In this study we have used data from Spanish public universities to assess their efficiency in a longitudinal framework between 2008/9–2014/15. To carry out the analysis, two windows data envelopment analysis and intertemporal, non-radial and radial analysis methodologies were compared. The main results show a significant deterioration in university efficiency from the 2012/13 academic year for the three proposed frontiers, with both methodologies. Some factors may explain these results, such as the ageing of teaching force and its low replacement rate of 10%, and the lack of incentives for young researchers who wish to pursue a research career, influenced by the presence of endogamy, in hiring or promotion. Finally, the resources necessary for the good governance of the Spanish public university with the consequent accountability of these, in terms of teaching, research and its transfer to society, could become a strategic issue that should be taken into account by all the actors involved.
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Donald Merriman Robin S. Codding Georgiana Shick Tryon Takuya Minami 《Psychology in the schools》2016,53(5):457-470
Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between‐groups design to examine the differential effectiveness of coaching, a self‐management intervention, compared with the local treatment‐as‐usual (homework center) on improving the homework completion of 50 middle school students (Grades 6 to 8) with and without disabilities who were having substantial difficulty with homework. Results indicated that both group coaching and homework center (treatment‐as‐usual) were effective in significantly decreasing homework problems, with no clear indication that one intervention was, overall, superior to the other. However, preliminary analyses suggest that these interventions might be differentially effective as a function of disability status. 相似文献
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Allison S. Kert Robin S. Codding Georgiana Shick Tryon Mariya Shiyko 《Psychology in the schools》2010,47(2):193-204
This study examined whether the definition and use of the word “bully” would result in lower self‐reports of bullying behavior by providing students with one of three versions of a self‐report measure with: (a) no reference to the word bully or its definition, (b) the definition of the word bully followed by use of the word in each item, or (c) the definition of the word bully and no further mention of the word bully in the item stems. Participants (N = 114) completed surveys, and statistical comparisons examined the impact of the word bully on reports of bullying behavior. Analyses indicated that respondents provided with a definition of and repeated exposure to the word bully reported significantly less bullying behavior than those who were not exposed to the word or its definition. © 2009 Wiley Periodicals, Inc. 相似文献
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This paper intends to analyse the empirical and historical evidence, gathered by recent research, on the privatization process of the argentine educational system. In the 1960s, two main changes occurred: an increase in the private sector enrolment and an increasing deregulation of private schools along with a hyper-regulation of public schools. Additionally, a significant mutation of the demand profile served by the private and public sector can be observed. Such a mutation is closely related to the socio-economic characteristics of the families sending their children to either sector. The article suggests that the process of privatization of the argentine education meant a switch from a state quasi-monopoly system to a dual public/private system, where the social sectors with higher purchasing power are able to choose to ‘exit’ from the public sector to the private and, by doing so, consolidating an educational environment of their own. 相似文献
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de Jorge Moreno Justo González Robles Adriana Martinez Antonio Minero Calvo Roberto Miron Andrada Georgiana 《Tertiary Education and Management》2019,25(3):195-210
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This study investigated the relationship of depressive symptomatology to type of classroom placement in a sample of adolescents with learning disabilities who attended an urban public high school. Fifty-two students, half of whom were in self-contained classrooms and half of whom were in general education classrooms with resource room, self-rated their depressive symptoms. Their guidance counselors also rated these students' depressive symptoms. Self-ratings of depression did not differ depending on classroom placement. Guidance counselors rated students with learning disabilities who were in general education classrooms as more depressed than students placed in self-contained classes. 相似文献
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