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1.
Gary N. Marks 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):21-40
Background Educational differentiation, or the allocation of students to different types of school or different locations within schools, is a common feature of modern education systems. In most countries, student outcomes vary considerably, both by school and academic location within schools. Purpose The purpose is to ascertain the extent that between- and within-school differences in student performance can be attributed to students' socio-economic background and their home resources. Sample The samples are from the OECD's 2000 Program for International Student Assessment (PISA) study of 15-year-old students' performance in reading, mathematics and science. Data from 30 countries were analysed. The student samples ranged between 2500 (USA) and 30,000 (Canada) students. The samples are representative of the populations of 15-year-old school students in each country. Design and methods Multiple regression analysis was used to ascertain the extent to which between-school differences (measured by intra-class correlations) and within-school differences (measured by the effects of the composite variable ‘academic location’ which comprised grade and school programme) declined when taking into consideration students' socio-economic background and home environment. Results In most countries the intra-class correlations and the effects of academic location declined only marginally. This was especially the case in countries with large between-school differences such as the tracked systems of continental Europe. Conclusions Differences in student performance between and within schools cannot be accounted for by socio-economic background. The study lends some support to the official rational for tracking and other forms of educational differentiation, that the allocation of students to different school types and academic locations within schools is largely based on student ability. 相似文献
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Amélie Rogiers Emmelien Merchie Hilde Van Keer 《The Journal of educational research》2019,112(3):385-396
The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant. 相似文献
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《International Journal of Educational Development》1996,16(3):291-302
Bilingual education is often seen as one means of improving the educational attainment of indigenous children in developing countries. This paper presents the results of an evaluation of the National Bilingual Education Program serving approximately one-third of the indigenous primary school students in Guatemala. Findings show that program inputs of teacher training and instructional materials have had a significant effect on student achievement and a slight positive effect on promotion, repetition and drop-out rates. The superior performance of boys over girls and a teacher-centered approach to instructional delivery suggest that improvements should be made before expansion of the program. 相似文献
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The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education
schools which differ in the manner and extent to which they have implemented characteristics of competence-based education.
The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was
investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations
with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were
further found to be distinctive for the development of knowledge. 相似文献
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Maartje Buijs Wilfried Admiraal 《European Journal of Psychology of Education - EJPE》2013,28(3):767-779
Secondary school teachers often complain that their students show a disengaged attitude in class. Students do not prepare for lessons, they show a passive attitude towards classroom activities and they have a limited awareness of their own learning process. Based on a pilot study, four homework assignments were designed, implemented, and evaluated to stimulate students to prepare for history lessons and subsequently show a more engaged attitude and involvement in classroom activities. Two groups of, in total 50, 11th grade students of pre-university education participated in one group pre- post-test design. Data on student engagement in class is gathered by class observation: time on task, their level of activity, and amount and variety of questions students asked. Students’ motivation and perceived learning outcomes are measured by means of a self-report: Three of the four homework assignments (jigsaw, preparing analytical skills, and the fragmented assessment) showed increase in student engagement compared to the baseline of the first two classes. Implications for practice are discussed. 相似文献
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David Sousa 《科学教学研究杂志》1984,21(3):269-276
This article compares the results of two surveys sent to New Jersey science supervisors in 1978 and 1982 regarding the status of secondary science education in their schools. It discusses trends that have developed during the four-year period and compares them to national trends revealed in recent studies. The comparison shows that New Jersey faces many of the same problems in science education found across the country. Instruction time in science, double laboratory periods, and the use of national curriculum studies have all declined. Respondents also reported a marked increase in the number of science teachers leaving the classroom for jobs in business and industry. The recruiting of qualified teachers was a difficult task and over 9% of the public schools reported having to use teachers with emergency certification in science to meet their staffing requirements. Difficulties in using staff effectively, in obtaining adequate financial support, and in providing professional development programs were the major concerns of science supervisors. 相似文献
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Recent research has noted differences in the predictive efficacy of educational attainment models produced for whites as opposed to blacks; and called for more resolution in the findings on blacks in advance of further comparative analyses. The National Study of Black College Students (NSBCS) is employed to develop a model that distinguishes between high- and low-performing black undergraduates attending public, four-year institutions. In the NSBCS sample (N=695), discriminant function analysis identifies several institutional and student characteristics which are related to black students' educational outcomes. Specifically, students with both high occupational aspirations and high academic performances tend to be male, attend comparatively larger schools, and, to a lesser degree, be relatively well-adjusted upperclassmen. When academic performance is the sole issue, it is positively correlated with institutional quality, but the advantage belongs to black females. Contrary to the suggestions of previous research, black community sentiment did not have relationships with educational outcomes to the extent expected. These results suggest that future models of black educational attainment marry traditional Wisconsin-type measures with institutional and student attributes.An earlier version of this paper was presented at the 1983 meetings of the American Sociological Association, Detroit, Mich. 相似文献
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Pov Sokunrith Kawai Norimune Matsumiya Nagako 《Educational Research for Policy and Practice》2021,20(2):207-222
Educational Research for Policy and Practice - This study examines the effects of student-, family-, and school-related factors on student achievement at lower secondary schools in rural Cambodia.... 相似文献
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Prøitz Tine Sophie Novak Judit Mausethagen Sølvi 《Educational Assessment, Evaluation and Accountability》2022,34(1):89-111
Educational Assessment, Evaluation and Accountability - The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across... 相似文献
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The debate on academic achievement is a heated issue that involves all the higher education contexts. This paper attempts to provide an indicator that can make the measurement of university student performance easier and that can be easily applied to different systems, making comparisons more fair. The Italian University System is used as a starting point to make several considerations on the current measures and to build up a new performance indicator. Then, a generalization for other marking systems is shown and finally a quantile regression is performed to investigate some determinants of the new performance indicator, also with respect to the current one. 相似文献
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《International Journal of Educational Development》2004,24(5):539-545
Programmes of education for farmers in the form of Winter Schools, in the early 19th century, were gradually broadened into agricultural education for employment in farming or as preparation for higher education. In the 20th century, vocational education was developed at Apprenticeship and Secondary Schools to meet the needs of large-scale state farms introduced during 1953–60 by the communist political regime. Teacher education for these schools was developed during the 1950s and 60s, based on Agricultural Universities. Sudden and rapid change followed the political changes in 1989 when land was returned to private ownership in a new structure of agriculture based on market economy. This led to changes in production and a decrease in the number of people employed in agriculture. The number of students in the Agriculture Secondary Schools remained more or less the same, but curricula were substantially changed. Some schools diversified into new areas such as agro-tourism and environmental management. Those that continued with agricultural studies developed specialised areas such as farm business management and economics. Information technology became an important area of study. The schools began again to offer education and advice to local farmers. Early in the 21st century, change is again evident as policy for rural development becomes the diversification of rural economies to create a countryside which is less dominated by agriculture. New, sustainable economic activity comes from alternative uses of farm buildings, market niche crops and livestock products, and attraction enterprises for people in urban areas. The paper reviews the major trends and changes of the past 150 years and suggests how these are likely to project into the future of agricultural education in the Czech Republic. 相似文献
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Richard F. Goodings 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(2):136-152
Conclusion Change is not an abnormal or even intermittent state in education. It is an essential and permanent part of any system. True, the rate of change may be greater or less at different times but it is always present in some measure. Change at the present time in English education is rapid and, if a mere list is to be avoided, some of the trends and developments have to be omitted from a short account. Partly the movement is a reflection of the rate at which society as a whole is changing, partly the result of a belief that the system as at present constituted does not entirely meet the needs of contemporary society, even less the society of the future in which the children now at school will be adults and earn their livings. We shall have to run quite fast to stay in the same place. We shall have to run even faster if we want to get anywhere else.
Neue Tendenzen und Entwicklungen im Primar- und Sekundarschulwesen in England
Tendances et developpements recents dans l'enseignement primaire et secondaire en Angleterre相似文献
15.
This article investigates the composition of the Norwegian lower secondary school curriculum with a special emphasis on pre-vocational education from a contemporary perspective. The data consist of four official national curricula enacted from the 1970s until the present. Despite differences between the curricula, the main structure of school subjects has remained stable over time. Norwegian lower secondary school curricula mainly include academic subjects, even though pre-vocational education is, to varying degrees, present in all curricula, especially amongst elective subjects. This consolidated position of academic subjects results in a consistency in the composition of the curriculum. Curriculum change is most likely to happen amongst electives and is related to changes in policy making and societal changes. Pre-vocational education is mainly included in the first and current curriculum contrary to the second and third curriculum. These findings indicate that the international policy agenda and its emphasis on the relevance of education through stressing the linkage between education and the world of work only has a minor impact on Norwegian curricula. Further, the allocation of teaching hours shows that the status of pre-vocational subjects is low compared to that of academic subjects. International policies emphasizing basic skills strengthen the academic subjects even further. 相似文献
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Gigi Foster 《Higher Education》2010,60(3):301-319
Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely
on two things to protect the quality of the degrees they award: selection mechanisms operating during students’ tenure, and
effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate
course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment
across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students
directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students).
Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective
in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers’ formal
university affiliation. 相似文献
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.This article describes the use and validation of the Pedagogical Practices Inventory, which uses student perceptions arranged into five subscales to measure teacher activities concerning the regulation of student learning in secondary education. To determine the reliability and validity of the instrument, an inventory study (N = 2128) and a study in which observational data (N = 11) and inventory data (N = 201) were combined, were carried out. Analysis of the inventory data showed internal subscale reliabilities between .83 and .90, indicating consistency of the PPI subscale scores. Correlations between inventory and observational data showed significant relations for three of the five subscales, indicating that the PPI is suitable to tap teacher regulating activities in classroom contexts. 相似文献