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1.
认识人力资本理论:一个扩展的读书笔记   总被引：1，自引：0，他引：1  
传统人力资本理论是一种流水线式的投入-产出分析模型,关注投资、收益及个人和政府的教育投资策略,从而使学校系统的教育生产和工作场所的生产率差异的产生成为有待解构的“黑箱”。而对教育生产过程和工作场所生产过程的研究表明,组织结构和生产关系作为内生变量直接影响学校系统的产出、生产率的变化和人力资本效益的发挥,因此传统的投入-产出模型引入制度的变量可以产生更为乐观的对教育经济价值和社会价值的预测。  相似文献   

2.
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.  相似文献   

3.
School Level Conditions Affecting the Effectiveness of Instruction   总被引：1，自引：0，他引：1  
In this article, the current status of school level factors, as they appear in research reviews and in school effectiveness models is criticised both from a theoretical and from an empirical perspective. School level factors are often related to student achievement without taking into account the classroom level, where teaching and learning primarily take place. As a theoretical alternative, an overview of school level factors that enhance the quality of instruction, time for learning and opportunity to learn at the classroom level is provided. These factors are supposed to contribute to the explanation of differences in student achievement. Some empirical support for these ideas is found in educational research studies that have made use of three‐level analyses.  相似文献   

4.
Abstract

Since a significant percentage of students facing the risk of school failure, educational systems struggle to improve equity in education. Researchers argue that the missing link in establishing educational equity is parental involvement (PI). Τhis study examines three dimensions of PI (home-based, school-based, parental dispositions) as to effects on risk for school failure across two competencies (language and mathematics), while controlling for other variables, e.g. prior achievement and demographic factors. Data is drawn from the national ‘Program for Functional Literacy’ involving 6865 Year 6 students from 226 Cyprus public primary schools. Logistic multilevel modeling analyses, with students nested within schools, lead to interesting findings. Parental dispositions appear to relate significantly to the risk for failure in language and mathematics, confirming that this dimension holds the strongest impact. In addition, from the home-based PI dimension, the availability and number of books at home have statistically consistent effects on the risk across both competencies. Other dimensions or components of these dimensions relate significantly to risk for one competency only. These findings are further discussed in the context of future policy and research directions.  相似文献   

5.
Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents’ educational involvement is positively related to two indicators of school functioning: academic self‐competence and academic achievement. However, in light of research on the distinction between parents’ home‐ and school‐based educational involvement in terms of their different provisions of parents’ school‐related support, this study examined the relationship between each of these two bases and two adolescent outcomes: self‐evaluation (consisting of global self‐worth and scholastic self‐evaluation) and school‐reported academic achievement. Analyses using structural equation modeling (SEM) on data collected from 397 (187 girls) Israeli seventh‐graders (first year of junior high school) confirm the distinction between home‐ and school‐based parental involvement and their different links to adolescent outcomes. SEM analyses carried out separately for girls and boys showed positive links between home‐based parental involvement for girls and parent's volunteering for boys and global self‐worth. This analysis also showed direct negative links between school‐based parental involvement and academic achievement for boys. The discussion addresses these differences and their implication for the school experiences of young adolescents in the wake of the transition to junior high school.  相似文献   

6.
Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college‐readiness information is typically conveyed late in a student's high‐school career, and tends to focus solely on academic accomplishments—grades and admissions test scores. Late‐stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college‐readiness diagnoses earlier in a child's K‐12 career. This article introduces college‐readiness indicators for middle‐school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle‐school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle‐school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement—most notably motivation and behavior—contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college‐readiness categories to support straightforward communication of middle‐school indicators to parents, teachers, and students.  相似文献   

7.
This paper discusses performance evaluation and the introduction of incentives into education in Latin America from an analytical and methodological perspective. The aim is to describe ongoing strategies and learn from practical experiences in this field. The cases analyzed reveal that school-level evaluations and collective incentives adapt better to the characteristics of the educational process and the potential for teamwork, while individual evaluations pose some difficulties. Several evaluation systems currently in use emphasize educational inputs and, in some cases, mainly compliance with rules and procedures, irrespective of education results (output). If the factors considered in assessing school performance do not correlate well with educational achievement, the incentives vanish. Hence, the importance of emphasizing output and ensuring that if measures are included for inputs and processes, these must line up with educational achievement.  相似文献   

8.
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9.
ABSTRACT

In this article the results of an investigation into the relation between school size and achievement are reported. The findings relate to mathematics achievement in Dutch, Swedish and American secondary education and to science achievement in the Netherlands. The analyses sought to provide an answer to the following questions:

(1) Is school size related to achievement independently of student background characteristics such as sex, achievement motivation, socio‐economic status and cognitive aptitude? (2) Is the effect of school size related to any of the aforementioned background characteristics? (3) Does the effect of school size on achievement differ between the educational systems of the Netherlands, Sweden and the USA? (4) Is the effect of school size the same for different measures of student achievement (mathematics versus science)?

It was hypothesized that school size would be most strongly related to achievement in the USA. The analyses, however, revealed little empirical evidence for the existence of school size effects on achievement in any of the three countries, possibly because school size and curriculum comprehensiveness are not strongly related in these countries.

Because the investigations involved the analysis of five separate datasets, the research outcomes revealed some useful additional information with respect to the robustness of the detected relations between the five covariates and student achievement.

  相似文献   

10.
ABSTRACT

Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines whether school organizational effectiveness has the potential to moderate external influences on chronic absenteeism. Using school-level scores from the 5Essentials surveys, we find that, in traditional public schools, schools that are organized for effectiveness have lower rates of chronic absenteeism, while controlling for student demographics and grade level. In particular, schools with higher scores for “involved families” have lower chronic absenteeism. While charter schools in Detroit have significantly lower rates of chronic absenteeism than traditional public schools, we did not find an association between organizational effectiveness and chronic absenteeism in charter schools. This suggests that student sorting by school type may produce variation in chronic absenteeism rates that is not moderated by school actions. These findings have important implications for practice and policy, as educators seek to reduce chronic absenteeism in response to pressures from high-stakes accountability systems.  相似文献   

11.
This paper explores two Australian school education policy documents and the inputs they describe to boost student achievement. The paper suggests that current reform efforts in schooling like others previously configure student achievement in input–output terms confining school education policy to predictable inputs that sideline broader influences on educational output including, for instance, school funding. The national policy documents that are the subject of the case study in this paper are the National Plan for School Improvement and the current Students First. Student achievement is explored as an object of study that can be worked on by policy, including for across-the-board national ‘non-educational’ purposes. The analysis, critical in outlook, suggests that current school education policy trades on a predictable set of evidence-based inputs as correctives to declining levels of student achievement without weaving into the student learning equation the complex mix of relations that frame the educational system.  相似文献   

12.
This article discusses the management of quality in education systems. Indicator systems are discussed in the section that follows and the relationship between indicators, development and accountability is addressed in the context of the strategic management of improvement in school systems. A system of indicators developed to monitor the effectiveness of practice is then discussed. The final sections of the paper discuss these indicators in serving a dual purpose of school development and quality management. These indicators were developed to continuously monitor and review the quality of the education provided for students. Information from the monitoring of the effectiveness of school practice and functioning is discussed in the final section.  相似文献   

13.
Abstract

In an attempt to examine the structure of achievement measures used in public school systems, assessments of achievement at different points in the child's academic career were obtained for a sample of 671 students. A factor analysis of 21 achievement variables yielded a clearly defined three-factor structure. The factors emerging from this analysis were: (1) Objective Achievement defined by all the intelligence measures and most of the standard achievement test scores; (2) Early Citizenship defined by early measures of citizenship and marks; and (3) High School Achievement defined primarily by 9th and 12th grade marks. From this analysis, it would appear that children are assessed relatively independently on each of these three factors as they proceed through their school career.  相似文献   

14.
Abstract

This paper explores the individual and contextual effects of schools on the educational aspirations of a national sample of older adolescents. With individual student traits held constant, school-level contextual variables contributed little to the explanation of postsecondary school plans to graduate from college (R2 increase = .012). However, with individual-level student ethnicity, family background, and academic achievement held constant, a measure of classroom morale was positively and significantly associated with educational aspiration. This extends the well-documented link between class environment and learning to educational aspirations.  相似文献   

15.
ABSTRACT

The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed.  相似文献   

16.
Summaries

English

The development of series of audio‐tutorial units for biological education at junior high school level is described. The effectiveness of these units was tested with students from a Kibbutz school and found to produce higher achievement than a ‘normal’ teaching approach, based on the BSCS Yellow Version (Israeli adaptation) materials. The audio‐tutorial method led to a particularly high achievement gain in the case of girls. The achievement gains resulting from the audio‐tutorial approach are explained in terms of the motivational effect of this method on students.  相似文献   

17.
This article provides historical overviews of the conceptual and research and development focus of teacher evaluation, teacher effectiveness and school effectiveness research in the USA. Pertinent literature is cited and arguments are made that these lines of inquiry have coexisted for nearly four without adequate integration. With the fourth stage of school effectiveness research in process, there is a recognition that within school context variables, particularly teacher effectiveness, have important effects on school improvement and school outcomes. Similarly, there is the recognition that findings from school effectiveness research have relevance for studies of teacher effectiveness and ongoing developments in teacher evaluation. Examples of: (a) new generation, learner-centered teacher evaluation systems in the USA that are informed by teacher and school effectiveness research; and (b) the fourth stage of school effectiveness research are described. It is proposed that these lines of research should be merged as completely as possible.  相似文献   

18.
This paper reviews the work on gendered achievement in the English‐speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region‐specific and variegated in some contexts. In Trinidad and Tobago, the full‐scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7‐ to 8‐year‐olds) and 3 (9‐ to 10‐year‐olds). Census data from the high‐stakes 2003 Secondary Entrance Assessment (SEA) administered at standard 5 (ages: 10–11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium‐sized differentials were obtained for pupils of low ability, living in rural educational districts, and on language arts. Male achievement scores were also more variable for lower grade levels, low ability groups and language arts. Paradoxically, in some educational districts secondary school placement opportunities still favoured males. These variegated patterns of gendered achievement may be associated with differences in institutional effectiveness and variations in male socialization practices that are especially evident across the urban–rural divide.  相似文献   

19.
ABSTRACT

In this article, we introduce a special collection of research articles that consider the processes and consequences of school choice across different social and spatial contexts in order to better understand the relationship between school choice and stratification in educational opportunity. This special issue presents a wide range of studies that examine geographical configurations, locations, scales, and relationships, all of which shape and are shaped by school choice. We summarize the diverse theoretical perspectives and themes. We also highlight the articles’ key results and new contributions related to issues such as inter-district school choice, open enrollment school choice programs, diversification of curricular-related activities among EMO-operated schools, and geographic variation in achievement of the charter school sector  相似文献   

20.
实证研究表明:良好的课堂互动关系对学生学业成绩的提高有显著的作用,教师丰富的人力资本、教学资质和良好的教学组织与管理环境对改善课堂教学互动质量有一定的作用。基于这一研究,本文认为学校物质资源并不是改善学生学业成绩的唯一因素,教学过程中一些软的因素,尤其对师生教学互动质量的改善,对学生学业成绩的提高和学校效率的改善有积极的作用,这对物质资源缺乏的农村学校显得尤为重要。  相似文献   

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