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2. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
3. U.S. National and State Trends in Educational Inequality Due to Socioeconomic Status: Evidence from the 2003-17 NAEP. AIR-NAEP Working Paper 2021-01
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American Institutes for Research (AIR), Education Statistics Services Institute Network (ESSIN), Bai, Yifan, Straus, Stephanie, and Broer, Markus
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Educational inequality due to family socioeconomic status (SES) has been the focus of both public dialogue and education research in the United States for many years. The current study aims to understand how educational inequality due to family SES has changed in the United States. Specifically, the study focuses on the changes in achievement gaps between high and low SES students between 2003 and 2017 and the changes in the performance of low-SES students over time. Data from the National Assessment of Educational Progress (NAEP) grade 8 mathematics assessment were used for the analyses. Results show that the SES achievement gap at the national level has remained the same over time. State-level results suggest that 34 of the 50 states' SES achievement gaps experienced no significant change between 2003 and 2017, 14 gaps widened, and only two SES gaps narrowed. In addition, at the national level, more low-SES students achieved at the NAEP Basic and at the NAEP Proficient levels over time with a majority of states improving their low-SES students' performance. In conclusion, the study contributes to the existing literature not only by reflecting on U.S. national trends using an effective SES index, but also by providing state-level results. It also collects trend data on states' macro-level indicators, including economic growth, social inequality, and educational expenditures, allowing state-specific findings to be presented in the context of changes in macro-level context. Initial explorations of relationships between state SES achievement gap trends and macroeconomic factors are presented to motivate future research. The trends in SES achievement gaps and the specific policy contexts are presented in greater detail for 13 states/jurisdictions.
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- 2021
4. Is Seeing Believing? How Americans and Germans Think about Their Schools. Program on Education Policy and Governance Working Papers Series. PEPG 15-02
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Harvard University, Program on Education Policy and Governance, Henderson, Michael B., Lergetporer, Philipp, Peterson, Paul E., Werner, Katharina, West, Martin R., and Woessmann, Ludger
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What do citizens of the United States and Germany think about their schools and school policies? This paper offers the first broad comparison of public thinking on education in the two countries. We carried out opinion surveys of representative samples of the German and American adult populations in 2014 that included experiments in which we provided additional information to randomly selected subgroups. The paper first describes key characteristics of the U.S. and German education systems and then analyzes how information and institutional context affect public beliefs in the two countries. Results indicate both similarities and differences in the structure of American and German public opinion on schools and school policies. Contains a Methodological Appendix. [Paper prepared for the conference on Public Opinion and the Political Economy of Education, Munich, May 9, 2015. Financial support was provided by the Leibniz Association.]
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- 2015
5. The Impact of Resources on Education: A Position Paper on How Theories of Social Capital Provide Insight on the Achievement Gap in the United States Education System
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Zeisler, Kayla
- Abstract
Research has shown that there is a gap in educational achievement between socioeconomic and racial groups in the public education system in the United States. This paper identifies the link between resources and academic achievement. Through examining educational resources, from in-school factors, such as facilities and teacher quality, to out-of-school factors, such as family structure, socioeconomic status, and community values, this study serves to evaluate several theories of social capital in the hopes of providing an explanation for why this achievement gap exists. The review of the literature provided an inconsistent view on which factor has the most impact on educational achievement across diverse groups. In turn, this paper explores the possibility that the factors are interrelated and therefore difficult to compare. By outlining an analogy between Jared Diamond's (1999) geographic luck theory from "Guns, Germs, and Steel" and the public education system in the United States, this paper shows the importance of resources to academic achievement and how social capital plays a consequential role in students' performance in school.
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- 2012
6. What Counts in Calculating School and District Level Performance Index Scores: A Summary and Analysis of Academic Performance Index Metrics across the 50 States. A White Paper Report
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Columbia University, Teachers College (TC), Ni, Xinyu, Bowers, Alex J., and Esswein, Jennifer
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The purpose of this report is to summarize the key elements of school and district level Performance Index scores (PI scores) for the 50 states and the District of Columbia (D.C.) across the United States. PI scores are partial or overall summative ratings of schools or districts currently used across US state accountability systems to assess organizational performance. In this study, we first extracted 14 elements from 49 PI calculation metrics for states in the U.S and conducted a descriptive analysis to provide an overview of which data elements are used across the different calculation metrics for each state and what role PI scores play in state accountability systems. Second, we categorized the fourteen elements into seven categories proposed by the most recent ESSA regulations (81 FR 34539 §200.14-16, 2016) and examined how each state integrated each element in their PI score calculations. Third, we conducted a multidimensional scaling (MDS) analysis to compare the similarities and differences of PI calculation metrics across the states. The results indicate that there are few commonalities in PI score calculation metrics across the states, as each state has its own methods in addressing the requirements of NCLB and now ESSA. The goal of this report is to inform decisions across states on PI score calculations through summarizing overall ratings and metrics nationally used to hold schools and districts accountable as states move toward implementing the recent Every Child Succeeds Act (ESSA) regulations.
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- 2016
7. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
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- 2014
8. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
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- 2013
9. U.S. Educational Achievement on International Assessments: The Role of Race and Ethnicity. RTI Research Report Series. Occasional Paper
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RTI International and Dalton, Ben
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The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students. (Contains 1 figure, 3 tables, and 8 footnotes.)
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- 2011
10. The Economic Value of Higher Teacher Quality. Working Paper 56
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER) and Hanushek, Eric A.
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Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement, which provides the basis for consideration of the derived demand for teachers which comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low teacher effectiveness on economic growth through aggregate achievement. A teacher one standard deviation above the mean effectiveness annually generates marginal gains of over $400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5-8 percent of teachers with average teachers could move the U.S. near the top of international math and science rankings with a present value of $100 trillion. (Contains 3 tables, 3 figures and 44 footnotes.)
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- 2010
11. The Effects of Early Grade Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida. Program on Education Policy and Governance Working Papers Series. PEPG 12-09
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Harvard University, Program on Education Policy and Governance, Schwerdt, Guido, and West, Martin R.
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A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of retention on student outcomes over time. Regression discontinuity estimates indicate large short-term gains in achievement among retained students and a sharp reduction in the probability of retention in subsequent years. The achievement gains from retention fade out gradually over time, however, and are statistically insignificant after six years. Despite this fade out, our results suggest that previous evidence that early retention leads to adverse academic outcomes is misleading due to unobserved differences between retained and promoted students. They also imply that the educational and opportunity costs associated with retaining a student in the early grades are substantially less than a full year of per pupil spending and foregone earnings. (Contains 10 figures, 11 tables, and 19 footnotes.)
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- 2012
12. Securing Growth and Jobs: Improving U.S. Prosperity in a Worldwide Economy. A White Paper from Business Roundtable
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Business Roundtable, Washington, DC.
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The Business Roundtable prepared this paper to: (1) help policymakers and the public better understand the facts about the United States' role in the worldwide economy; (2) offer context and perspective on employment trends; and (3) recommend a package of policies that will stimulate economic growth, foster innovation, create jobs and help workers develop skills for the jobs of today--and the jobs of tomorrow. Included among the Business Roundtable's recommendations for federal and state leaders are the following steps for improving education and training: (1) Identify how all of the public programs that now provide worker education, training and adjustment assistance can increase their flexibility, accessibility and effectiveness; (2) Modify existing trade adjustment assistance programs to include workers in services; (3) Launch a national initiative to design a new worker education, training and adjustment system for the 21st century; (4) Stay the course on implementation of the No Child Left Behind Act to improve reading and math achievement of the students who are tomorrow's workforce; (5) Move dedicated support for improving math and science education to the top of the list of federal education funding priorities; and (6) Design education and immigration policies to address the impact of demographic and higher education enrollment trends on the scientific and engineering workforce. (Contains 54 endnotes.)
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- 2004
13. Supplemental Education Services under No Child Left Behind: Who Signs up, and What Do They Gain? Working Paper
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Urban Institute, Heinrich, Carolyn J., Meyer, Robert H., and Whitten, Gregory W.
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Schools that have not made adequate yearly progress in increasing student academic achievement are required, under No Child Left Behind (NCLB), to offer children in low-income families the opportunity to receive supplemental educational services (SES). In research conducted in Milwaukee Public Schools, the authors explore whether parents and students are aware of their eligibility and options for extra tutoring under NCLB, and who among eligible students registers for SES. Using the best information available to school districts, the authors estimate the effects of SES in increasing students' reading and math achievement. They find no average impacts of SES attendance on student achievement gains and use qualitative research to explore possible explanations for the lack of observed effects. Appendices include: (1) Supplemental Education Services Evaluation Focus Group Protocol; and (2) Milwaukee Public Schools 2006-2007 Supplemental Education Services Student Survey. (Contains 8 tables and 19 notes.) [This paper was presented at the "NCLB: Emerging Findings Research Conference" at the Urban Institute, Washington, D.C. on August 12, 2009.]
- Published
- 2009
14. Tracking and Inequality: New Directions for Research and Practice. WCER Working Paper No. 2009-6
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Wisconsin Center for Education Research and Gamoran, Adam
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The practice of tracking and ability grouping--the division of students into separate tracks, classes, and groups for instruction based on their purported interests and abilities--has long been debated. Evidence from decades of research indicates that tracking magnifies inequality between high and low achievers without raising achievement overall, as high achievers perform better in tracked systems while low achievers perform worse, compared to similar students in mixed-ability contexts. These findings have been sustained in recent work, which has also advanced in three areas. First, international studies have yielded results that are generally consistent with those previously found for the U.S. and U.K. Second, new attempts to reduce or eliminate tracking have suggested ways in which some of the obstacles to reducing the practice may be overcome. Third, new work on classroom assignment and instruction has identified approaches that may capture the benefits of differentiation for meeting students' varied needs without giving rise to the consequences for inequality that commonly accompany tracking and ability grouping. These findings in turn call for new research and experimentation in practice. (Contains 5 footnotes.) [This paper was prepared for the "The Routledge International Handbook of the Sociology of Education," edited by Michael W. Apple, Stephen J. Ball, and Luis Armand Gandin. New York: Routledge, in press.]
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- 2009
15. 'Diverse Providers' in Action: School Restructuring in Hawaii. Working Paper 2009-03
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American Enterprise Institute for Public Policy Research, Hess, Frederick M., and Squire, Juliet P.
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What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured". The 3,500 schools in the United States currently in restructuring are pursuing a variety of different strategies, but little research has been done on their implementation or effectiveness. The state of Hawaii has chosen to partner with outside organization in forty-four of its ninety-two restructuring schools--a much greater level than mainland states--and its unusual procurement and accountability frameworks for managing these partnerships offer unique insights to states considering a similar approach. This paper looks at the support mechanisms that Hawaii has put into place to facilitate partnerships with these "diverse providers" and at how restructuring schools may have benefited from those arrangements. (Contains 6 figures.)
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- 2009
16. The Effects of Open Enrollment on School Choice and Student Outcomes. Working Paper 26
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Urban Institute and Ozek, Umut
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This paper analyzes households' response to the introduction of intra-district school choice and examines the impact of exercising this choice on student test scores in Pinellas County Schools, one of the largest school districts in the United States. Households react strongly to the incentives created by such programs, leading to significant changes in the frequency of exercising alternative public schooling options, as well as changes in the composition of the "opt out" students. However, using "proximity to public alternatives" as an instrument for opting out of the "assigned" public school, the author finds no significant benefit of opting out on student achievement. Also, the author finds those who opt out of their default public schools often perform significantly worse on standardized tests than similar students who stay behind. Results suggest that the short-run detrimental effects of opting out are stronger for students who opt out closer to the terminal grade of the school level, yet weaker for "disadvantaged" students, who typically constitute the proposed target of school choice reforms. (Contains 5 figures, 14 tables and 33 footnotes.)
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- 2009
17. Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01
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Duke University, Sanford School of Public Policy and Ladd, Helen F.
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Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers and the promotion of competition, are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little--and are not likely to contribute much in the future--to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. (Contains 2 tables, 3 figures and 20 footnotes.)
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- 2011
18. Liberal Arts Colleges in American Higher Education: Challenges and Opportunities. ACLS Occasional Paper, No. 59
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American Council of Learned Societies
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This American Council of Learned Societies (ACLS) Occasional Paper presents the proceedings of a conference on "Liberal Arts Colleges in American Higher Education: Challenges and Opportunities" convened by ACLS in November 2003 in Williamstown, Massachusetts with the support of the Oakley Center for the Humanities and Social Sciences at Williams College and the collaboration of the Sterling and Francine Clark Art Institute. Eighteen speakers on five panels focused on historical perspectives, fiscal pressures, professional life, student achievement, and the future of liberal arts colleges. The frame of the Williamstown conference encompassed questions of faculty development and scholarly formation, but widened to include also the relationship between intellectual mission and economic constraints of the college-university, the history of these institutions, and their distinctive effectiveness in undergraduate education. The papers delivered were revised following discussion and an additional entry, Michael McPherson's, was solicited for this volume. Including Dr. McPherson, ten current or former college presidents participated in this discussion. The Introduction is presented by Pauline Yu while the Prologue, entitled "The Liberal Arts College: Identity, Variety, Destiny," is provided by Francis Oakley. The volume divides into three sections. Section I, "The Past: The Liberal Arts Mission in Historical Context," contains these papers: (1) Balancing Hopes and Limits in the Liberal Arts College (Helen Lefkowitz Horowitz); and (2) The Problem of Mission: A Brief Survey of the Changing Mission of the Liberal Arts (Christina Elliott Sorum). Section II, "The Present: Economic Pressures/Teaching, Research, and Professional Life/Educational Goals and Student Achievement," contains these papers: (3) The Economic Challenges of Liberal Arts Colleges (Lucie Lapovsky); (4) Discounts and Spending at the Leading Liberal Arts Colleges (Roger T. Kaufman); (5) Scholars and Teachers Revisited: In Continued Defense of College Faculty Who Publish (Robert A. McCaughey); (6) Beyond the Circle: Challenges and Opportunities for the Contemporary Liberal Arts Teacher-Scholar (Kimberly Benston); (7) Built To Engage: Liberal Arts Colleges and Effective Educational Practice (George D. Kuh); and (8) Selective and Non-Selective Alike: An Argument for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges (Richard Ekman). Section III, "The Future: Five Presidents on the Challenge Lying Ahead," contains these papers: (9) The Challenges Facing Public Liberal Arts Colleges (Mary K. Grant); (10) The Importance of Institutional Culture (Stephen R. Lewis); (11) The Future Ain't What It Used to Be (Michele Tolela Myers); (12) A Story Untold and Questions Unasked (David H. Porter); and (13) Liberal Arts Education at Large Research Universities and at Small Liberal Arts Colleges (Morton Owen Schapiro). Responses to articles in sections I and II are presented by Stephen Fix, Michael S. McPherson, Kenneth P. Ruscio, and Mitchell J. Chang. (Contains 23 figures, 3 tables, and 157 notes.)
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- 2005
19. Citizen Perceptions of Government Service Quality: Evidence from Public Schools. Program on Education Policy and Governance Working Papers Series. PEPG 10-16
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Harvard University, Program on Education Policy and Governance, Chingos, Matthew M., Henderson, Michael, and West, Martin R.
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Conventional models of democratic accountability hinge on citizens' ability to evaluate government performance accurately, yet there is little evidence on the degree to which citizen perceptions of the quality of government services correspond to actual service quality. Using nationally representative survey data, we find that citizens' perceptions of the quality of specific public schools reflect publicly available information about the level of student achievement in those schools. The relationship between actual and perceived school quality is two to three times stronger for parents of school-age children, who have the most contact with schools and arguably the strongest incentive to be informed. However, this relationship does not differ by homeowner status or by respondents' race, ethnicity, income, or education. A regression discontinuity analysis of an oversample of Florida residents confirms that public accountability systems can have a causal effect on citizen perceptions of service quality. The appendix section includes the following tables: (1) Relationship Between School Characteristics and Respondents' School Ratings, Marginal Effects from Ordered Probit Models; (2) Descriptive Statistics, By Whether Respondent Identified Local Elementary and Middle Schools; and (3) Relationship Between Schools' Demographic Characteristics and Respondents' Ratings, by Respondent Characteristics. (Contains 11 tables, 1 figure, and 17 footnotes.)
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- 2010
20. Individual Teacher Incentives and Student Performance. Working Paper 8
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Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER), Figlio, David N., and Kenny, Lawrence W.
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This paper is the first to systematically document the relationship between individual teacher performance incentives and student achievement using United States data. We combine data from the National Education Longitudinal Survey on schools, students, and their families with our own survey conducted in 2000 regarding the use of teacher incentives. This survey on teacher incentives has unique data on frequency and magnitude of merit raises and bonuses, teacher evaluation, and teacher termination. We find that test scores are higher in schools that offer individual financial incentives for good performance. Moreover, the estimated relationship between the presence of merit pay in teacher compensation and student test scores is strongest in schools that may have the least parental oversight. The association between teacher incentives and student performance could be due to better schools adopting teacher incentives or to teacher incentives eliciting more effort from teachers; it is impossible to rule out the former explanation with our cross-sectional data. (Contains 6 tables and 3 footnotes.) [This report was supported by the Warrington College of Business Administration.]
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- 2007
21. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (27th, Chicago, Illinois, 2004). Volume 1
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
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For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]
- Published
- 2004
22. The Impact of Participation in Service-Learning on High School Students' Civic Engagement. CIRCLE Working Paper 33
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Billig, Shelley, Root, Sue, and Jesse, Dan
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This study compared more than 1,000 high school students who participated in service-learning programs with those who did not participate in schools matched for similar demographics and student achievement profiles. The intention was to estimate the effects of service-learning compared to more traditional ways of teaching similar subject areas. The outcomes measured ranged from civic knowledge, behaviors, and dispositions to school engagement factors, such as attachment to school and enjoyment of coursework, that generally predict academic success. Students came from sites in the southeast, north central, and western parts of the United States. More than half of the students in the sample were Latino/Hispanic. Although service-learning students scored higher than comparison students on several outcomes, most of the differences were not statistically significant. Service-learning students were significantly more likely to say that they intended to vote and that they enjoyed school. There were substantial differences in outcomes among the various service-learning programs in the study. The study suggests that service-learning is effective when it is implemented well, but it is no more effective than conventional social studies classes when the conditions are not optimal. In particular: (1) Student outcomes improved when service-learning programs lasted longer, although year-long programs often had slightly less benefit than semester-long programs; (2) Teacher characteristics were related to outcomes--Number of years of teaching experience was significantly related to some student outcomes (valuing school, enjoying math and science, civic skills, and civic dispositions). Longer experience using service-learning was associated with higher civic knowledge, civic dispositions, and efficacy scores; (3) The type of service project was related to the outcomes. Students who engaged in direct service (e.g., tutoring or visiting seniors) were most attached to their communities--Students who engaged in indirect service (e.g., fundraising or research) showed the highest levels of academic engagement. Students who engaged in political or civic action (e.g., circulating a petition or organizing a community forum) scored highest on civic knowledge and civic dispositions; and (4) The literature has identified a set of best practices or "Essential Elements" of service-learning. The study found that some of these elements were related to positive student outcomes, but some were not. who did not use service-learning were almost as likely as those who did to use "active" instructional techniques. Thus, based on this study, it does not appear that service-learning competes against passive, lecture-style classes. Instead, it competes against mixed forms of instruction that include student projects, presentations, debates, and field trips. The study found that the use of active teaching techniques was most beneficial for student outcomes, and service-learning conferred a small additional benefit over other active pedagogies. (Contains 41 exhibits.) [This working paper was produced by the Center for Information & Research on Civic Learning & Engagement (CIRCLE).]
- Published
- 2005
23. Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Working Paper No. 2001-01
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National Center for Education Statistics (ED), Office of Educational Research and Improvement (ED), and Lippman, Laura
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This paper presents key indicators of educational and employment status for students making the transition from adolescence to early adulthood in selected Organisation for Economic Co-operation and Development (OECD) countries. The data that are presented include international comparisons of student achievement, educational attainment, literacy and unemployment among young adults. Data on expenditures for education are presented as a measure of national investment in education. It is a selective account, presenting data on important educational markers from international surveys and collections, offered as representative of key aspects of transitioning from education to the workforce in each country. To ensure comparability of data across countries, the data are derived from international surveys, or data collection efforts in which data have been harmonized. The time frame to which the data refer is the middle of the 1990s, between 1994-96. The countries chosen for comparison are OECD members that are representative of the regions of Europe (Northern, Central, Southern, and Eastern), English-speaking countries, and Asia. The coverage of countries varies by source, as the same countries did not participate in each of the surveys and data collections. However, every effort was made to include seven countries that are of particular interest, and they are the focus of the discussion in the text and appear in the figures when data are available: the United States, the United Kingdom, France, Germany, the Netherlands, Sweden, and Italy. An appendix presents: Description of School Systems in Seven Countries.
- Published
- 2001
24. Teachers and Decentralisation. Papers Prepared for the National Industry Education Forum Seminar (Melbourne, Victoria, Australia, August 1994).
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Whitty, Geoff and Seddon, Terri
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This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)
- Published
- 1994
25. Teaching and Research Quality Indicators and the Shaping of Higher Education. AIR 1997 Annual Forum Paper.
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Stanley, Elizabeth C. and Patrick, William J.
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Two important sets of performance indicators for institutions of higher education have become established in the United Kingdom: research quality ratings and teaching quality ratings. The research quality ratings and, to a lesser extent, the teaching quality ratings influence the level of government funding provided to higher education institutions. This paper considers the correlations between the two ratings and the possible consequences of policies which reshape the higher education sector by concentrating research resources in a limited number of institutions. Comparisons are made between quality assurance/assessment approaches in the United Kingdom and the United States, finding that U.S. higher education is much larger, more heterogeneous and has less government control than U.K. higher education, While the U.S. system of colleges and universities is generally unranked (by those responsible for accreditation), the UK system includes rankings. Use of use various analytical approaches to compare teaching and research ratings for both systems concluded that it remains unclear whether the measurement standards will lead to improvements in teaching and research. (Contains 38 references.) (Author/DM)
- Published
- 1997
26. Turn and Face the Strain: Age Demographic Change and the Near Future of American Education. Policy Paper Brief
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Foundation for Excellence in Education, Friedman Foundation for Educational Choice, and Ladner, Matthew
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"Turn and Face the Strain: Age Demographic Change and the Near Future of American Education" outlines a fierce battle looming between the needs of public health care and education. A crisis is fast approaching that makes comprehensive improvement of America's public schools more important than ever. Faced with rapidly expanding populations of the young and the old, working age taxpayers will experience the growing strain of insufficient tax revenue to fund public services from now until the foreseeable future. One solution to the crisis: an American education system that leads to a college and career-ready generation prepared for high-wage job earnings in a competitive global economy. This two-page policy brief summarizes the primary components of the predicament and choice options for a changing demography. [For the full report, see ED574383.]
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- 2015
27. University Examinations and Standardized Testing: Principles, Experience, and Policy Options. World Bank Technical Paper Number 78. Proceedings of a Seminar on the Uses of Standardized Tests and Selection Examinations (Beijing, China, April 1985).
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World Bank, Washington, DC., Heyneman, Stephen P., and Fagerlind, Ingemar
- Abstract
In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese officials at a meeting held in April 1985. In addition to an introduction by S. P. Heyneman and I. Fagerlind, the following papers are provided: (1) "Admission to Higher Education in Japan" (T. Hidano); (2) "Examinations for University Selection in England" (J. L. Reddaway); (3) "Admission to Higher Education in the United States: The Role of the Educational Testing Service" (R. J. Solomon); (4) "Public Examinations in Australia" (J. P. Keeves); (5) "Education in Sweden: Assessment of Student Achievement and Selection for Higher Education" (S. Marklund); (6) "A Brief Introduction to the System of Higher School Enrollment Examinations in China" (L. Zhen); (7) "Designing the English Language Proficiency Test in China" (G. Shichun); (8) "Assessing the Quality of Education over Time: The Role of the National Assessment of Educational Progress (NAEP)" (A. E. LaPointe); (9) "Cross-National Comparisons in Educational Achievement: The Role of the International Association for the Evaluation of Educational Achievement (IEA)" (J. P. Keeves); (10) "Examinations as an Instrument To Improve Pedagogy" (A. Somerset); and (11) "Improving University Selection, Educational Research, and Educational Management in Developing Countries: The Role of Examinations and Standardized Testing" (S. P. Heyneman). Collectively, the papers contain 31 tables and 13 figures. (SLD)
- Published
- 1988
28. High Stakes for High Achievers: State Accountability in the Age of ESSA
- Author
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Thomas B. Fordham Institute, Petrilli, Michael J., Griffith, David, Wright, Brandon L., and Kim, Audrey
- Abstract
In this report, the authors examine the extent to which states' current (or planned) accountability systems for elementary and middle schools attend to the needs of high-achieving students, and how these systems might be redesigned under the Every Student Succeeds Act (ESSA) to better serve all students. In their view, states can and should take four steps to ensure that the needs of high achievers are prioritized under ESSA: (1) For the first academic indicator required by ESSA ("academic achievement"), reward schools for getting more students to an "advanced" level; (2) For the second academic indicator expected by ESSA ("student growth"), rate schools using a "true growth model," i.e., one that looks at the progress of individual students at all achievement levels and not just those who are low-performing or below the "proficient" line; (3) Include "gifted students" (or "high-achieving students") as a subgroup, and report their results separately and (4) When determining summative school ratings, make "growth for all students" count for at least half of the rating. Based on these four design features, the authors rate states' current (or planned) accountability systems using a rubric and the most recent publicly available information. This rubric is the basis for two sets of ratings: one for the thirty-nine states (plus the District of Columbia) that calculate summative school ratings (or intend to) and one for the eleven states that don't take this step (or don't plan to). The ratings suggest that the overwhelming majority of current (and planned) state accountability systems provide schools with few incentives to focus on their high-achieving students. In fact, the analysis presented herein indicates that just four states--Arkansas, Ohio, Oregon, and South Carolina--have truly praiseworthy systems when it comes to focusing attention on these students. The results also highlight the specific areas where states need to improve. Only four states (Arkansas, Colorado, Idaho, and Oregon) base at least half of a school's rating on "growth for all students," and seven states and the District of Columbia assign no weight to this measure. (Eleven states don't calculate summative school ratings.) Given that student growth is the best way to evaluate schools' impact on student achievement--and the best way to signal that all kids matter--this finding is extremely alarming. Just five states (Nevada, North Carolina, Ohio, Oregon, and Wyoming) include high-achieving or gifted students as a subgroup and separately report their results. Fourteen states and the District of Columbia rate (or plan to rate) schools' achievement using a model that gives extra credit for students who achieve at an "advanced" level, such as a performance index. Unfortunately, draft regulations published by the Department of Education appear to disallow such indices, and those fourteen states may be required to resume measuring academic achievement via proficiency rates alone. For this reason, the authors have one major recommendation for the Department of Education: All states to rate academic achievement using a performance index. Such an allowance is both consistent with ESSA and in the best interests of students. The Department's final regulations should encourage performance metrics that account for the achievement of all students. [Foreword by Chester E. Finn, Jr.]
- Published
- 2016
29. The Legacy of COVID-19 in Education. EdWorkingPaper No. 21-478
- Author
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Annenberg Institute for School Reform at Brown University, Werner, Katharina, and Woessmann, Ludger
- Abstract
If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality. [This paper was prepared for the XXIII European Conference of the Fondazione Rodolfo Debenedetti on "Long-term socio-economic consequences of the COVID-19 pandemic."]
- Published
- 2021
30. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
- Author
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University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
31. The Impact of Flipped Learning on L2 Learners' Achievements: A Meta-Analysis
- Author
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Aybirdi, Nilüfer, Efe, Hüseyin, and Atasoy Sal, Çagla
- Abstract
This study aims to examine the effects of flipped learning on L2 students' overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on 'flipped classroom', 'flipped learning' and 'academic achievement' were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners' academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.
- Published
- 2023
32. The Relationship between Parents' Access to Social Capital and Children's Educational Outcomes in a Global Context
- Author
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Ding, Yafen
- Abstract
This piece of research project has demonstrated that there is a gap in educational achievement between parents' access to social capital and children's educational outcomes in a global context by examining England, United States and China specifically. Through examining educational resources, from in-school factors, such as facilities, teacher quality and teacher to student ratio, to out-of-school factors, such as family structure, socioeconomic status, and community values. This research paper evaluates several theories of social capital in the hopes of providing an explanation for why this achievement gap exists.The literature review outlines an analogy between Diamond's (1999) geographic luck theory and the education system in a global context. The review of the literature also examines the relationship between parents' access to socioeconomic background and academic performance across diverse backgrounds. This paper shows the importance of all kinds of resources to academic achievement and how social capital plays a consequential role in the students' educational outcomes.
- Published
- 2020
33. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
- Author
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Wodon, Quentin
- Abstract
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
- Published
- 2020
34. MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis
- Author
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Liu, Zhongxiu, Brown, Rebecca, Lynch, Collin F., Barnes, Tiffany, Baker, Ryan, Bergner, Yoav, and McNamara, Danielle
- Abstract
The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.
- Published
- 2016
35. The Federal Role in Education: Lessons from Australia, Germany, and Canada
- Author
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Center on Education Policy, Lykins Chad R., and Heyneman, Stephen P.
- Abstract
This paper contributes to the debate over how the federal government can best help state and local authorities improve student achievement by providing examples from other countries of innovations in the role of the national government. The authors believe that the degree to which foreign policy structures parallel those of the United States are significant in such a comparison: Canada, Australia, and Germany also have federal systems of government where authority over most matters of education resides ultimately in state and local rather than the national government. Although such a system has historically constrained the ability of the federal government to influence student achievement, these governments are exploring new ways to improve student outcomes. The central recommendation of this paper is that the federal government, in addition to fostering a culture of accountability, must also help create an environment that enables success. Drawing on the experience of other federal governments, the authors suggest: (1) Expanding access to high-quality early childhood education, perhaps through federally supported vouchers making children ready for schooling; (2) Creating a common system for tracking students (of any age) who transfer between states; and (3) Making it easier for districts to find the teachers and principals they need through a national job databank and pension portability. Each federal government discussed in this paper has an established system of gathering and collecting education statistics, monitoring state performance, and developing standards for accountability, capacities that were built during the most recent wave of education reforms. Ultimate success, the authors conclude, depends on a second wave of reform that will increase the federal government's role not just in setting standards, but in helping states achieve them. (Contains 2 boxes and 1 figure.)
- Published
- 2008
36. Chance Favors the Prepared Mind: Mathematics and Science Indicators for Comparing States and Nations
- Author
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American Institutes for Research (CRESS), Kensington, MD. and Phillips, Gary W.
- Abstract
This report provides international benchmarks to help states see how students are doing in math and science within an international context. It shows how state-by-state results from the National Assessment of Educational Progress (NAEP) can be linked with nation-by-nation results from the Trends in International Mathematics and Science Study (TIMSS) to provide a comprehensive indicator system that would allow state-by-nation comparisons. Such a system of indicators is important to state and national policymakers because it goes beyond the traditional roles of NAEP and TIMSS. Historically, NAEP has allowed US policymakers to compare and track the progress of states within the United States, while TIMSS has provided similar data for nations. This report places NAEP and TIMSS on the same scale, allowing states to compare themselves with nations. By doing so, states can monitor progress toward improved science and mathematics achievement while seeing how they stack up within an international context. The paper first explores the broader context for the study by arguing that many intractable worldwide problems cannot be addressed in the United States until we reach a critical mass of science and mathematical literacy among the general population. The paper then discusses a brief history of attempts within the United States to establish state-by-state indicators of student performance. The paper argues that most attempts have been flawed. However, there is a way to use extant data from NAEP and TIMSS to provide a comprehensive indicator system with accurate and timely state-by-state data along with international benchmarks for states. Finally, the paper introduces the concept of statistically linking NAEP and TIMSS. This allows TIMSS to be reported based on the NAEP achievement levels. By expressing NAEP and TIMSS in the same metric, states can see not only see how they compare with other states, but also with other countries. The findings indicate that most states are performing as well or better than most foreign countries; however, the highest achieving states within the United States are still significantly below the highest achieving countries. The paper argues that the United States needs to substantially increase the scientific and mathematical competency of the general adult population so that the voting citizenry can better understand and reach a consensus on policies that address many of the world's most pressing problems. Additionally, the paper argues that more people are needed in the scientific disciplines to better compete in a global economic environment. To achieve these goals, national and state policymakers need indicators of scientific and mathematical progress early in the educational pipeline. It is argued that the strategy of linking NAEP to TIMSS helps to provide this system of indicators. The following are appended: (1) Technical Appendix A: Statistical Linking NAEP to TIMSS; and (2) Technical Appendix B: Significance Testing and Multiple Comparisons. (Contains 36 tables, 53 figures, and 13 footnotes.)
- Published
- 2007
37. Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce
- Author
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National Council on Teacher Quality, Putman, Hannah, and Walsh, Kate
- Abstract
Building a strong, diverse teacher workforce in sufficient numbers requires understanding of the points along the pathway into the teaching profession where aspiring teachers are most likely lost. Currently, policymakers, state education agencies, and teacher prep programs have limited insight into the obstacles along this pathway, largely due to incomplete or inaccurate data. This makes it hard to identify when and why prospective teachers, particularly persons of color, elect not to consider teaching or, having started down the pathway, exit prematurely. In this study, National Council on Teacher Quality (NCTQ) focuses on a pivotal point for elementary teachers: when teacher candidates take their licensure tests on the content knowledge defined by states as necessary for the job of teaching. States generally expect elementary teachers to have foundational knowledge in English/language arts, mathematics, science, and social studies. Low rates of candidates passing licensure tests, especially for candidates of color, have become the subject of considerable debate in states across the country and have some states questioning their testing regimes. These low pass rates present a challenge for policymakers and educator preparation programs working to both diversify the profession and also ensure that every classroom is staffed with a well-prepared teacher. This paper provides the framework for the pass rate data available for each state. While the focus here is on elementary content licensure tests, the analysis can be applied to any assessment on any subject or grade span. [This report was funded by the Gates Family Foundation.]
- Published
- 2021
38. Education and New Developments 2017
- Author
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Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
- Published
- 2017
39. Demographics and Education: The 20 Richest Countries
- Author
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Marchant, Gregory J. and Johnson, Jessica J.
- Abstract
This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.
- Published
- 2012
40. Re-Imagining Teacher Professional Development and Citizenship Education: Lessons for Import from Colombia
- Author
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Noonan, James M.
- Abstract
This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly-decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical participants were the primary implementers of the reform: teachers. Teacher training is important to student achievement, but in a context that also seeks to teach democratic citizenship, training must be attentive to reciprocal learning and shared leadership. This paper highlights the impact of teacher training in one rural department and how a cross-cultural collaboration between Colombian and US-based educators benefited practitioners on both sides. Four key lessons on the design and delivery of professional development on citizenship education (and more broadly) are offered for educators and policymakers: the use of democratic pedagogy; the promotion and extension of teachers' self-awareness; the cross-pollination of perspectives across all levels; and a humble and inclusive expertise. (Contains 1 figure and 10 footnotes.)
- Published
- 2010
41. Change in Educational Policy and Practice through Online Communities of Practice
- Author
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Gauthier, Karey Rose
- Abstract
The internet continues to provide new and interesting solutions to age-old problems; this paper explores how education could benefit from online solutions. The history of public education in the U.S. is fractured at best, based on a system reliant on state and local control. As new legislation came into place to meet the needs of civil rights laws, and equal rights protection, the federal government has become increasingly involved leading to the national legislation "No Child Left Behind." Despite the increased standards and federal involvement, schools still suffer from a multitude of problems including poor performance on international assessments, achievement gaps between males and females, income groups and ethnic groups, and non-representative leadership in education. Using the theory of Emergence by Margaret Wheatley, I argue that online Communities of Practice can be used to create large-scale, grassroots change in an effort to solve many of our current problems in education. A transcript of a phone interview with Penelope Early is appended.
- Published
- 2009
42. Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment and Online Assessment Literate Educators
- Author
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Husain Farhat N.
- Abstract
Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students' abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom's Model in connection with the digital Bloom's taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.
- Published
- 2021
43. Effects of Pandemic-Related School Closures on Pupils' Performance and Learning in Selected Countries: A Rapid Review
- Author
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Zierer, Klaus
- Abstract
The coronavirus pandemic has led to drastic measures around the world, which have also affected the education system. Schools were closed in the spring of 2020 in almost every country in the world, and many children and young people are still involved in distance learning to this day. What effect these measures have on children's and young people's learning performance is important in view of the time pressure under which educational policy decisions have to be taken. The rapid review presented in this paper delivers evidence on the effects of school closures to contain the coronavirus pandemic in the spring of 2020 on children's and young people's learning performance in five countries (USA, Belgium, the Netherlands, Switzerland and Germany).
- Published
- 2021
44. Usage of Computers and Calculators and Students' Achievement: Results from TIMSS 2003
- Author
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Antonijevic, Radovan
- Abstract
The paper deals with the facts obtained from TIMSS 2003 (Trends in International Mathematics and Science Study). This international comparative study, which includes 47 participant countries worldwide, explores dependence between eighth grade students' achievement in the areas of mathematics, physics, chemistry, biology and geography, and basic characteristics of context for teaching and learning in school and at home. In the sense, different options of using modern technology equipment and its influence to students' achievement are explored in the TIMSS 2003 assessment. The main topic of the paper is using computers and calculators in teaching and its implications to students' overall achievement at the end of primary school education. The TIMSS 2003 international overall results in this area show that using computers in teaching doesn't significantly contribute to better students' achievement in the field of mathematics and also show some level of significant influence on students' achievement in the field of science. Moreover, the results show that using calculators in mathematics teaching improve overall students' achievement. Connectedness between using computers/calculators and students' achievement is especially explored and presented in the frame of students' sample in four countries, the United States, the Netherlands, Bulgaria and Serbia. (Contains 12 tables.) [This article is a result of the project "Education for Knowledge-Based Society" No. 149001 (2006-2010), financially supported by the Ministry for Science and Environmental Protection, Republic of Serbia. This article was also published in: The Fourth International Conference on Informatics, Educational Technology and New Media in Education: Proceedings (253-263). Sombor (Serbia): Faculty of Education.]
- Published
- 2007
45. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
- Author
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Bayeck, Rebecca Yvonne
- Abstract
This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
- Published
- 2016
46. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2016 International Pre-Conference (65th, Albuquerque, New Mexico, November 6-8, 2016)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Boucouvalas, Marcie, and Avoseh, Mejai
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those we serve. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers were presented at the 65th conference: (1) Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia (Mousa S. Alfaifi); (2) Career Transitions and Professional Development of Bulgarian Immigrants in the United States (Iva Angelova); (3) Preserving the Social Cohesiveness and Lifelong Learning Mission of Scotland's Public Libraries: Evaluating the Scottish National Library Strategy through the Capabilities Approach (Kiran Badwal); (4) Factors Associated with International Graduate Students' Academic Performance: A Comparative Analysis between the First Semester and the Subsequent Semester in the U.S. (Muhittin Cavusoglu, Williemae White, Waynne B. James, and Cihan Cobanoglu); (5) A Framework for International Student Participation in Postsecondary U.S. English Language Programs (Valeriana Colón); (6) How a Visual Language of Abstract Shapes Facilitates Cultural and International Border Crossings (Arthur Thomas Conroy, III); (7) Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data (Phyllis A. Cummins and Suzanne R. Kunkel); (8) The Power of Relationship Building in International Short-Term Field Study Experiences at the Graduate Level (Brittany Davis and Joellen E. Coryell); (9) A History of Oral and Written Storytelling in Nigeria (Simeon Edosomwan and Claudette M. Peterson); (10) Reflections after Working at the Center for Refugees of Conetta, Italy: Practice and Competencies Needed (Mario Giampaolo and Antonella Pascali); (11) Sustainability Adult Education: Learning to Re-Create the World (Wendy Griswold); (12) New Perspectives from a Quasi-English Translation of Dusan Savicevic's 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy (John A. Henschke); (13) Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States (Yvonne Hunter-Johnson); (14) Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States (Yvonne Hunter-Johnson and Norissa Newton); (15) Designing Professional Learning Communities through Understanding the Beliefs of Learning (Jie Ke, Rui Kang, and Di Liu); (16) Olympic Sports Coaching Education: An International Coach's Perspective (Cameron Kiosoglous); (17) Global Leadership Competencies in Selected Adult Education Graduate Programs in the United States and Western Europe (Arthur Ray McCrory and Waynne B. James); (18) Adult Development: A Global Imperative (Linda E. Morris); (19) Henry Carmichael [1796 to 1862]: Australia's Pioneer Adult Educator (Roger K. Morris); (20) Do College Instructors Have Implicit Bias toward Latino-Accented English Speakers? (Eunkyung Na); (21) Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education (Annalisa L. Raymer); (22) The Key-Role of Teachers within the Italian School-Work Alternation Programs (Concetta Tino and Monica Fedeli); (23) An Analysis of Europe within Adult Education Literature (Susan M. Yelich Biniecki); and (24) Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana (Jill Zarestky and Leslie E. Ruyle). (Individual papers contain references.)
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- 2016
47. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
- Author
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
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- 2016
48. The Use of Debates as an Approach to Deliver the Course Entitled 'The Impact of US Policy on Integration Processes in Europe in the Post-Bipolar Era'
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Korniienko, Alina Yu
- Abstract
The purpose of this research was to identify how the use of a debate-based course delivery approach merged with a flipped classroom model influenced the students' academic outcomes and motivation in relation to their intelligence type and how the sampled students perceived the course delivery approach and certain debate-related activities. Sampled students' academic performance records, an evaluation survey to obtain students' feedback on both the course delivery approach and the effectiveness of the activities like 'Think-Pair-Share', 'Write-Pair-Share', 'Illogical story-telling', 'Treasure Hunt', case-study, 'One Minute Paper', 'Attitude/motivation test battery' as intelligence type-based diagnostics of learners' motivation, and a focus-group semi-structured interview were used as the instruments. SPSS 10.0.5 computer statistical package was used to process data. The use of debates to deliver the instructional content to the tertiary students can be considered a three-vector approach capable to bring a positive change to learning motivation, cognitive (intellectual) activity, self-esteem (self-efficacy) of a student and the overall quality of the vocational training system of the historians and lawyers-to-be. This study boosts the methodology of vocational training of the students majoring in humanities like History/Law in terms of fostering the 21st century-competencies and it adds a different perspective to the theory on relation between the type of intelligence and skills. This approach fosters learner autonomy and positive perception of challenging educational activities. It was found that it was prerequisite for the success of the above approach that there was a well-trained debate moderator, and debate-procedure-aware and trained students. The further research is needed in purposeful introduction of NLP training into the above model and examination its impacts.
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- 2020
49. On Educational Excellence
- Author
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Terzi, Lorella
- Abstract
In recent decades, the pursuit of excellence, broadly defined as high educational achievement, has shaped the education systems and the research agendas of many countries across the world. Schools have been encouraged to provide a world-class quality education, with an emphasis on outstanding performance for some students, alongside a general improvement of outcomes for all. Educational excellence is however a very debated ideal. Given the complexities of defining 'excellence,' questions arise about its precise meaning in relation to achievement but also, and importantly, about its significance for education. This paper examines excellence as an ideal for education policy and the reasons for pursuing it. It suggests that educational excellence ought to be conceived in ways that are conducive to a general aim of well-being for all, in various abilities that lead to valuable pursuits, with due consideration of the importance of high achievement in relation to individuals' specific aptitudes.
- Published
- 2020
50. Perspectives on Social and Emotional Learning in Tertiary Education. Policy Information Report and ETS Research Report Series No. RR-20-19
- Author
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Millett, Catherine M.
- Abstract
In addition to literacy and numeracy skills, social and emotional skills are increasingly recognized as being essential for success in school and beyond. This commentary paper summarizes the discussions from a 2018 seminar on social and emotional learning (SEL) in tertiary education in Canada, Mexico, and the United States. The summary is framed through the lenses of competition, cooperation, and complementarity. While institutions of higher education compete for students, they cooperate by leveraging knowledge of how students succeed at a particular institution and they seek complementarity by recognizing that student/institutional fit may increase completion. Their shared goal is for students to succeed in getting to, through, and beyond tertiary education.
- Published
- 2020
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