How schools and students respond to school improvement programs: The case of Brazil's PDE     

Martin Carnoy  Amber K. Gove  Susanna Loeb  Jeffery H. Marshall  Miguel Socias 《Economics of Education Review》2008

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.  相似文献   

“Poetry is happening but I don't exactly know how”: Literacy Subject Leaders’ perceptions of poetry in their primary schools     

Andrew Lambirth  Sarah Smith  Susanna Steele 《Literacy》2012,46(2):73-80

Evidence suggests (Ofsted, 2007) that the role of the Subject Leader is crucial in how well poetry is taught in schools. This paper attempts to provide some insights on “what it is like” to coordinate poetry teaching in a primary school. Some of the data confirm elements of the findings from earlier research on the state of poetry in schools, particularly concerning space in the curriculum, teacher subject knowledge and personal interest in poetry. However, we attempt to show that, much to the surprise of some of the Subject Leaders, where poetry teaching in the participants’ schools was perceived to be successful it was often nourished by the combined enthusiasm and ‘zeal’ of the teachers and children experiencing poetry together, which in turn was maintained by an empowering synergy of professional/personal pleasure and engagement with poetic texts experienced by some of the teachers while in school.  相似文献   

Learning and teaching: issues for teacher education     

Jo-Anne Reid  Diane Mayer  Ninetta Santoro  Michael Singh 《Asia-Pacific Journal of Teacher Education》2012,40(4):343-345

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The promise of educational psychology (vol II): Teaching for meaningful learning     

Richard E. Mayer  Ruth Clark 《Performance Improvement》2003,42(4):41-43

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