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‣ "Is it beneficial to stress grades to my child?" - Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents

Peixoto, Francisco José Brito
Fonte: European Research Network about Parents in Education Publicador: European Research Network about Parents in Education
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
37.334175%
In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (Antunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to selfenhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally...

‣ Correlation Among Math Anxiety, Attitudes Toward Math, and Math Achievement in Grade 9 Students: Relationships Across Gender

Sanci, Rosemary
Fonte: Brock University Publicador: Brock University
Português
Relevância na Pesquisa
47.334175%
This research evaluated (a) the correlation between math anxiety, math attitudes, and achievement in math and (b) comparison among these variables in terms of gender among grade 9 students in a high school located in southern Ontario. Data were compiled from participant responses to the Attitudes Toward Math Inventory (ATMI) and the Math Anxiety Rating Scale for Adolescents (MARS-A), and achievement data were gathered from participants’ grade 9 academic math course marks and the EQAO Grade 9 Assessment of Mathematics. Nonparametric tests were conducted to determine whether there were relationships between the variables and to explore whether gender differences in anxiety, attitudes, and achievement existed for this sample. Results indicated that math anxiety was not related to math achievement but was a strong correlate of attitudes toward math. A strong positive relationship was found between math attitudes and achievement in math. Specifically, self-confidence in math, enjoyment of math, value of math, and motivation were all positive correlates of achievement in math. Also, results for gender comparisons were nonsignificant, indicating that gender differences in math anxiety, math attitudes, and math achievement scores were not prevalent in this group of grade 9 students. Therefore...

‣ Implementing a National Assessment of Educational Achievement

Greaney, Vincent; Kellaghan, Thomas
Fonte: World Bank Publicador: World Bank
Português
Relevância na Pesquisa
37.541104%
This third volume in the five-part National Assessments of Educational Achievement series, focuses on practical issues in the implementation of a national assessment. These include the representation of key educational stakeholders, required personnel and facilities, and the sequence of administrative activities in implementing an assessment. Particular attention is focused on sampling, such as defining the population to be assessed, elements of sampling theory, and the selection of schools and students to take part in an assessment. Readers are guided through the selection of a sample by working on a set of concrete tasks presented in the text, using data files in an accompanying CD. One section of Volume 3 is devoted to typical tasks involved in preparing, validating and managing data. Users are expected to develop competence in data preparation skills by carrying out the practical exercises in the CD. They are also shown how to complete important pre-analysis steps such as compute survey weights, calculate means and their sampling errors, and how to deal with non-responses and oversize and undersize schools. This volume is intended primarily for teams who are responsible for conducting national assessments and graduate students interested in technical aspects of large-scale surveys.

‣ Using the Results of a National Assessment of Educational Achievement

Kellaghan, Thomas; Greaney, Vincent; Murray, T. Scott
Fonte: World Bank Publicador: World Bank
Português
Relevância na Pesquisa
47.524805%
This book, the fifth and final volume of the National Assessments of Educational Achievement series, draws on the experiences of over forty countries that have implemented a national assessment. It considers the role of contextual factors which impinge on the use of assessment findings. The attachment of sanctions to performance on a national assessment and use of assessment results for accountability are discussed. Key components of a national assessment report are specified . Other instruments to communicate findings are described. Uses of national assessment findings for policy, management, teaching, and raising public awareness are described. A number of ways in which the use and value of national assessments could be optimized are proposed. This volume is intended primarily for teams who are responsible for conducting national assessments and policy makers responsible for the dissemination and use of national assessment results.

‣ The Measurement of Educational Inequality : Achievement and Opportunity

Ferreira, Francisco H.G.; Gignoux, Jeremie
Fonte: Banco Mundial Publicador: Banco Mundial
Português
Relevância na Pesquisa
37.374873%
This paper proposes two related measures of educational inequality: one for educational achievement and another for educational opportunity. The former is the simple variance (or standard deviation) of test scores. Its selection is informed by consideration of two measurement issues that have typically been overlooked in the literature: the implications of the standardization of test scores for inequality indices, and the possible sample selection biases arising from the Program of International Student Assessment (PISA) sampling frame. The measure of inequality of educational opportunity is given by the share of the variance in test scores that is explained by pre-determined circumstances. Both measures are computed for the 57 countries in which PISA surveys were conducted in 2006. Inequality of opportunity accounts for up to 35 percent of all disparities in educational achievement. It is greater in (most of) continental Europe and Latin America than in Asia, Scandinavia, and North America. It is uncorrelated with average educational achievement and only weakly negatively correlated with per capita gross domestic product. It correlates negatively with the share of spending in primary schooling...

‣ The Effects of School-based Management in the Philippines : An Initial Assessment Using Administrative Data

Khattri, Nidhi; Ling, Cristina; Jha, Shreyasi
Fonte: Banco Mundial Publicador: Banco Mundial
Português
Relevância na Pesquisa
47.16291%
This paper estimates the effect of school-based management on student performance in the Philippines using the administrative dataset of all public schools in 23 school districts over a 3-year period, 2003-2005. The authors test whether schools that received early school-based management interventions (training in school-based management and direct funding for school-based reforms) attained higher average test scores than those that did not receive such inputs. The analysis uses school-level overall composite test scores (comprising all subject areas tested) and test scores in three separate subject areas: English, math, and science. Their preferred estimator, difference-in-difference with propensity score matching, shows that the average treatment effect of participation in school-based management was higher by 1.5 percentage points for overall composite scores, 1.2 percentage points for math scores, 1.4 percentage points for English scores, and 1.8 percentage points for science scores. These results suggest that the introduction of school-based management had a statistically significant...

‣ Paraguay : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
37.374644%
There is increasing interest across the globe in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress (Hanushek and Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante and Glaeser 2009), and teachers are key: recent studies have shown that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff 2004; Park and Hannum 2001; Sanders and Rivers 1996). However, achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered, the impact of many reforms depends on specific design features, and teacher policies can have very different impacts depending on the context and other education policies in place.

‣ Nigeria : Ekiti Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
37.334175%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. There is increasing interest across the globe to attract, retain, develop and motivate great teachers. While the World Bank has ample experience in supporting teacher policy reforms in developing countries, until recently there was no systematic effort to offer data and analysis that can provide policy guidance on teacher policies. The focus of the initiative is the design of teacher policies as opposed to their implementation on the ground. A number of complementary activities will be looking at implementation in a sample of countries as this will involve a different methodological approach and will require more financial and human resources.

‣ Jamaica : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
37.30719%
There is increasing interest across the globe in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress (Hanushek and Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante and Glaeser 2009), and teachers are key: recent studies have shown that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff 2004; Park and Hannum 2001; Sanders and Rivers 1996). However, achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered, the impact of many reforms depends on specific design features, and teacher policies can have very different impacts depending on the context and other education policies in place.

‣ Private Non-State Sector Engagement in the Provision of Educational Services at the Primary and Secondary Levels in South Asia : An Analytical Review of Its Role in School Enrollment and Student Achievement

Dahal, Mahesh; Nguyen, Quynh
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
37.334175%
Private (non-state) sector engagement in the provision of educational services at the primary and secondary levels in South Asia has recently undergone remarkable growth. This type of education comes in various forms, such as schools financed and managed by the private sector, schools financed by the government and managed by the private sector, private school vouchers, and tutoring outside the classroom. According to recent household survey data, almost one-third of school-goers aged 6 to 18 years in South Asia go to private schools, with a high concentration in Bangladesh, India, Nepal, and Pakistan. Data for India, Nepal, and Pakistan show that on average, private schools perform at least as well as government schools on student test scores, after controlling for socioeconomic factors, and they do so at significantly lower costs to society. However, student achievement varies greatly across schools of each type, with many weak private schools as well as strong government schools. Substantial, albeit indirect, evidence points to teacher behavior and accountability as an important driver of the effectiveness of private schools. In the long run...

‣ Distribution of Student Achievement in Chile : Baseline Analysis for the Evaluation of the Subvención Escolar Preferencial

Murnane, Richard J.; Page, Lindsay; Vegas, Emiliana
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
Português
Relevância na Pesquisa
37.423794%
This paper has two primary objectives. The first objective is to describe our method for predicting the counterfactual outcomes, and explain the reasons for this choice. The second is to present estimates of the counterfactual outcomes. The paper contains the following sections. Section two provides a description of the voucher system before the introduction of SEP (Subvencion Escolar Preferencial program, or Preferential School Subsidy), an explanation of the main components of SEP, and a summary of other educational reforms currently undergoing Parliamentary review, for which SEP may serve as a valuable pilot. In section three, we present the methodological approach employed in this paper to predict the counterfactual outcomes to which actual outcomes under SEP will be compared. Section four describes the data on students and schools used in this paper. This section also provides information on the distributions of grade four priority students and non-priority students among the nation's three types of elementary schools in the years 2005-2007 and predictions of what these distributions will have been in 2008 in the absence of SEP. Section five describes the distributions of achievement of priority students and non-priority students on SIMCE tests of Spanish...

‣ Learning in the Face of Adversity; The UNRWA Education Program for Palestine Refugees

Abdul-Hamid, Husein; Patrinos, Harry Anthony; Reyes, Joel; Kelcey, Jo; Diaz Varela, Andrea
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Book; Publications & Research :: Publication; Publications & Research
Português
Relevância na Pesquisa
47.341074%
The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank...

‣ Kazakhstan Teachers; SABER Country Report 2013

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
Português
Relevância na Pesquisa
37.410703%
A new tool, systems approach for better education results (SABER) teachers, aims to help fill the gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER teacher's collects data on 10 core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. To offer informed policy guidance SABER teachers analyzes the information collected to assess the extent to which the teacher policies of an education system are aligned with those policies that research evidence to date has shown to have a positive effect on student achievement. SABER teachers analyzes the teacher policy data collected to assess each education system's progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals...

‣ An Expansion of a Global Data Set on Educational Quality : A Focus on Achievement in Developing Countries

Angrist, Noam; Patrinos, Harry Anthony; Schlotter, Martin
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
37.619976%
This paper assembles a panel data set that measures cognitive achievement for 128 countries around the world from 1965 to 2010 in 5-year intervals. The data set is constructed from international achievement tests, such as the Programme for International Student Assessment and the Trends in International Mathematics and Science Study, which have become increasingly available since the late 1990s. These international assessments are linked to regional ones, such as the South and Eastern African Consortium for Monitoring of Educational Quality, the Programme d'Analyse des Systemes Educatifs de la Confemen, and the Laboratorio Latinoamericano de Evaluacion de la Calidad de la Educacion, in order to produce one of the first globally comparable data sets on student achievement. In particular, the data set is one of the first to include achievement in developing countries, including 29 African countries and 19 Latin American countries. The paper also provides a first attempt at using the data set to identify causal factors that boost achievement. The results show that key drivers of global achievement are civil rights and economic freedom across all countries...

‣ Assessing National Achievement Levels in Education; Avaliacao dos niveis de desempenho educacional; Évaluer les niveaux nationaux de performance dans l’éducation

Greaney, Vincent; Kellaghan, Thomas
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
Português
Relevância na Pesquisa
47.51307%
This introductory book describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two important developments. First, it reflects increasing globalization and interest in global mandates, including Education for All (UNESCO 2000). Second, it represents an overall shift in emphasis in assessing the quality of education from a concern with inputs (such as student participation rates, physical facilities, curriculum materials, and teacher training) to a concern with outcomes. This emphasis on outcomes can, in turn, be considered an expression of concern with the development of human capital in the belief (a) that knowledge is replacing raw materials and labor as resources in economic development and (b) that the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in an international market. The purposes and main features of national assessments are described in chapter 2. The reasons for carrying out a national assessment are considered in chapter 3...

‣ Cote d'Ivoire : Teacher Policies 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
Português
Relevância na Pesquisa
37.410703%
Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER - teachers' collects data on ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. SABER - teachers analyzes the teacher policy data collected to assess each education system s progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals...

‣ Benin : Teachers 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
Português
Relevância na Pesquisa
37.410703%
Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER - teachers' collects data on ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. SABER - teachers analyzes the teacher policy data collected to assess each education system's progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals...

‣ How Should the Tennessee Department of Education Encourage Data-Driven Communication Across Districts to Promote Regional Best Practice Sharing?

Bryant, Anna
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Masters' project
Publicado em 18/04/2014 Português
Relevância na Pesquisa
37.570261%
Executive Summary Project Question How should the Tennessee Department of Education encourage data driven communication across districts to promote regional best practice sharing? Client: The Tennessee Department of Education Background Information The education policy landscape in Tennessee is changing in many ways. Amidst ambitious goals outlined in Tennessee’s Race to the Top Grant, the adoption of the Common Core State Standards, and the implementation of a more comprehensive teacher evaluation system, the Tennessee Department of Education (TDOE) rests in an ambiguous role as a state education agency. While it enforces compliance for procedural issues, the majority of the TDOE’s efforts revolve around providing district support without enforcement authority. Thus, the materials, training, and supplements provided by the TDOE must be transparent, of high quality, and usable in order for districts to perceive their state education agency as a credible source of management and support that will aid in improving educational outcomes for Tennessee students. The goal of this project is to not only support districts in purposeful data analysis but also to build trust across districts through data transparency in order to foster idea exchanges throughout the state. This project will achieve these goals through the creation of a user-friendly tool that incorporates publicly available district demographic and achievement data. The tool will identify demographically similar districts and subsequently note which of the comparable districts are particularly high achievers. Superintendents will be able to use the tool to choose which districts to visit for professional development credit. Within the context of both the goals outlined in Tennessee’s Race to the Top application and a thorough literature review to provide legitimacy for the tool’s direction...

‣ The effects of self-assessment and model-listening on middle school chorus students’ achievement

Ward, Jenny
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.09546%
Rickard, Krystal; The purpose of this ten-week study was to determine the effects of self-assessment and model-listening on middle school chorus students‘ performance achievement. Sixty-four middle school chorus students were assigned to one of the following four groups: (a) Model X Self-Assessment, (b) Model X No Self-Assessment, (c) No Model X Self-Assessment, and (d) No Model X No Self-assessment. Once per week, self-assessment groups completed self-assessments and model-listening groups listened to a model recording. During week ten, each group made final recordings which were evaluated by two judges. Data were analyzed using descriptive statistics to determine differences among the groups for the five performance sub-areas (Tone Quality, Intonation, Rhythmic Accuracy, Expression, and Balance/Blend) and for Overall Performance achievement. Data indicated that middle school choral students benefit most from no-treatment in the performance sub-areas of Tone Quality, Intonation, and Expression, and in Overall Performance. Also, self-assessment alone is the most effective treatment for improving Balance and Blend.; University of Delaware, Department of Music; M.M.

‣ Correlates of Achievement Data-based Indicator System For Delaware's Middle Schools

Noble, Audrey J.; Scollon, Kelly L.
Fonte: Delaware Education Research & Development Center Publicador: Delaware Education Research & Development Center
Tipo: Relatório Formato: 181254 bytes; application/pdf
Português
Relevância na Pesquisa
67.08847%
In June 2004, we released the Correlates of Achievement Data-based Indicator System for Delaware’s Middle Schools Instrumentation Report where we discussed progress that had been made on the system. In this report, we provide an update on the progress made during July and August on its development. We will discuss in detail the results of the past two months’ data collection efforts and the current status of the indicator system.