER RATIOS ,REMOTE VILLAGES ,QUALITY OF EDUCATION ,SCHOOL HOURS ,EMPLOYMENT ,DEGREES ,SCHOOL SURVEYS ,HEAD TEACHERS ,EDUCATION OF CHILDREN ,VALUES ,TEACHER RATIOS ,WORKERS ,EDUCATION ,SCHOOL ADMINISTRATION ,SCHOOL CENSUS ,NUMBER OF TEACHERS ,COLLEGE ,PRIMARY EDUCATION SYSTEM ,TEACHER ABSENTEEISM ,SCHOOL CONSTRUCTION ,READING ,SENIOR TEACHER ,ENROLLMENT FIGURES ,STRATEGIES ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,PRIMARY EDUCATION ,education ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,SPECIAL EDUCATION ,SCHOOLS ,PRIMARY SCHOOL TEACHERS ,PARENTAL EDUCATION ,TEACHER ,TEACHER TRAINING ,PRIMARY EDUCATION POLICY ,UNIVERSAL EDUCATION ,URBAN SCHOOLS ,TEACHER PERFORMANCE ,CIVIL SERVICE ,REPORT CARDS ,SCHOOL-AGE ,HEAD TEACHER ,SCHOOL DAYS ,SCHOOL-AGE CHILDREN ,SCHOOL INFRASTRUCTURE ,TEACHER HIRING ,TEACHER RECOGNITION ,SCHOOL YEAR ,PRIMARY DATA ,SCHOOL GOVERNANCE ,COLLEGE DEGREE ,SCHOOL FACILITIES ,LITERATURE ,SCHOOL CENSUSES ,PUBLIC SCHOOL ,RESEARCH INSTITUTE ,RURAL PUBLIC SCHOOLS ,RURAL POPULATION ,COMMUNITY PARTICIPATION ,RESEARCH ,TEACHING DUTIES ,NATIONAL SCHOOL ,SCHOOL ENROLMENT ,PARENT-TEACHER ASSOCIATION ,ELEMENTARY EDUCATION ,STUDENT LEARNING OUTCOMES ,EDUCATION OUTCOMES ,OPEN ACCESS ,HUMAN DEVELOPMENT ,PAPERS ,DISTRICT EDUCATION ,SCHOOL SUPERVISION ,STUDENT ,TEACHER RATIO ,SCHOOL TEACHERS ,COLLEGE DEGREES ,EDUCATION SYSTEM ,POOR PEOPLE ,SCHOOL QUALITY ,SCHOOL DAY ,LEARNING GOALS ,EDUCATION INVESTMENTS ,TRAINING ,HUMAN RESOURCES ,PRIVATE SCHOOL ,TEACHING ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,STUDENT LEARNING ,NUMBER OF SCHOOLS ,TEACHING ACTIVITY ,RIGHT TO EDUCATION ,PRIVATE SCHOOLS ,PUBLIC SCHOOLS ,PRIMARY SCHOOL ,SCHOOL DATA ,ENROLLMENT ,RADIO ,INFORMAL SCHOOLS ,EDUCATION POLICY ,ACADEMIC YEARS ,STUDENT OUTCOMES ,STUDENT TEACHER RATIO ,LIBRARIES ,CLASS SIZE ,SCHOOL HOLIDAYS ,SCHOOL INSPECTIONS ,PUBLIC PRIMARY SCHOOLS ,EDUCATION DEPARTMENT ,CLASS SIZES ,PUBLIC EXPENDITURE ,SCHOOL ,UNIVERSITY ,ITS ,ETHICS - Abstract
The relative return to input-augmentation versus inefficiency-reduction strategies for improving education system performance is a key open question for education policy in low-income countries. Using a new nationally-representative panel dataset of schools across 1297 villages in India, this paper shows that the large investments over the past decade have led to substantial improvements in input-based measures of school quality, but only a modest reduction in inefficiency as measured by teacher absence. In the data, 23.6 percent of teachers were absent during unannounced visits with an associated fiscal cost of $1.5 billion/year. There are two robust correlations in the nationally-representative panel data that corroborate findings from smaller-scale experiments. First, reductions in student-teacher ratios are correlated with increased teacher absence. Second, increases in the frequency of school monitoring are strongly correlated with lower teacher absence. Simulations using these results suggest that investing in better governance by increasing the frequency of monitoring could be over ten times more cost effective at increasing teacher-student contact time (net of teacher absence) than hiring more teachers. Thus, at current margins, policies that decrease the inefficiency of public spending in India are likely to yield substantially higher returns than those that augment inputs.
- Published
- 2016
14. Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012
- Author
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de Hoyos, Rafael, Holland, Peter A., and Troiano, Sara
- Subjects
LEARNING OUTCOMES ,EDUCATION SECTOR ,EDUCATION FINANCE ,SOCIAL WELFARE ,SCHOOL FINANCE ,REGULAR CURRICULUM ,EDUCATIONAL INPUTS ,TEACHER SALARIES ,PUPIL-TEACHER RATIOS ,QUALITY OF EDUCATION ,QUALITY OF INSTRUCTION ,RURAL SCHOOLS ,ADOLESCENTS ,ACADEMIC PERFORMANCE ,DEGREES ,RURAL EDUCATION ,INFORMATION TECHNOLOGY ,SCHOOL BUILDINGS ,PUPIL- TEACHER RATIOS ,INSTRUCTIONAL MATERIAL ,VALUES ,SCHOOLCHILDREN ,TEACHER RATIOS ,EDUCATION ,RESOURCES FOR EDUCATION ,SCIENCE ,NUMBER OF TEACHERS ,CURRICULUM ,SCHOOL SIZE ,SELECTION OF TEXTBOOKS ,COLLEGE ,TEACHER ABSENTEEISM ,LEARNERS ,READING ,TEACHER CERTIFICATION ,SCHOOL IMPROVEMENT ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,ACADEMIC SUCCESS ,PRIMARY EDUCATION ,education ,COMPARATIVE EDUCATION ,SCHOOL PROGRAM ,INVESTMENT IN EDUCATION ,SCHOOL EQUIPMENT ,STUDENTS ,DIGITAL DIVIDE ,INTERNATIONAL EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,COMPUTERS IN EDUCATION ,TEXTBOOK ,NUMBER OF STUDENTS ,TEACHER ,COGNITIVE SKILLS ,SCHOOL LOCATION ,SCHOOL MEALS ,SECONDARY EDUCATION ,NUMBER OF STUDENTS PER TEACHER ,STUDENTS PER TEACHER ,GRADUATE ,TEACHER PERFORMANCE ,EDUCATION SERVICES ,REPORT CARDS ,STUDENT‐TEACHER RATIO ,LITERACY ,CLASSROOMS ,SCHOOL DAYS ,COURSE CONTENT ,SCHOOL INFRASTRUCTURE ,SCHOOL AUTONOMY ,TERTIARY EDUCATION ,PERFORMANCE IN MATHEMATICS ,QUALITY OF TEACHERS ,SCHOOL PERFORMANCE ,LEVEL OF EDUCATION ,SCHOOL GOVERNANCE ,STUDENT ASSESSMENT ,LITERATURE ,PUBLIC SCHOOL ,CIVIC PARTICIPATION ,DISADVANTAGED STUDENTS ,INSTRUCTIONAL MATERIALS ,AVAILABILITY OF BOOKS ,COMPUTER FACILITIES ,RESEARCH ,EDUCATIONAL OUTCOMES ,TEXTBOOKS ,LEARNING MATERIAL ,STUDENT LEARNING OUTCOMES ,OPEN ACCESS ,CAREER ,PAPERS ,KNOWLEDGE ECONOMY ,SCIENTIFIC LITERACY ,EXTERNAL EXAMINATIONS ,ENROLLMENT OF CHILDREN ,PRIMARY LEVEL ,SOCIAL MOBILITY ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,SERVICE TRAINING ,PROBLEM SOLVING ,GENDER DIFFERENCES ,ACHIEVEMENT IN MATHEMATICS ,TEACHER EDUCATION ,STUDENT ASSESSMENT METHODS ,STUDENT ,TEACHER RATIO ,GRADUATION RATES ,EDUCATION SYSTEM ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,RESEARCHERS ,SCHOOL DAY ,SCHOOL BUDGETS ,SECONDARY SCHOOL ,QUALITY OF EDUCATION SERVICES ,ACADEMIC ACHIEVEMENT ,TRAINING ,EDUCATIONAL POLICIES ,HUMAN RESOURCES ,RETURNS TO EDUCATION ,PRIVATE SCHOOL ,INSTRUCTION ,TEACHING ,LEARNING ASSESSMENTS ,ASSESSMENT METHODS ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EDUCATION POLICIES ,STUDENT LEARNING ,SCHOOL SYSTEM ,PARENTAL PARTICIPATION ,ADULT EDUCATION ,PUPIL-TEACHER RATIO ,PRIVATE SCHOOLS ,PRIVATE EDUCATION ,PUBLIC SCHOOLS ,KNOWLEDGE ,PARENTS’ EDUCATION ,TEACHER QUALIFICATIONS ,UNIVERSAL PRIMARY EDUCATION ,PRIMARY SCHOOL ,QUALITY EDUCATION ,EDUCATION TEACHERS ,SCHOOL DIRECTORS ,EDUCATION POLICY ,SCHOOL ENROLLMENT ,QUALITY OF TEACHING ,EDUCATION FOR ALL ,SCHOOL CLIMATE ,SCIENCE LABORATORIES ,LIBRARIES ,CLASS SIZE ,PEDAGOGICAL MATERIALS ,HUMAN CAPITAL FORMATION ,SCHOOL ,UNIVERSITY ,sense organs ,SCHOOLING ,EDUCATIONAL ACHIEVEMENT ,ETHICS ,SCIENCE LABORATORY EQUIPMENT - Abstract
This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-à-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system’s ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.
- Published
- 2015
15. Responsible Reading: Children's Literature and Social Justice.
- Author
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Simpson, Alyson and Cremin, Teresa Mary
- Subjects
CHILDREN'S literature ,YOUNG adults ,SOCIAL justice ,MINDFULNESS ,CULTURE ,TEACHER development - Abstract
In high accountability cultures, primary phase literacy education tends to focus on improving children's test scores. Driven by each country's performance in international league tables, this results in narrow, predominantly skills-based programmes designed to address attainment gaps. While scores may have been enhanced in recent years, there is little evidence that policy directives have positioned literacy in the lives of learners in ways that have become meaningful for them or been transferred into ways of thinking that promote social equity. Indeed, teaching practices that exacerbate the challenges for those young people who are already disadvantaged by circumstance have become more prevalent. Teachers, therefore, have an ethical responsibility to redress this through their teaching. This paper argues that literature is core to more equitable literacy development. As not all reading practices are equal, developing literacy education for a more socially just society needs to challenge the dominant pedagogic hegemony. Literature has the potential to spark the kind of mindful disruption necessary to shift standardised paradigms of thought, so literacy education should have children's literature at its heart. By examining the value of literature through a set of complementary lenses, this paper seeks to reveal its affordances in young people's lives. Then, through commentary taken from a pair of vignettes drawn from professional learning contexts, we illuminate shifts in teacher perception gained through scaffolded introduction to reading literary texts. The insights teachers gained reveal reconceptualisation of reading and the role of literature in primary education. This has the potential to redirect their future classroom practice. Consequently, we propose that for teachers to be adept at improving literacy outcomes through productive adoption and use of literary texts, they need: an aesthetic appreciation and knowledge of children's literature; personal experience with reading such literature as social practice; and pedagogic insight into how to use literature to teach literacy and develop volitional readers. We call this knowledge set the additive trio, noting that no 'step' or understanding is sufficient on its own, and that together they can enable the development of Reading Teachers who work with literature to advance the social justice agenda. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
16. Charter School Entry and School Choice : The Case of Washington, D.C
- Author
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Ferreyra, Maria Marta and Kosenok, Grigory
- Subjects
PUBLIC SCHOOL SYSTEM ,SOCIAL SCIENCE ,RACIAL SEGREGATION ,SOCIAL WELFARE ,STUDENT COSTS ,BOARD OF EDUCATION ,STUDENT GROUP ,CLASSROOM ,MIDDLE SCHOOLS ,COMPREHENSIVE ASSESSMENT ,ACADEMIC PERFORMANCE ,SCHOOL PRINCIPALS ,SCHOOL BUILDINGS ,VALUES ,CURRICULA ,EDUCATION ,SCIENCE ,PARTNERSHIPS IN EDUCATION ,QUALITY SCHOOLS ,LOW ENROLLMENTS ,GRADUATION RATE ,EDUCATED PARENTS ,CURRICULUM ,ETHNIC COMPOSITION ,COLLEGE ,SCHOOL-YEAR ,VOCATIONAL SCHOOLS ,READING ,SCHOOL-AGE POPULATION ,TEACHERS ,STUDENT DEMAND ,SCHOOL EXPERIENCE ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,SPECIAL EDUCATION ,ELEMENTARY SCHOOL ,EDUCATION STUDENTS ,EDUCATION STATISTICS ,ECONOMICS OF EDUCATION ,REGULAR SCHOOLS ,SCHOOLS ,NUMBER OF STUDENTS ,PUPIL FUNDING ,TEACHER ,SCHOOL LOCATION ,SCHOOL SUPPLY ,URBAN SCHOOLS ,AVERAGE CLASS SIZE ,SCHOOL-AGE ,SCHOOL TUITION ,EARLY CHILDHOOD ,SCHOOL-AGE CHILDREN ,EDUCATIONAL ATTAINMENT ,LANGUAGE CURRICULUM ,SCHOOL PERFORMANCE ,SCHOOL YEAR ,LITERATURE ,PUBLIC SCHOOL ,SCHOOL ENTRY ,GEOGRAPHIC DISTRIBUTION ,MIDDLE SCHOOL STUDENTS ,FEES ,RESEARCH ,HIGH SCHOOL ,EDUCATIONAL COSTS ,SCHOOL ENROLMENT ,SCHOOL COSTS ,FACULTY ,ACHIEVEMENT DATA ,STUDENT GROUPS ,ENROLLMENT DATA ,TEACHING METHODS ,AVERAGE NUMBER OF CHILDREN ,PARENTAL INCOME ,OPEN ACCESS ,PAPERS ,ACADEMIC YEAR ,SCHOOL EFFECTIVENESS ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,ACADEMIC PROGRAMS ,FACULTY DEVELOPMENT ,STUDENT ,FORMULA FUNDING ,GRADUATION RATES ,HIGH SCHOOLS ,SCHOOL SURVEY ,CATHOLIC SCHOOLS ,SCHOOL QUALITY ,SCHOOL REFORM ,ACADEMIC VIABILITY ,NET SOCIAL GAIN ,RESEARCHERS ,SCHOOL DAY ,STUDENT CHOICE ,ACADEMIC ACHIEVEMENT ,STUDENT BODY ,PRIVATE SCHOOL ,TEACHING ,SCHOOL DISTRICT ,EDUCATION REFORM ,LEARNING ,SCHOOL LEVEL ,SCHOOL SYSTEM ,ELEMENTARY SCHOOLS ,NUMBER OF SCHOOLS ,PRIVATE SCHOOLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,LOW-INCOME STUDENTS ,ALTERNATIVE SCHOOLS ,EFFECTIVE SCHOOLS ,SCHOOL DATA ,URBAN SCHOOL ,STUDENT POPULATION ,SCHOOL COST ,SCHOOL FUNDING ,SCHOOL LEVELS ,BLACK STUDENTS ,RESEARCH REPORT ,ENROLLMENT BY GRADE ,SCHOOL ENROLLMENT ,SCHOOL CLIMATE ,CLASS SIZE ,SCHOOL ATTENDANCE ,SCHOOL ,MIDDLE SCHOOL ,UNIVERSITY ,SCHOOLING ,SCHOOL LEADERS - Abstract
This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.
- Published
- 2015
17. Teacher Performance Pay : Experimental Evidence from Pakistan
- Author
-
Barrera-Osorio, Felipe and Raju, Dhushyanth
- Subjects
PUBLIC SCHOOL SYSTEM ,CLASSROOM RATIO ,EDUCATION SECTOR ,PRIMARY SCHOOL LEVEL ,LEVEL OF SKILL ,OFFICIAL CURRICULUM ,EXAMS ,CHILDREN ,EDUCATION SYSTEMS ,TEACHER EFFECTIVENESS ,SCHOOL SYSTEMS ,TEACHER SALARIES ,CLASSROOM ,SCHOOL HEAD ,RURAL SCHOOLS ,EMPLOYMENT ,TECHNICAL ASSISTANCE ,EXAM ,SCHOOL AGE ,HEAD TEACHERS ,VALUES ,Education and Research [T22] ,EDUCATION GOALS ,EDUCATION ,SCIENCE ,PERFORMANCE INDICATORS ,ANNUAL SCHOOL CENSUS ,SCHOOL CENSUS ,EDUCATORS ,EDUCATIONAL EFFECTIVENESS ,NUMBER OF TEACHERS ,CURRICULUM ,GROUPS ,STUDENT SCORES ,GIRLS ,LEARNING OBJECTIVES ,INTERVENTIONS ,EFFECTIVE TEACHERS ,ENROLLMENT FIGURES ,TEACHERS ,STUDENT-TEACHER RATIO ,PRIVATE SCHOOL TEACHERS ,NET ENROLLMENT RATE ,SCHOOL ADMINISTRATORS ,PRIMARY EDUCATION ,education ,STUDENTS ,GRADE EXAM ,EDUCATION DEPARTMENTS ,SCHOOL NUTRITION ,ECONOMICS OF EDUCATION ,SCHOOLS ,PRIMARY SCHOOL TEACHERS ,NUMBER OF STUDENTS ,PASS RATE ,TEACHER ,SCHOOL LOCATION ,RURAL AREAS ,Pakistan [L16] ,STUDENTS PER TEACHER ,URBAN SCHOOLS ,GRADUATE ,TEACHER PERFORMANCE ,ACHIEVEMENT TESTS ,HEAD TEACHER ,CLASSROOMS ,EARLY CHILDHOOD ,SMALL SCHOOLS ,SCHOOL TEACHER ,PROVINCIAL EDUCATION ,EARLY CHILDHOOD DEVELOPMENT ,SCHOOL PERFORMANCE ,SCHOOL YEAR ,PUBLIC SCHOOL ,HIGH SCHOOL DIPLOMA ,EXAM SCORE ,RESEARCH ,EDUCATIONAL OUTCOMES ,EDUCATION MANAGEMENT ,EDUCATIONAL ACHIEVEMENTS ,HIGH SCHOOL ,TEACHER COMPETENCY ,SCHOOL VISITS ,ENROLLMENT DATA ,EDUCATION OUTCOMES ,OPEN ACCESS ,HUMAN DEVELOPMENT ,PROFESSIONAL TRAINING ,SCHOOL EDUCATION ,PAPERS ,EXAM QUESTIONS ,PRIMARY LEVEL ,SCHOOL EFFECTIVENESS ,STUDENT ACHIEVEMENT ,DISTRICT EDUCATION ,SCHOOL STUDENTS ,SCHOOL INDICATORS ,STUDENT ,TEACHER RATIO ,TEACHER WORKFORCE ,PARTICIPATION RATES ,HIGH SCHOOLS ,FUNCTIONAL SCHOOLS ,SCHOOL TEACHERS ,SKILLS ,SCHOOL QUALITY ,NUTRITION ,RESEARCHERS ,NET ENROLLMENT ,SECONDARY SCHOOL ,HIGHER GRADES ,ACADEMIC ACHIEVEMENT ,SCHOOL PARTICIPATION ,ENROLLMENT RATE ,TRAINING ,READERS ,PARTICIPATION ,HUMAN RESOURCES ,PRIVATE SCHOOL ,TEACHING ,EDUCATION REFORM ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,TEACHER SHORTAGES ,STUDENT LEARNING ,SCHOOL SYSTEM ,PRIMARY SCHOOL STUDENTS ,ACADEMIC QUALIFICATIONS ,PRIVATE SCHOOLS ,PUBLIC SCHOOLS ,PRIMARY SCHOOL ,UNIVERSITIES ,ENROLLMENT ,EFFECTIVE TEACHING ,ENROLLMENT BY GRADE ,SCHOOL ENROLLMENT ,EDUCATION FOR ALL ,STUDENT OUTCOMES ,FIRST GRADE ,STUDENT TEACHER RATIO ,PUBLIC PRIMARY SCHOOLS ,EDUCATION DEPARTMENT ,SCHOOL ,COEDUCATIONAL SCHOOLS ,CHILDHOOD DEVELOPMENT ,UNIVERSITY ,LEADERSHIP ,SCHOOL LEADERS ,SCHOOL MANAGEMENT - Abstract
This paper presents evidence from the first three years of a randomized controlled trial of a government-administered pilot teacher performance pay program in Punjab, Pakistan. The program offers yearly cash bonuses to teachers in a sample of public primary schools with the lowest mean student exam scores in the province. Bonuses are linked to three school-level indicators: the gain in student exam scores, the gain in school enrollment, and the level of student exam participation. Bonus receipt and size are also randomly assigned across schools according to whether or not the teacher is the school’s head. On average, the program increases school enrollment by 4.1 percent and student exam participation rates by 3.4 percentage points, both in the third year. The analysis does not find that the program increases student exam scores in any year. Mean impacts are similar across program variants. The positive mean impact on school enrollment is mainly seen in urban schools and the positive mean impact on student exam participation rates is only seen in rural schools.
- Published
- 2015
18. The Imperative of Skills Development for the Structural Transformation of Sub-Saharan Africa : Potential for China-World Bank-Africa Collaboration
- Author
-
Bashir, Sajitha
- Subjects
POSTGRADUATE LEVEL ,LEARNING OUTCOMES ,EDUCATION SECTOR ,INTERNATIONAL STUDENTS ,INVESTMENT ,LEVELS OF EDUCATION ,CHILDREN ,EDUCATION SYSTEMS ,SKILLED LABOR FORCE ,EMPLOYMENT OPPORTUNITIES ,TRAINING PROGRAMS ,CHILDHOOD EDUCATION ,KNOWLEDGE BASE ,YOUNG PEOPLE ,QUALITY ASSURANCE ,EDUCATION INSTITUTIONS ,EMPLOYMENT ,HIGHER EDUCATION SYSTEMS ,ON THE JOB TRAINING ,EDUCATED WORKFORCE ,PRIVATE PARTNERSHIPS ,VALUES ,CURRICULA ,MINISTRIES ,WOMEN ,TRAINING CENTRES ,WORKERS ,EDUCATION ,ENROLLMENT RATES ,SCIENCE ,ENROLMENT RATES ,TERTIARY EDUCATION INSTITUTIONS ,TECHNICAL EXPERTISE ,QUALIFIED PROFESSIONALS ,COLLEGE ,SKILLED WORKERS ,TEACHERS ,MINISTRY OF EDUCATION ,INVESTMENT IN EDUCATION ,STUDENTS ,BASIC EDUCATION ,EDUCATION INFRASTRUCTURE ,HUMAN RESOURCE DEVELOPMENT ,EDUCATION STUDENTS ,SCHOOLS ,TECHNICAL COLLEGES ,TRAINING INSTITUTIONS ,TEACHER ,COGNITIVE SKILLS ,TEACHER TRAINING ,NEW UNIVERSITIES ,SECONDARY EDUCATION ,COURSES ,NUMERACY ,HIGHER EDUCATION ,GRADUATE ,ACADEMIC INSTITUTIONS ,PUBLIC EXPENDITURES ,TECHNICAL INSTITUTES ,LITERACY ,LEARNING OPPORTUNITIES ,EDUCATIONAL ATTAINMENT ,SCIENTISTS ,TERTIARY EDUCATION ,GRADUATE STUDENTS ,AGE COHORT ,LITERATURE ,SKILLS DEVELOPMENT ,AVERAGE EDUCATION LEVEL ,ACADEMIC STAFF ,NORMAL UNIVERSITY ,SCHOLARSHIP PROGRAMS ,RESEARCH ,ENROLLMENT GROWTH ,LABOR MARKET NEEDS ,FACULTY ,ADVANCED SKILLS ,PARTNERSHIPS ,EARLY CHILDHOOD EDUCATION ,HUMAN DEVELOPMENT ,SKILLED” WORKERS ,PROFESSIONAL TRAINING ,PAPERS ,GRADUATES ,HEALTH CARE ,SKILL LEVELS ,HUMAN CAPITAL ,POSTGRADUATE STUDIES ,SKILLS ,TELECOMMUNICATIONS ,TRAINING ,PARTICIPATION ,MBA ,TEACHING ,BASIC LITERACY ,SKILLED LABOR ,LEARNING ,EXPENDITURES ,LIFELONG LEARNING ,TECHNICAL EDUCATION ,KNOWLEDGE ,TECHNOLOGY ,BUSINESS SCHOOL ,UNIVERSITIES ,ENROLLMENT ,VOCATIONAL EDUCATION ,SCHOLARSHIP PROGRAM ,TERTIARY LEVEL ,HIGHER ENROLLMENT ,SCHOLARSHIPS ,NEEDS ASSESSMENT ,TERTIARY EDUCATION DEVELOPMENT ,INSTITUTES ,DROPOUT RATES ,LABOR FORCE ,COLLEGES ,SKILLS TRAINING ,VOCATIONAL TRAINING ,SCHOOL ,UNIVERSITY ,LEADERSHIP ,TECHNICAL SKILLS ,CERTIFICATION SYSTEM ,APPLIED SCIENCES ,PUBLIC UNIVERSITY - Abstract
This paper proposes three ways in which China and the World Bank could collaborate in the area of skills development in Africa, building on the experience of both and recent efforts at collaboration. First, under the PASET initiative, China and the World Bank could undertake joint analytical work to assess the skills needs for different sectors in individual countries, continue the benchmarking of African universities piloted with Shanghai Jiao Tong University, share the development experience of China through targeted learning visits, and share experiences in skills development through regional forums. Second, China could support the regional initiatives of the PASET such as the establishment of the Regional Scholarship Fund for postgraduate studies in applied sciences, engineering and technology; the proposed regional TVET centres of excellence; and co-financing of the regional Africa Centres of Excellence project, currently financed by the World Bank. This would supplement China’s on-going investments, which could also benefit from the experience of well-designed programs with strong monitoring and evaluation. Third, China could co-finance country-level projects which are being prepared with World Bank assistance, focusing on technical/vocational and higher education. This will enable Chinese Ministries and institutions to learn from the experience of the World Bank and contribute to the development of the education and training system in Sub-Saharan African countries, while also contributing China’s experience in a concrete fashion.
- Published
- 2015
19. Parental Human Capital and Effective School Management : Evidence from The Gambia
- Author
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Blimpo, Moussa P., Evans, David, and Lahire, Nathalie
- Subjects
LEARNING ACTIVITIES ,LEARNING OUTCOMES ,EDUCATION SECTOR ,SCHOOL POLICY ,SCHOOL DECISION ,EDUCATION SYSTEMS ,EDUCATIONAL INPUTS ,CLASSROOM ,PUPIL-TEACHER RATIOS ,LEARNING MATERIALS ,ACADEMIC PERFORMANCE ,SENIOR TEACHERS ,HEAD TEACHERS ,EDUCATION AUTHORITIES ,VALUES ,ATTENDANCE OF STUDENTS ,TEACHER RATIOS ,EDUCATION ,SCIENCE ,LEVELS OF LITERACY ,SCHOOL ADMINISTRATION ,EDUCATORS ,CURRICULUM ,SCHOOL SIZE ,TEACHER ABSENTEEISM ,LEARNERS ,READING ,SCHOOL IMPROVEMENT ,STUDENT PERFORMANCE ,TEACHERS ,STUDENT-TEACHER RATIO ,PRIMARY EDUCATION ,education ,MINISTRY OF EDUCATION ,SCHOOL DEVELOPMENT ,STUDENTS ,ADULT LITERACY RATE ,BASIC EDUCATION ,CAREERS ,DOUBLE SHIFT ,ECONOMICS OF EDUCATION ,SCHOOL ORGANIZATION ,SCHOOLS ,LITERACY TEST ,NUMBER OF STUDENTS ,TEACHER ,COGNITIVE SKILLS ,TEACHER TRAINING ,SECONDARY EDUCATION ,PRIMARY STUDENTS ,NUMERACY ,STUDENTS PER TEACHER ,TEACHER PERFORMANCE ,SCHOOL DEVELOPMENT PLAN ,ADULT LITERACY ,REPORT CARDS ,COMMUNITY INVOLVEMENT IN SCHOOLS ,SCHOOL MANAGEMENT COMMITTEES ,LITERACY ,HEAD TEACHER ,CLASSROOMS ,SCHOOL READING ,SCHOOL ENVIRONMENT ,FORMAL EDUCATION SYSTEM ,TERMS OF STUDENT PERFORMANCE ,SCHOOL AUTONOMY ,DOUBLE SHIFTS ,SCHOOL PERFORMANCE ,LEARNING RESOURCES ,SCHOOL YEAR ,SCHOOL GOVERNANCE ,SCHOOL CLUSTERS ,LITERATURE ,COMMUNITY PARTICIPATION ,RESEARCH ,EDUCATIONAL OUTCOMES ,EDUCATIONAL ACHIEVEMENTS ,FUTURE RESEARCH ,HIGH SCHOOL ,TEACHER PREPARATION ,TEXTBOOKS ,PARENT-TEACHER ASSOCIATION ,STUDENT LEARNING OUTCOMES ,EDUCATION OUTCOMES ,CLASSROOM MANAGEMENT ,OPEN ACCESS ,PAPERS ,SCHOOL STUDENTS ,CARE PROVIDERS ,STUDENT ,STUDENT PARTICIPATION ,SCHOOL TEXTBOOKS ,TEACHER RATIO ,SCHOOL INSPECTORS ,FORMAL EDUCATION ,TRAINEES ,EDUCATION SYSTEM ,HUMAN CAPITAL ,SKILLS ,POOR PEOPLE ,SECONDARY SCHOOL ,GRANTS ,TRAINING ,TEACHING ,LEARNING ASSESSMENTS ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,STUDENT LEARNING ,NUMBER OF SCHOOLS ,INSTRUCTIONAL TIME ,LESSON PLANS ,KNOWLEDGE ,PRIMARY SCHOOL ,SCHOOL DATA ,SCHOOL DIRECTORS ,LITERACY RATE ,PROFESSIONAL DEVELOPMENT ,RADIO ,CLASSROOM ACTIVITIES ,RESEARCH REPORT ,ADULTS ,FIRST GRADE ,SCHOOL MANAGEMENT COMMITTEE ,LIBRARIES ,LOCAL SCHOOL MANAGEMENT ,CLASS SIZE ,SCHOOL ATTENDANCE ,SCHOOL ,ILLITERACY ,UNIVERSITY ,SCHOOLING ,SCHOOL LEADERS ,SCHOOL MANAGEMENT - Abstract
Education systems in developing countries are often centrally managed in a top-down structure. In environments where schools have different needs and where localized information plays an important role, empowerment of the local community may be attractive, but low levels of human capital at the local level may offset gains from local information. This paper reports the results of a four-year, large-scale experiment that provided a grant and comprehensive school management training to principals, teachers, and community representatives in a set of schools. To separate the effect of the training from the grant, a second set of schools received the grant only with no training. A third set of schools served as a control group and received neither intervention. Each of 273 Gambian primary schools were randomized to one of the three groups. The program was implemented through the government education system. Three to four years into the program, the full intervention led to a 21 percent reduction in student absenteeism and a 23 percent reduction in teacher absenteeism, but produced no impact on student test scores. The effect of the full program on learning outcomes is strongly mediated by baseline local capacity, as measured by adult literacy. This result suggests that, in villages with high literacy, the program may yield gains on students learning outcomes. Receiving the grant alone had no impact on either test scores or student participation.
- Published
- 2015
20. Effect of Lengthening the School Day on Mother's Labor Supply
- Author
-
Contreras, Dante and Sepulveda, Paulina
- Subjects
BOYS ,CHILDCARE ,INFORMATION ,EDUCATION SECTOR ,INVESTMENT ,LEVELS OF EDUCATION ,CHILDHOOD ,GRADE LEVELS ,CHILDREN ,CHILDHOOD EDUCATION ,CLASSROOM ,JOB ,MATHEMATICS ,QUALITY OF EDUCATION ,EDUCATION ECONOMICS ,LABOUR MARKET POLICY ,EMPLOYMENT ,ACADEMIC PERFORMANCE ,UNEMPLOYMENT ,INCOME ,JOB MARKET ,OUTCOMES ,PRODUCTIVITY ,WOMEN ,WORKERS ,EDUCATION ,JOBS ,LABOUR MARKET ,CRIME ,INCENTIVES ,GROUPS ,GIRLS ,INSTITUTIONS ,LABOR MARKET OUTCOMES ,COLLEGE ,SCHOOL CONSTRUCTION ,EDUCATIONAL REFORM ,ORGANIZATIONS ,LABOR SUPPLY ,TEACHERS ,PRIMARY EDUCATION ,MINISTRY OF EDUCATION ,DAY CARE ,STUDENTS ,AGE GROUP ,DEVELOPMENT ECONOMICS ,PROFESSOR ,ECONOMICS OF EDUCATION ,SCHOOLS ,LABOUR SUPPLY ,PRICES ,WAGES ,RURAL AREAS ,REVIEW ,MUNICIPAL AUTHORITIES ,EDUCATIONAL LEVEL ,PREVIOUS STUDIES ,AGE GROUPS ,ADVANCED RESEARCH ,MALE WORKERS ,LABOR MARKET ,LABOR MARKET CONDITIONS ,LITERACY ,LEARNING OPPORTUNITIES ,EARLY CHILDHOOD ,REPORTS ,REFORM ,YOUNG CHILDREN ,SUPPLY ,WORK FORCE ,LITERATURE ,LABOR SUPPLIES ,ECONOMIC FLUCTUATIONS ,LABOR FORCE PARTICIPATION ,RESEARCH ,HOUSEHOLD SURVEY ,FEMALE LABOR FORCE ,LABOUR ,PARENTS ,EDUCATIONAL EQUITY ,KINDERGARTENS ,LABOUR FORCE ,EARLY CHILDHOOD EDUCATION ,POLITICAL ECONOMY ,OPEN ACCESS ,VALUE ,RISK ,FEMALE PARTICIPATION ,PAPERS ,EDUCATIONAL SYSTEM ,POLICIES ,EDUCATION PROGRAMS ,EMPLOYMENT RATE ,STUDENT ,PARTICIPATION RATES ,YOUTH ,LABOR ECONOMICS ,EFFECTS ,SCHOOL QUALITY ,PRIVATE SECTOR ,EDUCATIONAL QUALITY ,EQUITY ,ACADEMIC ACHIEVEMENT ,PRIMARY ENROLLMENT ,TRAINING ,ECONOMIC DECISIONS ,CHILDREN IN PRESCHOOL ,PARTICIPATION ,HUMAN RESOURCES ,RETURNS TO EDUCATION ,TEACHING ,EMPLOYMENT LEVELS ,SOCIAL CONFLICT ,LEARNING ,PRIMARY SCHOOLS ,STUDENT LEARNING ,SCHOOL SYSTEM ,CHILD CARE ,EMPLOYMENT RATES ,FEMALE LABOR ,MANAGEMENT ,PUBLIC SCHOOLS ,PRIMARY SCHOOL ,LABOR ,ENROLLMENT ,ECONOMICS ,GENDER EQUALITY ,CARE CENTERS ,LABOR FORCE ,COLLEGES ,SCHOOL ,ILLITERACY ,UNIVERSITY ,RURAL WOMEN ,WORKING HOURS ,SCHOOLING ,LABOUR FORCE PARTICIPATION ,LAW - Abstract
This article examines how a policy oriented toward a specific group within the population can have collateral effects on the economic decisions of other groups. In 1996, the Chilean government approved the extension of the school day from half- to full-day school. This article exploits the quasi-experimental nature of the reform's implementation by time, municipality, and age targeting of the program in order to examine how the maternal labor supply is affected by the childcare subsidy implicit in the lengthening of the school day. Using data from the Chilean socioeconomic household survey and administrative data from the Ministry of Education for 1990-2011, the authors estimate that, on average, there is a 5 percent increase in labor participation and employment rates of single mothers with eligible children (between 8 and 13 years old) with no younger children, who are the group that would be mainly affected by the policy. No significant labor supply responses are detected among others mothers with eligible children.
- Published
- 2016
21. Results in Education for All Children (REACH) : Assessment of the Pilot Year
- Author
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World Bank Group
- Subjects
LEARNING OUTCOMES ,EDUCATION SECTOR ,INVESTMENT ,EDUCATION PROJECTS ,PARENTAL CHOICE ,SCHOOL CHILDREN ,SCHOOL FINANCE ,RESEARCH ,CHILDREN ,EDUCATION SYSTEMS ,EDUCATION MANAGEMENT ,VOUCHERS ,TEXTBOOKS ,TESTING ,PARTNERSHIPS ,QUALITY ASSURANCE ,BINDING ,EDUCATION OUTCOMES ,TECHNICAL ASSISTANCE ,TEST SCORES ,OUT-OF-SCHOOL CHILDREN ,EDUCATIONAL PROGRESS ,EDUCATION AUTHORITIES ,PAPERS ,ACCESS TO EDUCATION ,MINISTRIES ,FACILITIES ,STUDENT ACHIEVEMENT ,WORKERS ,EDUCATION ,SCHOOL STUDENTS ,TRAINING ACTIVITIES ,STUDENT ,EDUCATORS ,REASONING ,YOUTH ,EDUCATION SYSTEM ,TESTS ,SKILLS ,GIRLS ,DIAGNOSTIC TESTING ,NUTRITION ,RESEARCHERS ,EDUCATION PORTFOLIO ,SECONDARY SCHOOL ,INTERVENTIONS ,READING ,GRANTS ,STUDIES ,STUDENT PERFORMANCE ,STRATEGIES ,TEACHERS ,TRAINING ,TEACHING ,STUDENTS ,LEARNING ,STUDENT LEARNING ,SCHOOLS ,ACHIEVEMENT ,SANITATION ,CONTINGENT PAYMENTS ,INFORMAL EDUCATION ,TEACHER ,CALL ,TEACHER TRAINING ,KNOWLEDGE ,QUALITY EDUCATION ,TEACHER QUALITY ,POLITICS ,ENROLLMENT ,PRIMARY STUDENT ,EDUCATION DATA ,EDUCATION STRATEGY ,EDUCATION SERVICES ,SCHOOL ENVIRONMENT ,EDUCATION FOR ALL ,FINANCIAL REWARDS ,EARLY LESSONS ,STUDENT OUTCOMES ,ASSESSMENTS ,LET ,SCHOOL ,UNIVERSITY ,ITS ,SCHOOLING ,PRINCIPALS ,LITERATURE ,TECHNICAL SKILLS ,SCHOOL MANAGEMENT - Abstract
Results-based financing (RBF) has the potential to transform how education systems operate, and the types of results they achieve for children the world over. As a financing instrument, RBF shows much promise for helping clients enroll the 121 million children still out of primary and lower secondary school, and teach the 250 million in school but still unable to read or write. Indeed, RBF has dramatically improved the delivery of health services in over 30 countries to date. Although more nascent in the education sector, RBF programs can foster the right incentive structures in education systems, overcoming challenges that impede additional and better education services for the most excluded children and youth. In 2015, the World Bank Group (WBG) launched REACH, a multi-donor trust fund that strives to support country clients in this space, and accelerate the RBF agenda within the institution. This assessment reflects on lessons learned in 2015, and estimates the demand for future RBF in education. The lessons have been distilled from the early experiences with the 20 REACH-funded grants, as well as from the just-in-time support provided to Bank teams and country clients across the globe (about 20 countries in total). The assessment concludes with recommendations for the continued evolution of REACH.
- Published
- 2016
22. THE SCIENCE PROJECT PORTFOLIO: Improving Experiences and Outcomes for Science Fair Stakeholders
- Author
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Hedman, Joan and Whitworth, Brooke A.
- Subjects
Science teachers -- Practice ,Science fairs (Education) -- Analysis ,Science education -- Methods ,Curriculum ,Teachers ,Volcanoes ,Teaching ,Education ,Science and technology - Abstract
The phrase science fair project likely conjures up images of students working independently on smoldering model volcanoes, catapults, and Rube Goldberg contraptions. To create their projects, students and teachers blindly [...]
- Published
- 2019
23. When Do In-service Teacher Training and Books Improve Student Achievement? : Experimental Evidence from Mongolia
- Author
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Fuje, Habtamu and Tandon, Prateek
- Subjects
TEACHING MATERIALS ,TRAINING SCHEMES ,CLASSROOM LIBRARIES ,SCIENCE STUDY ,LEARNING OUTCOMES ,EDUCATION SECTOR ,INVESTMENT ,SCHOOL PROGRAMS ,CHILDREN ,TEACHER TRAINING PROGRAMS ,EDUCATIONAL INPUTS ,PEDAGOGICAL STRATEGIES ,TRAINING PROGRAMS ,CLASSROOM ,LEARNING MATERIALS ,MIDDLE SCHOOLS ,RURAL SCHOOLS ,ON THE JOB TRAINING ,RURAL EDUCATION ,VALUES ,WRITING SKILLS ,FORMAL TRAINING ,EDUCATION ,SCIENCE ,EDUCATED PARENTS ,CURRICULUM ,GROUPS ,GIRLS ,COST OF TRAINING ,INTERVENTIONS ,SECONDARY SCHOOLS ,READING ,SUPPLY OF TEACHERS ,STUDENT PERFORMANCE ,TEACHERS ,PRIMARY EDUCATION ,education ,MINISTRY OF EDUCATION ,COMPARATIVE EDUCATION ,STUDENTS ,ACCESS TO BOOKS ,EDUCATIONAL INSTITUTIONS ,TEACHING AIDS ,ELEMENTARY SCHOOL ,SCHOOLS ,GRADE SYSTEM ,PRIMARY SCHOOL TEACHERS ,PARENTAL EDUCATION ,CHILDREN WITH DISABILITIES ,NUMBER OF STUDENTS ,TEACHER ,TEACHER TRAINING ,RURAL AREAS ,SECONDARY EDUCATION ,NUMERACY ,PROVISION OF EDUCATION ,GRADUATE ,EDUCATION SERVICES ,CLASSROOMS ,QUALITY LEARNING MATERIALS ,SCHOOL INFRASTRUCTURE ,EDUCATIONAL ATTAINMENT ,JOB TRAINING ,COGNITIVE ACHIEVEMENT ,GRADUATE STUDENTS ,VULNERABLE GROUPS ,LITERATURE ,NATIONAL CURRICULUM ,RURAL POPULATION ,RESEARCH ,EDUCATIONAL OUTCOMES ,HIGH SCHOOL ,TEACHER PREPARATION ,TEXTBOOKS ,UNIVERSITY DEGREE ,FACULTY ,EDUCATION MATERIALS ,ELEMENTARY EDUCATION ,APPROPRIATE TEACHING ,EDUCATION OUTCOMES ,QUALITY LEARNING ,RELIGIOUS SCHOOLS ,OPEN ACCESS ,SCHOOL EDUCATION ,PAPERS ,ACADEMIC YEAR ,STUDENT ACHIEVEMENT ,READING BOOKS ,SERVICE TRAINING ,STUDENT ,GER ,TRAINING OPPORTUNITIES ,GENDER INEQUALITY ,FORMAL EDUCATION ,SCHOOL TEACHERS ,EDUCATION SYSTEM ,SKILLS ,SCHOOL QUALITY ,SCHOOL REFORM ,RESEARCHERS ,EDUCATIONAL QUALITY ,EARLY READING ,SECONDARY SCHOOL ,SCHOOL DROPOUT ,EDUCATION INVESTMENTS ,TRAINING ,EDUCATION INVESTMENT ,PARTICIPATION ,HUMAN RESOURCES ,TEACHING ,LEARNING ,PRIMARY SCHOOLS ,STUDENT LEARNING ,ELEMENTARY SCHOOLS ,SUPPLEMENTARY READING ,NUMBER OF SCHOOLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,PRIMARY SCHOOL ,ENROLLMENT ,TEACHER TEACHER ,PROFESSIONAL DEVELOPMENT ,RADIO ,LEARNING ENVIRONMENT ,EDUCATION POLICY ,SCHOOL ENROLLMENT ,EDUCATION FOR ALL ,BOOK PROVISION ,STUDENT OUTCOMES ,LIBRARIES ,CLASS SIZE ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,ACCESSIBILITY OF SCHOOLS ,UNIVERSITY ,WRITING ,SCHOOLING - Abstract
This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-linearity of returns from investment in education as measured by students test scores in five subjects. It takes advantage of a national-scale RCT conducted under the Rural Education and Development project. The results suggest that the provision of books, in addition to teacher training, raises student achievement substantially. However, teacher training and books weakly improve test scores when provided individually. Students whose teachers have received training and whose classrooms have acquired books improved their cumulative score (totaled across five tests) by 34.9 percent of a standard deviation, relative to a control group. Students treated only with books improved their total score by 20.6 percent of a standard deviation relative to a control group of students. On the other hand, extra teacher training did not have a statistically significant effect on the total test score. In addition, providing both inputs jointly improved test scores in most subjects, which was not the case when either input was provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource-poor settings. The policy implication is that isolated education investments, in settings where complementary inputs are missing, could deliver minimal or no return.
- Published
- 2015
24. The Impact of an Accountability Intervention with Diagnostic Feedback : Evidence from Mexico
- Author
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de Hoyos, Rafael, Garcia-Moreno, Vicente A., and Patrinos, Harry Anthony
- Subjects
LEARNING OUTCOMES ,MATH TEST ,CLASSROOM ,QUALITY OF EDUCATION ,TEST SCORES ,EXAM ,SCHOOL PRINCIPALS ,EDUCATION AUTHORITIES ,ACADEMIC AREAS ,SUBJECTS ,EDUCATION ,SCIENCE ,SCHOOL IMPROVEMENT PROGRAM ,STATISTICS ,SCHOOL CENSUS ,NUMBER OF TEACHERS ,TEACHER UNIONS ,CURRICULUM ,SCHOOL SIZE ,GROUPS ,TESTS ,GIRLS ,COLLEGE ,INTERVENTIONS ,SCHOOL IMPROVEMENT ,STUDIES ,STUDENT/TEACHER RATIO ,STRATEGIES ,STUDENT PERFORMANCE ,SCHOOL SUPERVISORS ,TEACHERS ,GRADUATE DIPLOMA ,education ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,SUBJECT AREAS ,STUDENT MOBILITY ,STATE EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,NUMBER OF STUDENTS ,TEACHER ,ONLINE ACCESS ,EDUCATIONAL PROGRAMS ,PEDAGOGICAL TOOLS ,GRADUATE ,EDUCATION SERVICES ,REPORT CARDS ,LITERACY ,CLASSROOMS ,GRADE SCHOOLS ,MOBILITY ,LET ,SCHOOL PERFORMANCE ,SCHOOL YEAR ,STUDENT ASSESSMENT ,PUBLIC SCHOOL ,RESEARCH ,COMMUNITY SCHOOLS ,GOALS ,FUTURE RESEARCH ,UNIVERSITY DEGREE ,NATIONAL SCHOOL ,STUDENT LEARNING OUTCOMES ,GRADE RETENTION ,EDUCATION OF TEACHERS ,OPEN ACCESS ,PAPERS ,ACADEMIC YEAR ,DIPLOMAS ,STUDENT ACHIEVEMENT ,EDUCATION PROGRAMS ,SCHOOL SUPERVISION ,NATIONAL EDUCATIONAL PROGRAMS ,STUDENT ,DECENTRALIZATION ,TEACHER RATIO ,SCHOOL TEACHERS ,EDUCATION SYSTEM ,STUDENT - TEACHER RATIO ,PUBLIC SCHOOL TEACHERS ,SKILLS ,SCHOOL QUALITY ,QUALITY OF EDUCATION SERVICES ,EDUCATIONAL AUTHORITIES ,INNOVATIVE EDUCATION ,TRAINING ,STANDARDIZED TESTS ,AVERAGE NUMBER OF STUDENTS ,TEACHING ,PERFORMANCE IN MATH ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EDUCATION POLICIES ,STUDENT LEARNING ,SCHOOL SYSTEM ,NUMBER OF SCHOOLS ,ACHIEVEMENT ,PERFORMANCE OF SCHOOLS ,PUBLIC SCHOOLS ,KNOWLEDGE ,QUALITY EDUCATION ,AGE-GRADE DISTORTION ,SCHOOL IMPROVEMENT PLAN ,SCHOOL DIRECTORS ,STUDENT POPULATION ,STUDY ,STUDENT OUTCOMES ,AVERAGE TEST SCORES ,AVERAGE SCORE ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,UNIVERSITY ,SCHOOLING ,PRINCIPALS ,SCHOOL LEADERS ,MATH SCORES - Abstract
In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.
- Published
- 2015
25. The Impact of Vocational Schooling on Human Capital Development in Developing Countries : Evidence from China
- Author
-
Loyalka, Prashant, Huang, Xiaoting, Zhang, Linxiu, Wei, Jianguo, Yi, Hongmei, Song, Yingquan, Shi, Yaojiang, and Chu, James
- Subjects
SOCIAL SCIENCE ,STUDENT CHARACTERISTICS ,SCHOOL DROP ,VOCATIONAL HIGH SCHOOLS ,ACADEMIC—HIGH SCHOOL ,EXAMS ,ECONOMIC GROWTH ,MATHEMATICS ,ACHIEVEMENT OUTCOMES ,EMPLOYMENT ,EXAMINATION ,TEST SCORES ,EXAM ,SCHOOL PRINCIPALS ,HIGH SCHOOL SYSTEM ,RURAL EDUCATION ,INFORMATION TECHNOLOGY ,JOB MARKET ,VALUES ,CURRICULA ,COHORT OF STUDENTS ,SUBJECTS ,STUDENT BACKGROUND CHARACTERISTICS ,WORKERS ,EDUCATION ,HIGH SCHOOL LEVEL ,SCIENCE ,LABOUR MARKET ,QUALITY SCHOOLS ,LOW ENROLLMENTS ,HUMAN CAPITAL DEVELOPMENT ,ACADEMIC HIGH SCHOOL ,CURRICULUM ,LIBRARY ,HIGH SCHOOL GRADUATES ,COLLEGE ,VOCATIONAL SCHOOLS ,ENTRANCE EXAM ,READING ,EXPENDITURES PER STUDENT ,SKILLED WORKERS ,TEACHERS ,SCHOOL EXPERIENCE ,education ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,STUDENT DROPOUT ,PROFESSOR ,ECONOMICS OF EDUCATION ,SCHOOLS ,PARENTAL EDUCATION ,NUMBER OF STUDENTS ,TEACHER ,STUDENT SKILLS ,SECONDARY EDUCATION ,VOCATIONAL SCHOOL ,NUMERACY ,HIGHER EDUCATION ,GRADUATE ,VOCATIONAL SECONDARY ,HIGH SCHOOL STUDENTS ,EDUCATIONAL FINANCE ,LITERACY ,COLLEGE ENTRANCE ,VOCATIONAL STUDENTS ,ENTRANCE EXAMINATION ,SCIENCE RESEARCH ,SMALL SCHOOLS ,SOCIAL SCIENCE RESEARCH ,DROPOUT RATE ,ACADEMIC SUBJECTS ,SCHOOL YEAR ,COLLEGE DEGREE ,LITERATURE ,VOCATIONAL SECONDARY EDUCATION ,EXAM SCORE ,ASSOCIATE PROFESSOR ,JUNIOR HIGH SCHOOL STUDENTS ,NORMAL UNIVERSITY ,FEES ,RESEARCH ,HIGH SCHOOL ,TEXTBOOKS ,ACADEMIC SKILLS ,FACULTY ,HIGH SCHOOL STUDENT ,OPEN ACCESS ,ACADEMIC SCHOOLS ,PAPERS ,GRADUATES ,PRIMARY DETERMINANT ,SCHOOL STUDENTS ,SCHOOL GRADUATES ,QUALIFIED TEACHERS ,STUDENT ,HIGH SCHOOLS ,SCHOOL TEACHERS ,YOUTH ,SKILL LEVELS ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,RESEARCHERS ,CLASS TIME ,TRAINING ,INSTRUCTION ,TEACHING ,EDUCATION REFORM ,VOCATIONAL HIGH SCHOOL ,INTERNATIONAL STUDIES ,SKILLED LABOR ,LEARNING ,SCHOOL LEVEL ,EXPENDITURES ,GRADUATE EDUCATION ,STUDENT LEARNING ,SCHOOL SYSTEM ,INSTRUCTIONAL TIME ,ACHIEVEMENT ,INFORMATION ASYMMETRIES ,LIFELONG LEARNING ,KNOWLEDGE ,LOW-INCOME STUDENTS ,PRIMARY SCHOOL ,VOCATIONAL EDUCATION ,VOCATIONAL SKILLS ,STUDENT OUTCOMES ,HIGH SCHOOL TEACHERS ,LIBRARIES ,DROPOUT RATES ,LABOR FORCE ,NATIONAL EDUCATION ,END OF GRADE ,SCHOOL ENROLLMENTS ,VOCATIONAL TRAINING ,SCHOOL ATTENDANCE ,SCHOOL ,UNIVERSITY ,ACADEMIC LEARNING ,SCHOOLING ,EDUCATIONAL ACHIEVEMENT ,MATH SCORES ,MATH ACHIEVEMENT - Abstract
A number of developing countries are currently promoting vocational education and training (VET) as a way to build human capital and strengthen economic growth. The primary aim of this study is to understand whether VET at the high school level contributes to human capital development in one of those countries—China. To fulfill this aim, a longitudinal data on more than 10,000 students in vocational high school (in the most popular major, computing) and academic high school from two provinces of China are used. First, estimates from instrumental variables and matching analyses show that attending vocational high school (relative to academic high school) substantially reduces math skills and does not improve computing skills. Second, heterogeneous effect estimates also show that attending vocational high school increases dropout, especially among disadvantaged (low-income or low-ability) students. Third, vertically scaled (equated) baseline and follow-up test scores are used to measure gains in math and computing skills among the students. The results show that students who attend vocational high school experience absolute reductions in math skills. Taken together, the findings suggest that the rapid expansion of vocational schooling as a substitute for academic schooling can have detrimental consequences for building human capital in developing countries such as China.
- Published
- 2015
26. Hungary Skilling Up the Next Generation : An Analysis of Hungary’s Performance in the Program for International Student Assessment
- Author
-
World Bank Group
- Subjects
SCIENCE STUDY ,LEARNING OUTCOMES ,INVESTMENT ,SCHOOL POLICY ,CHILDREN ,ECONOMIC GROWTH ,READING SKILLS ,SCHOOL SYSTEMS ,CLASSROOM ,QUALITY OF EDUCATION ,RURAL SCHOOLS ,ADOLESCENTS ,EMPLOYMENT ,TEST SCORES ,ACADEMIC PERFORMANCE ,CAMPAIGNS ,SUBJECTS ,WORKERS ,DOCTORAL DEGREE ,EDUCATION ,SCIENCE ,INTERNATIONAL STUDENT ASSESSMENT ,LABOUR MARKET ,EMPLOYMENT OUTCOMES ,CURRICULUM ,GROUPS ,STUDENT SCORES ,LIBRARY ,GIRLS ,KINDERGARTEN ,COMPUTER SKILLS ,SECONDARY SCHOOLS ,READING ,EXPENDITURES PER STUDENT ,BASIC SKILLS ,STUDENT PERFORMANCE ,GRAMMAR SCHOOLS ,TEACHERS ,ACHIEVEMENT LEVEL ,LIVING STANDARDS ,COMPETENCIES ,STUDENTS ,VISUAL RESOURCES ,STUDENT MOBILITY ,GENERAL SECONDARY SCHOOLS ,SCHOOLS ,STUDENT ASSESSMENTS ,LOWER SECONDARY ,TEACHER ,COGNITIVE SKILLS ,RURAL AREAS ,STUDENT ENGAGEMENT ,NUMERACY ,URBAN SCHOOLS ,PUPILS AGES ,VOCATIONAL SECONDARY ,PUBLIC EXPENDITURES ,LITERACY ,LABORATORY EQUIPMENT ,VOCATIONAL SECONDARY SCHOOLS ,SCHOOL ENVIRONMENT ,EARLY CHILDHOOD ,SCHOOL TYPES ,PERFORMANCE OF STUDENTS ,SCHOOL AUTONOMY ,SCHOOL PERFORMANCE ,BASIC SCHOOLS ,SCHOOL YEAR ,DISCIPLINES ,STUDENT ASSESSMENT ,LITERATURE ,DISADVANTAGED STUDENTS ,FEES ,RESEARCH ,SCIENCE SCORES ,RURAL STUDENTS ,TEXTBOOKS ,ELEMENTS ,KINDERGARTENS ,PAPERS ,SOCIAL MOBILITY ,FORMAL COURSES ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,PROBLEM SOLVING ,STUDENT ,YOUTH ,EDUCATION SYSTEM ,HUMAN CAPITAL ,UPPER SECONDARY ,SCHOOL LEAVERS ,SKILLS ,SCHOOL REFORM ,SECONDARY SCHOOL ,TRAINING ,CHILDREN IN PRESCHOOL ,STUDENT BODY ,PROBLEM-SOLVING SKILLS ,TEACHING ,BASIC LITERACY ,OLD STUDENTS ,LEARNING ,SCHOOL LEVEL ,EXPENDITURES ,SCHOOL SYSTEM ,NUMBER OF SCHOOLS ,ACHIEVEMENT ,QUALITY OF LIFE ,ENTRANCE AGE ,LIFELONG LEARNING ,DISABLED CHILDREN ,KNOWLEDGE ,VOCATIONAL EDUCATION ,PROFESSIONAL DEVELOPMENT ,LOWER SECONDARY SCHOOLS ,TYPES OF SCHOOLS ,BASIC COMPETENCIES ,SCHOOL LEVELS ,CURRICULUM CONTENT ,LABOR FORCE ,COLLEGES ,SKILLED WORKFORCE ,PUBLIC EXPENDITURE ,SCHOOL ,SECONDARY SCHOOL SYSTEMS ,OLDER WORKERS ,SCHOOLING ,TECHNICAL SKILLS ,DISADVANTAGED CHILDREN ,MATH SCORES ,SCIENCE LABORATORY EQUIPMENT - Abstract
Facing the prospects of rapid aging and demographic decline over the coming decades, Hungary needs a highly skilled workforce to help generate the productivity growth that it needs to continue fueling a convergence of its living standards with those of its West European neighbors. Skilling up Hungary’s workforce should start by equipping youth with the right cognitive and social-emotional foundation skills. International research has identified three dimensions of skills that matter for good employment outcomes and economic growth: cognitive skills, such as literacy, numeracy, creative and critical thinking, and problem-solving; social-emotional skills and behavioral traits, such as conscientiousness, grit, and openness to experience; and job- or occupation-specific technical skills, such as the ability to work as an engineer. Hungary can do significantly better in preparing its next generation with the right cognitive foundation skills. This report focuses on cognitive skills and examines results for Hungary from the program for international student assessment (PISA), which assesses the mathematics, reading, and science competencies of 15-year-olds. This report lays out a policy agenda consisting of two parallel elements: first, improving socioeconomic conditions for children and youth in general and in school through policies targeted to the poor and disadvantaged such as welfare and employment policies for parents and education support for children. Second, promoting equity and reducing socioeconomic segregation in basic education through inclusive education policies.
- Published
- 2015
27. Reports on Information Technology from California State University Provide New Insights (Teaching the information literacy Framework)
- Subjects
Information literacy ,Teaching ,Technology ,Education ,Books ,Teachers ,Editors ,Computers ,The California State University - Abstract
2019 DEC 24 (VerticalNews) -- By a News Reporter-Staff News Editor at Information Technology Newsweekly -- Investigators publish new report on Information Technology. According to news reporting from Chico, California, [...]
- Published
- 2019
28. TEACHING AS AN INVITATION TO REASONING.
- Author
-
TUNINETTI, LUCA F.
- Subjects
TEACHING ,REASONING ,TEACHERS - Abstract
One aim of education is the transmission of knowledge. The present paper argues that in order to achieve this aim teachers should be exemplars of reasoning for their students. The contents of education are typically propositions or theories that cannot be accepted without understanding how the related beliefs are justified through inferences from given premises. If a belief is inferentially justified, however, in order to understand how it is justified, one has to follow the reasoning that leads to a particular conclusion. For this reason, in their classes, teachers should not be expected to provide a kind of testimony but rather a kind of argumentation. The students cannot simply believe what they are told because the teacher said it; rather, they have to understand the arguments that support the teacher's claim. When a teacher presents an argument to them, the students will follow it with the attention required to grasp it themselves if they see the teacher's reasoning as a successful practice in which they want to be involved. [ABSTRACT FROM AUTHOR]
- Published
- 2018
29. Atoms and matter: An engineering design challenge with an emphasis on the design process
- Author
-
Porzillo, Allison
- Subjects
Science education ,Education ,Teachers ,Teaching ,Education ,Science and technology - Abstract
Current research suggests that there is a need for science education that incorporates engineering practices (Hernandez et al. 2014; Guzey, Moore, and Harwell 2016; Guzey et al. 2016). However, I [...]
- Published
- 2020
30. Strategies for Teaching Information Literacy to English Language Learners
- Author
-
Tran, Clara Y. and Aytac, Selenay
- Subjects
Teachers ,Librarians ,Teaching ,Learning strategies ,Teaching models ,College enrollment ,English (Second language) ,Information literacy ,Foreign students ,Education ,School enrollment ,College students ,Library and information science - Abstract
Academic librarians are encountering a growing number of English Language Learners (ELLs) every day, as our classrooms have become more linguistically diverse every year. In this dramatically changing environment, academic librarians are expected to meet the needs of increasingly diverse students speaking multiple languages. The purpose of this paper is to present widely used teaching strategies to support ELLs based on an exhaustive literature review. Study also suggests collaboration among ESL or classroom instructors and librarians to enhance semester-long learning experience. Keywords: information literacy, English language learners, teaching strategies, Introduction Academic librarians are encountering a growing number of English Language Learners (ELLs) every day. Classrooms become more linguistically diverse every year with many students with varied English language skill [...]
- Published
- 2018
31. Pedagogy and Teaching.
- Author
-
Prasad, B. A. Mahalakshmi
- Subjects
EDUCATION ,TEACHING ,HIGHER education ,FACILITATORS (Persons) ,TEACHERS - Abstract
This paper tries to emphasise the importance of pedagogy in higher education. The impact of teachers and facilitators being trained and aware of the pedagogical methodologies to effectively facilitate the teaching and learning outcomes in students. [ABSTRACT FROM AUTHOR]
- Published
- 2023
32. Anxiety, Politics and Critical Management Education.
- Author
-
Vince, Russ
- Subjects
BUSINESS education ,ANXIETY ,PRACTICAL politics ,BUSINESS schools ,EDUCATION ,TEACHING ,TEACHERS ,CRITICAL thinking ,CLASSROOMS - Abstract
The focus of this paper is a discussion of anxiety and politics as they relate to business school pedagogy. Using ideas from critical management education (CME), the paper explores why and how to engage with the anxiety mobilized through attempts to learn. The aim is to discuss emotional and political dynamics that are generated, and too often avoided, in management education. Making these dynamics overt in the classroom can help managers to comprehend the political context within which management takes place. Examples informed by CME are presented, as well as reflections from the author on the anxiety and politics that emerge for the critical management educator in a business school context. The contribution in the paper is to show the way that anxieties and politics within the business school classroom offer opportunities to change how business schools approach the teaching of managers. CME adds value to management education because it challenges what and how individuals and groups expect to learn, and consequently it challenges assumptions about how learning takes place within business schools. Such challenges are seen as an important and integral part of ‘making the business school more critical’. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
33. How university teaching changes teachers: Affective as well as cognitive challenges.
- Author
-
Martin, Elaine and Lueckenhausen, Gillian
- Subjects
TEACHING ,EDUCATION ,INSTRUCTIONAL systems ,LEARNING ,SCHOOLS ,TEACHERS - Abstract
This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semester’s teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers’ understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers’ understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
34. Teaching about Missing and Murdered Indigenous Women, Girls, and 2SLGBTQQIA+ People: Implications for Canadian Educators
- Author
-
Vanner, Catherine, Goyeau, Jillian, Logan, Meegwun, Ryan, Kendal, Weenie, Angelina, Mitchell, Claudia, and University, McGill
- Subjects
Teachers ,Violence ,Knowledge ,Teaching ,Decolonization ,Education ,University of Windsor - Abstract
The 2019 National Inquiry on Missing and Murdered Indigenous Women and Girls called on educators at all levels to raise awareness about the phenomenon of missing and murdered Indigenous women, girls, and 2SLGBTQQIA+ people (MMIWG2S) and its root causes as connected to centuries of colonial violence and ongoing systemic discrimination. This article responds to that call by showcasing the experiences of eight teachers already teaching about MMIWG2S, the recommendations of 11 adolescent Indigenous girl activists, and the guidance provided in the Their Voices Will Guide Us teaching and learning guide, published alongside the National Inquiry's final report. We draw upon the combined perspectives to encourage teachers in Canada to address the issue of MMIWG2S with their students, moving past representations of colonial violence as historical to examining how it affects the lives and deaths of far too many Indigenous people in Canada today. Key words: Canada, colonial violence, decolonizing education, gender-based violence, Indigenous knowledge, MMIWG2S, pedagogy L'enquete nationale de 2019 sur les femmes et filles autochtones disparues et assassinees (FFADA) avait lance un appel aux educateur[-trice]s de tous les niveaux en vue de sensibiliser le public au phenomene des femmes, filles, et personnes 2ELGBTQQIA+ autochtones disparues et assassinees et a ses causes profondes liees a des siecles de violence coloniale et a une discrimination systemique persistante. Cet article repond a cet appel en presentant les experiences de huit personnes qui enseignent deja sur les FFADA, les recommandations de 11 adolescentes autochtones militantes et les conseils fournis dans le guide d'enseignement et d'apprentissage Leurs voix nous guideront publie parallelement au rapport final de l'enquete nationale. Nous nous appuyons sur ces perspectives combinees pour encourager les enseignant[e]s du Canada a aborder la question des FFADA avec leurs eleves, en allant au-dela des representations historiques de la violence coloniale afin d'examiner comment celle-ci affecte la vie et la mort de trop d'Autochtones au Canada aujourd'hui. Mots cles : Canada, decoloniser l'education, femmes, filles et personnes 2ELGBTQQIA+ autochtones disparues et assassinees, pedagogie, savoir autochtone, violence basee sur le genre, violence coloniale, Introduction We call upon all elementary, secondary, and post-secondary institutions and education authorities to educate and provide awareness to the public about missing and murdered Indigenous women, girls, and 2SLGBTQQIA+ [...]
- Published
- 2024
35. Using Media to Teach Economics and Finance
- Author
-
Randolph, Gregory M. and Tasto, Michael T.
- Subjects
Teaching methods -- Analysis -- Surveys ,Instructional materials industry -- Surveys ,College faculty -- Surveys ,Educational technology -- Usage ,Textbooks ,Education ,Teachers ,Teaching ,Business, general ,Business - Abstract
This article overviews the potential to employ media in the classroom to enhance learning in economics and finance classes. Empirical research illustrates how students learn differently utilizing different sources of information. Textbook publishers have been moving in the direction of increasing supplemental resources that accompany the standard textbook, highlighting the fact that our students are obtaining and retaining information from sources outside the standard lectures that instructors provide. This paper provides a rationale for instructors to use alternative media sources to accompany a lecture format with widely available sources that are reputable and reliable., INTRODUCTION Instructors of economics and finance courses in higher education share the desire to effectively engage students in the classroom and encourage student learning. Individual instructors may find that different [...]
- Published
- 2019
36. TEACHING DIGITAL CITIZENSHIP WITH GOOGLE'S BE INTERNET AWESOME PROGRAM
- Author
-
Guevara, Senovia
- Subjects
Google Inc. -- Services ,Information literacy -- Study and teaching ,Technological literacy -- Study and teaching ,Internet service providers -- Services ,Citizenship ,Literacy ,Technology ,Education ,Teachers ,Internet ,Educational technology ,Literacy programs ,Teaching ,Internet service provider ,Computers ,Library and information science - Abstract
What is digital literacy? An article in Education Week refers to a definition developed by ALA's Digital Literacy Task Force: 'the ability to use information and communication technologies to find, [...]
- Published
- 2019
37. Development of teaching digital competencies through virtual environments: a systematic review
- Author
-
Diana Margarita Córdova Esparza, Julio Alejandro Romero González, Rocío Edith López Martínez, Ma. Teresa García Ramírez, and Dulce Carolina Sánchez Hernández
- Subjects
teachers ,virtual environments ,teaching ,learning ,Education ,Special aspects of education ,LC8-6691 ,Theory and practice of education ,LB5-3640 - Abstract
The purpose of this research is to analyze the acquisition of teachers’ digital competencias through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources.
- Published
- 2024
- Full Text
- View/download PDF
38. Regenesis and revelation of the novel profession: Lived experiences of second-career teachers.
- Author
-
Oliveros, Jewel A. and Lachica, Ramon Clemente Martin F.
- Subjects
TEACHERS ,SECONDARY schools ,EDUCATION ,TEACHING ,PUBLIC schools - Abstract
This study explored the lived experiences of second-career teachers in relation to their new professional roles and responsibilities in the public secondary schools. Using a qualitative methodology, specifically the phenomenological approach, the data were gathered from 10 participants through an in-depth interview. The participants were purposively selected with the inclusion criteria that the participants must be regularpermanent teachers, have taught in the division for at least two years, previously undertaken a degree in a field outside of education, and employed in a profession unrelated to education. The data were recorded, transcribed, validated, and analyzed using Creswell's method of analyzing lived experiences. This data revealed four themes, namely: (1.) impetus for career shift, (2.) the hurdles of teaching, (3.) overcoming public school realities, and (4.) the gift of public school teaching. The impetus for career shift includes two subthemes namely: (a.) influence of significant others and (b.) the lure of better pay and privileges. The theme hurdles of teaching include four subthemes namely: (a.) struggling with the basics, (b.) dealing with changing behavior in changing times, (c.) the dearth of learning support in the public school and (d.) overwhelming clerical work. Overcoming public school realities include three subthemes: (a.) gaining wisdom from the older one, (b.) shelling-out of personal resources, and (c.) tapping first career experience. Lastly, the gift of public school teaching is a theme that describes the satisfaction and fulfillment of second-career teachers in public school teaching. Recommendations point to the need of implementing policies and practices and providing support for secondcareer teachers' professional development. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
39. Crafting Circuits: Integrating culturally responsive teaching and current events into science
- Author
-
Tofel-Grehl, Colby, Searle, Kristin, Hawkman, Andrea, Hansen, Tyler, and Lott, Kimberly
- Subjects
Teachers ,Teaching ,Education ,Science and technology - Abstract
While the majority of young children's teachers in the United States are white (78%) and female (99%), the general population of the United States is more diverse than ever (Saluja, [...]
- Published
- 2021
40. Disruptive Behaviour and Weather Patterns in a West Cumbria Secondary School.
- Author
-
Badger, Bill and O'Hare, Eric
- Subjects
TEACHING ,TEACHING methods ,TEACHERS ,ORAL tradition ,INSTRUCTIONAL systems ,EDUCATION - Abstract
Arrangements for mid-morning breaks on wet days, snow in the play- ground, windy days, etc., and their connections with pupil behaviour are part of teacher folklore. But is there any statistical relationship between the incidence of disruptive behaviour and weather conditions? This paper looks at correlations between the number of disruptive incidents on any one day, as indicated by referrals to a school quiet room, and weather variables such as maximum temperature, mini- mum temperature and wind speed. Support is found for previous research indicating that it is not so much the particular stable weather conditions on any one day, but rather the sudden changes in weather that may be predictive of pupil disturbance. A multi-variable regression technique is used to identify the strength and order of weather variables predictive of the number of disruptive pupil referrals. [ABSTRACT FROM AUTHOR]
- Published
- 1989
- Full Text
- View/download PDF
41. Teacher-Based Judgments of Academic Achievement: A Review of Literature.
- Author
-
Loge, Robert D. and Coladarci, Theodore
- Subjects
ACADEMIC achievement ,EDUCATIONAL tests & measurements ,TEACHERS ,DECISION making ,TEACHING ,EDUCATION - Abstract
The focus of this paper is on data reflecting the match between teacher-based assessments of students' achievement levels and an objective measure of student learning. These data are treated as relevant to the validity or accuracy of the judgmental measures. The paper begins with a discussion of two contexts in which such judgments are relevant: the teacher decision-making and assessment contexts. The second section presents a review of studies in which data are presented on the match between judgments and test scores. Two types of studies are reviewed. The first represents an indirect test of validity in the sense that there is a discrepancy between the judgmental measure (usually a rating of achievement) and the criterion measure (a score on a standardized achievement test). The second provides a more direct test of validity in that teachers are directly asked to estimate the achievement test performance of their students. On the whole, the results revealed high levels of validity for the teacher-judgment measures. The studies revealed, however, some variability across teachers in accuracy levels and suggested the operation of certain other moderator variables. The paper concludes with a set of recommendations for future research on the judgments and a set of recommendations for improvements in the teacher- assessment process. [ABSTRACT FROM AUTHOR]
- Published
- 1989
- Full Text
- View/download PDF
42. Towards a Learning Profession: changing codes of occupational practice within the new management of education.
- Author
-
Nixon, Jon, Martin, Jane, McKeown, Penny, and Ranson, Stewart
- Subjects
PROFESSIONAL employees ,EDUCATION ,PROFESSIONAL orientations ,WORKPLACE literacy ,STUDENTS ,TEACHERS ,TEACHING - Abstract
Professionals were once considered to be the civic leaders, the deliverers of the - society However, the old order has cracked under the pressure of social change, leaving a very different relation between professionals and their publics. This paper addresses some of the questions occasioned by these changes. Where does the altered pours relation between parents, students and teachers leave the notion of teacher professionalism? What is the role of professionals within the emergent order? The paper is a product of the ESRC-funded New Forms of Education Management Project (Local Governance Programme) It argues that, within the new management of education, the professional codes and practices point to a changing relation between teachers and what has traditionally been seen as their specialist knowledge. An outcome of this altered relation is the empowerment of parents and students in relation to teachers However, the new relation depends upon new shared understandings and new sets of agreement-making and these in turn depend upon new processes of agreement-making and a radically altered power relation between parents, students and teachers as they jointly develop these processes The paper reviews the changing purposes of professionalism during the second half of the 20th century and outlines a new version of teacher professionality based upon the enabling of learning, the accommodation of difference, and the practice of agreement Agreement is then 'theorised' in terms of the nature of agreement and the institutional structuring of agreement. [ABSTRACT FROM AUTHOR]
- Published
- 1997
- Full Text
- View/download PDF
43. Constructing Teacher Culture.
- Author
-
Sachs, Judyth and Smith, Richard
- Subjects
CULTURE ,TEACHING ,TEACHERS ,EDUCATION ,SCHOOLS - Abstract
In this paper, the argument is made that forms of consciousness, knowledge, sentiments and values that teachers use as part of their cultural repertoires in schools are the result of social constitution The `social' is composed of a number of overlapping discourses that are characteristic of schools everywhere `Teacher culture' is a signifier for the production and consumption of these discourses Recent trends to emphasise the plurality of teacher culture(s) are countered by a review of work that suggests more uniformity in teacher culture. [ABSTRACT FROM AUTHOR]
- Published
- 1988
- Full Text
- View/download PDF
44. Teachers' Work as Bricolage: implications for teacher education.
- Author
-
Hatton, Elizabeth J.
- Subjects
TEACHERS ,EDUCATORS ,TEACHING ,EDUCATION ,OCCUPATIONAL training - Abstract
The concept of bricolage, as it is developed by Levi-Strauss, is useful in characterising the form of teacher's work, it subsumes extensive research on the form of teacher's work and provides a heuristic device for developing causal explanations of the form of teachers' work as well as drawing together and unifying explanations developed in the literature. This assists and informs interventions to promote progressive pedagogy. The paper begins with an account of bricolage and its relationship to a science of pedagogy Next,features of teachers' work which push it toward bricolage are discussed, viz. Conservatism, limited creativity, repertoire enlargement, teacher' use of theory, the use of devious means, and ad hocism. Causal explanations of various of these features are discussed, viz. anticipatory socialization, aspects of preservice teacher education experiences and constraints in the work situation. The paper concludes with a discussion of implications for teacher education of taking seriously the suggestion that teachers' work is bricolage and taking seriously the associated causal explanations. It is argued that a critical starting point for progressive change in educational practice is the provision of inservice for tertiary educators who may themselves be bricoleurs. Without this, the significant necessary changes to preservice student's on-campus and within school experiences are unlikely to be supported or legitimated. [ABSTRACT FROM AUTHOR]
- Published
- 1988
- Full Text
- View/download PDF
45. SIMULATION GAMES: ONE MORE TOOL ON THE PEDAGOGICAL SHELF.
- Author
-
Dorn, Dean S.
- Subjects
TEACHING ,SOCIOLOGY ,EDUCATION ,LEARNING ,TEACHERS ,SIMULATION methods & models - Abstract
This article presents an extensive review of the literature on simulation games for teaching and learning, with a special emphasis on sociology. The key features of simulation gaming are discussed by addressing the following questions: What are simulation games? What are they designed to teach? On what learning theory are they based ? How effective have they been? What are the problems involved in using them? How should they be used properly? What are some popular simulation games relevant to instruction in sociology? This paper is addressed to teachers of sociology who are using simulation games currently, those who wish to return to using them, and those who are interested in using them for the first time. The paper argues that even though simulation games long ago passed their peak of popularity, they are still alive and well and offer instructors of sociology one more tool on the pedagogical shelf. [ABSTRACT FROM AUTHOR]
- Published
- 1989
- Full Text
- View/download PDF
46. AN INVESTIGATION OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS' PERSONAL GROWTH INITIATIVE.
- Author
-
Büyükgöze, Hilal
- Subjects
TEACHERS ,TEACHING ,LESSON planning ,EDUCATION ,MATHEMATICS education - Abstract
The current paper primarily aims to investigate pre-service science and mathematics teachers' personal growth initiative levels. The second aim of the study is to examine whether participants' initiative levels differ in relation to their gender, grade, department, perceived academic achievement, and willingness to attend graduate education after graduation. The study group consists of 212 pre-service teachers (156 female, 56 male). 80 of them attend science education program, whereas 79 of them attend primary mathematics education and 53 of them attend secondary mathematics education program in two different state universities located in Aksaray and Ankara, Turkey. The participants were surveyed by "The Personal Growth Initiative Scale-PGIS" developed by Robitschek (1998) and adapted into Turkish by Akın and Anlı (2011). The data collected during the spring term of 2014/15 academic year. The construct validity of the scale was verified by confirmatory factor analysis, and the reliability was examined by calculating the Cronbach alpha value of the PGIS. The results showed that (1) pre-service teachers have moderate levels of personal growth initiative, (2) their PGI levels statistically differ in relation to their willingness to attend graduate education, and (3) juniors have higher levels of personal growth initiative than freshman and sophomores. [ABSTRACT FROM AUTHOR]
- Published
- 2015
47. soft robotics as emerging technologies: preparing students for future work through soft robot design experiences: Students prepared with strategies for learning now will be able to apply the same strategies when faced with new situations in the future
- Author
-
Jackson, Andrew, Mentzer, Nathan, and Kramer-Bottiglio, Rebecca
- Subjects
Robots -- Design and construction -- Study and teaching ,Robotics -- Study and teaching ,Technology ,Education ,Students ,Engineering schools ,Teachers ,Technology and society ,Teaching ,Robot ,Education ,Science and technology - Abstract
In our field of technology and engineering education, we are limited by our inability to predict what is coming; as the saying goes, we are preparing our students for jobs [...]
- Published
- 2020
48. Comics in the Classroom: What's at the center of the solar system?
- Author
-
Hennig, Amee Jeanette, Whitworth, Brooke A., and Macpherson, Allison Huff
- Subjects
Science education -- Methods ,Classroom techniques -- Methods ,Comic books -- Usage -- Educational aspects ,Instructional materials ,Technology ,Teachers ,Projectors ,Educational technology ,Teaching ,Education ,Science and technology - Abstract
Teaching in today's classroom looks vastly different from 20 years ago. Today, many teachers have access to projectors, computers, smartboards, laptops and tablets, and have vast amounts of information and [...]
- Published
- 2020
49. Master's of None
- Author
-
Gedye, Grace
- Subjects
Teachers ,Special education ,High schools ,Education ,Universities and colleges ,Teaching ,General interest ,Political science - Abstract
Teachers across the country earn grad degrees to get raises. Turns out those degrees don't improve student learning--they just fatten colleges' bottom lines. David Firestone, a special ed teacher in [...]
- Published
- 2020
50. Teaching Preservice Teachers the Water Cycle With a Conceptual Change Model
- Author
-
Morrell, Patricia and Schepige, Adele
- Subjects
Hydrologic cycle ,Teachers ,Teaching ,Education ,Science and technology - Abstract
The purposes of this study were to examine preservice elementary teachers ' conception of the water cycle; determine if participating in a conceptual change-based role-play alters these conceptions; and ascertain if any conceptual change brought about by the intervention is lasting. We found that most of our students held naive conceptions of the water cycle. Participating in an activity based on a conceptual change model did broaden participants ' notions of the water cycle, and those more sophisticated ideas held for at least 3 months. The students were able to see how a lesson planned using the model could bring about conceptual change for themselves, which hopefully provided the impetus for them to include the model in their own instructional planning. The conceptual change model likely can be applied to any concept to improve understanding., In our elementary science methods classes, the focus is on pedagogy rather than content. Because preservice elementary teachers might lack confidence in their understanding and in their preparation of science [...]
- Published
- 2023
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