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1.
Abstract

We evaluate a long-standing program run by one of the largest education foundations in Argentina that offers scholarships and nonacademic mentoring to secondary school students. We randomly assigned 408 grade 6 students within 10 public schools in the Province of Buenos Aires to either receive the program throughout secondary school or not to receive it. After three years, the program improved students’ academic behaviors (e.g., studying before an exam or catching up on missed work), but we find little evidence that these changes translated into broader improvements in students’ academic mindsets (e.g., self-beliefs about performance and efficacy), perseverance (e.g., grit), or learning strategies (e.g., metacognition). The program also improved students’ performance in school during the first year (e.g., grades, attendance, and passing rates), but we do not find similar gains in subsequent years. This may be due to a large share of treatment students being expelled from the program for not meeting its requirements. The program did not improve student learning or personality traits (e.g., conscientiousness). Finally, we find some heterogeneous effects for female students and students from low-income families.  相似文献   

2.
In their struggle to improve student learning, many developing countries are introducing school-based management (SBM) reforms that provide cash-grants to school councils. School councils are expected to work collaboratively and decide on the best use of the funds. In this paper, we study the effects of one such program in Mexico on student outcomes. We complement the differences-in-differences analysis by qualitatively exploring program implementation. Results suggest the program had substantial positive effects on third grade Spanish test scores, with most benefits accruing to schools receiving SBM cash grants for the first time. These results are robust to alternative model specifications. The implementation analysis suggests school councils did monitor grant use, but parental participation did not significantly improve in other areas. Our findings suggest that the observed positive program effects are likely to be the result of providing schools with financial resources to meet pressing equipment, material, and infrastructure needs.  相似文献   

3.
A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans.  相似文献   

4.
A 2010 education reform gave English schools the option to become academies, autonomous but state-funded schools. Academies can opt for two different models of governance by choosing to remain standalone schools or join an academy chain. We investigate the causal effect of the governance model on student achievement and school inputs. We find that students in academy chains have higher end-of-primary school test scores, with stronger effects for low achievers and early converter academies. School chains are more efficient than standalone academies, achieving better results while spending less overall. Survey data suggest that chains favor management changes, whereas standalone academies make changes related to educational practices.  相似文献   

5.
Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement.  相似文献   

6.
We document large temporal and geographical discrepancies among prominent trackers that measure in-person, hybrid, and remote schooling in the U.S. during COVID-19. We then propose a new measure of effective in-person learning (EIPL) that combines information on schooling modes with cell phone data on school visits and estimate it for a large, representative sample of U.S. public and private schools. The EIPL measure, which we make publicly available, resolves the discrepancies across trackers and is more suitable for many quantitative questions. Consistent with other studies, we find that a school’s share of non-white students and pre-pandemic grades and size are associated with less in-person learning during the 2020–21 school year. Notably, we also find that EIPL was lower for schools in more affluent and educated localities with higher pre-pandemic spending and more emergency funding per student. These results are in large part accounted for by systematic regional differences, in particular political preferences.  相似文献   

7.
We provide an assessment of the French ZEP (Zones d’Education Prioritaire), a program started in 1982 that channels additional resources to schools in disadvantaged areas and encourages the development of new teaching projects. Focusing on middle-schools, we first evaluate the impact of the ZEP status on resources, their utilization (teacher bonuses versus teaching hours) and key establishments characteristics such as class sizes, school enrolments, teachers’ qualifications and experience, and student composition and mobility. We then estimate the impact of the ZEP program on four measures of individual student achievement: obtaining at least one diploma by the end of schooling, reaching 8th grade, reaching 10th grade and success at the Baccalauréat (the national examination at the end of high school). We take into account the endogeneity of the ZEP status by using both difference in differences and instrumental variables based on political variables. The results are the same in all cases: there is no impact on student success of the ZEP program.  相似文献   

8.
We study the effects of closing and restarting low-performing schools as charter schools in New Orleans and Baton Rouge. Using matched difference-in-differences identification with students in Louisiana, we estimate effects for the students who attended the treated schools at the time of treatment. We find positive and precise effects of closure/restart on elementary/middle school test scores, but no clear effects on high school graduation or college entry in New Orleans. However, in Baton Rouge high schools, the interventions reduced high school graduation by 11–15 percentage points. We also provide evidence about how and why these effects emerge. The variation in test score effects within and across cities is positively related to the increase in school value-added that treated students experienced and negatively related to student age/grade and the extent of student disruption. The effects of school closure and restart therefore depend, predictably, on policy design and implementation. This work builds on prior closure/restart research and helps explain the positive effects of the post-Katrina school reforms in New Orleans.  相似文献   

9.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning.  相似文献   

10.
This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change.  相似文献   

11.
Studies of postsecondary aspirations tend to assume that adolescents from different ethnic groups share commonalities of perspective that are unaffected by the areas in which they live and go to school. Largely missing from this literature is a consideration of the intersection of ethnicity, development, and location. This study looks at the ways in which White and Latino students in an urban and a rural high school differ in their perspectives on postsecondary plans according to grade level, ethnicity, and urbanicity. We find a number of differences in student attitudes and behavior depending on whether students attend rural or urban high schools. High school experiences are also moderated by ethnicity across locations. However, with respect to how students want others to see them, students in the rural high school are more like each other than they are like their ethnic counterparts in the urban school. We conclude that, in many respects, both Latino and White students experience schooling and adolescent development differently in rural and urban schools.  相似文献   

12.
We explore whether investment in school infrastructure affects students’ achievement. We use data on extra funding to state high schools after the 2012 Northern Italy earthquake and apply a quasi-experimental design and an instrumental variable strategy. We find that spending on school infrastructure increases standardized test scores in Mathematics and Italian language, and the effect is stronger for lower-achieving students and in Mathematics. These results provide evidence in favor of a positive impact of capital spending in improving the learning environment and performances of high school students.  相似文献   

13.
Like the African proverb, ‘It takes a village to raise a child’, many educational researchers charge that it takes a comprehensive school reform to raise student achievement. With the passing of the No Child Left Behind legislation in 2002, national officials authorized the Comprehensive School Reform program to support low performing schools as they struggled to improve student achievement. As a result of this national effort, an increase in implementation of comprehensive school reforms is occurring in schools serving predominantly diverse student populations in urban areas. Therefore, this article explores the framework of comprehensive school reforms and challenges stakeholders to do their homework by investigating whether the school reform allows for the implementation of culturally responsive educational experiences for students.  相似文献   

14.
Abstract

This article is situated at the intersection of two trends in education research: a growing emphasis on the importance of co-cognitive traits and the emergence of research-practice partnerships to more effectively scale effective practices. Our partnership focused on building student ownership and responsibility for their learning, which means creating school-wide practices that foster a culture of learning and engagement among students. We find no evidence of an overall relationship between the student ownership and responsibility innovation and student outcomes that is robust to model specification. However, when results are separated by school, two schools each saw increased student grades and fewer absences that persisted across both years of implementation. We also use qualitative data about the quality of implementation to understand how school-level engagement in the improvement partnership may be related to observed outcomes.  相似文献   

15.
Many school accountability programs are built on the premise that the sanctions attached to failure will produce higher future student achievement. Furthermore, such programs often include subgroup achievement rules that attempt to hold schools accountable for the performance of all demographic classes of students. This paper looks at two issues: the degree to which such rules increase the likelihood of school failure, and the effect of failure to meet a performance standard on subsequent student achievement. Using data from California's state accountability program, I find that subgroup rules lead to otherwise similar schools having different probabilities of failure. I also find that subgroup induced failure leads to lower future student achievement under both the state's system and its’ implementation of No Child Left Behind. This implies that small demographic differences play a large role in how schools are judged and how they perform under current accountability systems.  相似文献   

16.
This article studies the differences in student learning outcomes associated with changes in the format of online learning resources. We compare completion rates and degrees of student achievement across several economic education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on unemployment, the virtual lecture “The Story of Unemployment” was later chunked into four separate short-form learning modules. We find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. We also study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, we document that chunking online instructional materials increases retained learning and consistently boosts information absorption at the item level.  相似文献   

17.
A clearly articulated theoretical perspective on learning is essential for developing consistency among learning, pedagogy, and leadership and for planning and making adjustments to better serve students in all areas. Notwithstanding, few professional learning and school improvement approaches in pre-school through 12th grade (P-12) schools improve student learning (Guskey, 2003). Therefore, the central question is raised, how is theory used in professional learning and school improvement approaches that advance teaching and learning?

Examination of peer-reviewed literature resulted in the identification of 3 effective approaches for analysis using 4 major learning theories. Analysis revealed that each approach was associated with the tenets of either a cognitive, constructivist, or sociocultural theoretical perspective on learning. This introduced a way to examine the theoretical soundness of school improvement and professional learning approaches. Conclusions regarding the use of learning theory in improvement designs are discussed.  相似文献   

18.
We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. We estimate split population models that simultaneously estimate the impact of individual characteristics and student teaching experiences on the timing and probability of initial hiring as a public school teacher. Not surprisingly, we find that interns endorsed to teach in “difficult-to-staff” areas are more likely to find employment as public school teachers than interns endorsed in other areas. Younger interns, white interns, and interns who completed their student teaching in suburban schools are also more likely to find a teaching job, all else equal. Prospective teachers who do their internships at schools that have more teacher turnover are more likely to find employment, often at those schools. On the other hand, few of the characteristics of an intern's cooperating teacher are predictive of workforce entry. Finally, interns with higher credential exam scores are more likely to be hired by the school where they did their student teaching.  相似文献   

19.
This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey. This study used cross-validation multilevel factor analysis to find that individual teachers view leadership for learning as consisting of six factors (school influence, classroom control, collegial climate, student attendance, neighbourhood context, teacher commitment) whereas teachers collectively (e.g. as a faculty) perceive three factors that are non-isomorphic with the individual-level factors (instructional leadership, management, social environment). These results imply that teachers collectively have a functional view of leadership, while individual teachers have views more aligned to specific areas of influence. This article provides the beginning of a theoretical framework for future multilevel educational leadership research into teacher leadership and leadership for learning.  相似文献   

20.
This article describes the emergence of a new and exciting possibility for upgrading teaching and learning in American schools. We call this new phenomenon, instructional information systems (IIS). Instructional information systems are computerized data banks that allow a variety of users to ask important evaluative questions about student learning, classroom function, school management, and district policies. They built on current practice in testing and program evaluation but go way beyond it.  相似文献   

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