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1.
In recent years, there has been major growth in low-cost or affordable private schooling in South Asia. This has applied in both urban and rural areas. In Pakistan, some 25%–33% of all children now attend private schools. Further, there has been substantial, consistent, developing country evidence that students of affordable private schools outperform academically their counterparts in government schools. This seems to remain true even after account is taken of intellectual ability, home and family characteristics.In this paper we use 2011 data collected by Pakistan's Annual Status of Education Report (ASER, 2012) to address three questions:
- (a)Do Pakistan's rural private school students outperform their public school counterparts?
- (b)Do Pakistan's public–private partnership (PPP) school students outperform their public school counterparts?
- (c)Are higher private school fees associated with higher student achievement?
- •private school students in Pakistan, do outperform their government colleagues. This effect persists even after account is taken of other variables (child, household and school).
- •PPP students also outperform their government counterparts but this effect disappears when account is taken of private tuition.
- •students from the lowest-fee private schools outperform students from government schools and higher fee school students generally outperform the lowest fee schools but this latter difference seems attributable to factors other than solely the higher fee level itself.
2.
《Assessing Writing》1998,5(1):123-150
Two studies tested factors influencing ratings of argumentative essays in order to develop a scheme for assessing essays written by middle school students. Study CLAIM-CLARITY assessed the effect of:
- 1.(a) claim clarity,
- 2.(b) reason strength,
- 3.(c) strength of rebuttals to counterarguments,
- 4.(d) the rater's personal values, and
- 5.(e) the rater's topic knowledge.
- 1.(a) development,
- 2.(b) voice, and
- 3.(c) conventions.
3.
《International Journal of Educational Development》2006,26(3):246-260
Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:
- •place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and
- •use lesson observation to answer the questions.
4.
《Assessing Writing》1998,5(1):7-29
This study examined how highly experienced raters do writing assessment, with a focus on how the raters defined the assessment task. Three raters followed a think-aloud procedure as they evaluated two sets of writing. Analyses of the think-aloud protocols showed that raters defined the task in three very different ways:
- 1.1) by searching the rubric to make a match between their response to the text and the language of the scoring rubric (search elaboration),
- 2.2) by assigning a score directly based on a quick general impression (simple recognition elaboration), or
- 3.3) by analyzing the criteria prior to score assignment without considering alternative scores (complex recognition elaboration).
5.
《Learning and Instruction》2000,10(3):249-266
Recent research on learning and instruction has substantially advanced our understanding of the processes of knowledge and skill acquisition. However, school practices have not been innovated and improved in ways that reflect this progress in the development of a theory of learning from instruction.It is argued in this article that to be successful in making psychological theory and research applicable to education one should develop a strategy that combines the following basic characteristics:
- •good communication with practitioners which means that the relevant outcomes are translated in such a way that they become palatable, accessible, and usable for the teachers;
- •an orientation toward a fundamental change of teachers' belief systems about the goals of education and about good teaching and productive learning;
- •a holistic (as opposed to a partial) approach to the teaching–learning environment, i.e. all relevant components of the learning environment should be addressed.
6.
Jack Pearpoint 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(4):491-503
Two basic points are made in this article: -We must make a choice whether we ‘isolate’ people from or ‘include’ people in our communities. Including people is the only viable option. -The key to ‘including’ people is with the very people we most often label as ‘the problems’. These ‘problem people’ can help generate answers when we learn how to listen, and when we offer genuine learning opportunities and valid partnerships with those who have been ‘missed’ and discarded. Examples from various Frontier College programs illustrate these points and elaborate the central philosophy of the College (Student Centred Individualized Learning — SCIL), which is based on the beliefs that: -All are welcome -All belong -All can learn -All have contributions to make The programmes are focused on ‘literacy’, which is a great deal more than reading and writing — it is about what kind of society we want. Literacy is a tool for ‘inclusion’ in communities. It is hard work, and includes love and tears, grief and joy, families and friends. It is based on the Right to Learn, and builds dignity, self esteem and choices. 相似文献
7.
This is a report on three working groups of the IRTAC European Consultation ‘Career Guidance in Further, Higher and Continuing Education’, University of London, December 16–20, 1983. The three working groups focused their discussion on the following themes: - The expectations of those contemplating further and/or higher education. - The selection and training of the career guidance team. - The design, implementation and evaluation of career guidance programmes. 相似文献
8.
Louis Emmerij 《Higher Education》1972,1(4):483-495
The ILO's World Employment Programme, launched officially in 1969, constitutes the major contribution of the International Labour Organisation to the Second Development Decade in the area of employment objectives and policies. The general aim of the World Employment Programme (WEP) is to provide concrete and specific guidelines to policy-makers and planners on policies and measures which enable them to choose those development strategies which have a greater weight attached to productive employment creation, and to assist in their implementation. The following activities have recently been undertaken to give practical effect to the World Employment Programme. First, so-called comprehensive employment strategy missions have been sent to Colombia, Ceylon, Iran and Kenya (ILO, 1970, 1971, 1972a, 1972b). In the light of a definition and diagnosis of the employment problem in these countries, these missions have proposed a long-term strategy based on fundamental changes in key areas of development policy, including education and training. They have also drawn up an immediate programme of action to face the most urgent problems. Second, regional teams have been established in Latin America and Asia, and several subregional teams are in the process of being constituted in Africa. Set up with a view to making a comprehensive investigation of employment problems in the countries of the region and assisting them in formulating employment policies and programmes, they are keeping under review the progress and obstacles encountered and identifying needs for further direct assistance. Third, a major research programme has been launched. The principal elements of the WEP's research programme are the following major projects which are currently being carried out or are about to start:
- population and employment;
- technology and employment;
- income distribution and employment;
- education and employment;
- international trade and employment;
- urban employment problems; and
- feasibility of emergency employment schemes.
9.
《Assessing Writing》1998,5(1):39-70
The Maryland School Performance Assessment Program (MSPAP) tests include an expressive writing task in which students at grades 3, 5, and 8 can choose to write about any topic they wish in the form of either a story, poem, or play. This test design feature provided the opportunity to investigate what factors contribute to students' choice of genre, how scorers apply a single expressive writing rubric to a range of genres, and whether these genres constitute equivalent tasks for measurement and reporting purposes. Our study, which combined analysis of statewide score data, 300 randomly selected student texts, questionnaires given to teacher-scorers, and interviews with students, argues strongly for the validity of this choice task as a measure of expressive writing and demonstrates that choice of genre both increases writers' engagement and enhances the fairness of the assessment by giving all students the best opportunity to demonstrate proficiency in this learning outcome. By highlighting several features of student texts that complicate scoring, the study also suggests that accuracy and consistency might be improved by
- 1.1) providing additional sample papers during training,
- 2.2) attending to scorers' assumptions regarding several key concepts, especially “originality,” and
- 3.3) adjusting the ways that training for focused holistic scoring generally takes place.
10.
Strategies implemented by 12–13 year olds to solve electricity problems are examined. Three factors account for observed strategies:
- type of problem representation, itself dependent on the knowledge base;
- cognitive personality dimensions;
- form of problem statement.
- a strategy based on misconceptions such as the vanishing current model;
- a similar strategy but greater verbalization of doubt;
- rush to use formulas;
- sequential analysis of circuit;
- application of principles learned in class.
11.
John Welton 《Higher Education》1983,12(5):597-607
This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:
- The nature of the professional domain of special education assessment;
- The emergence of competing definitions of special educational need and good practice;
- The concern for professional and administrative accountability;
- The concern for the rights of users of special education provision;
- The politicisation of special education through the development of interest groups;
- The market relations between supply and demand in special education provision.
12.
Márta Turcsányi-Szabó Andrea Bedő Zsuzsa Pluhár 《Education and Information Technologies》2006,11(3-4):341-355
Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around:
- Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
- Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
- Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
- Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
- Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
- Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
13.
14.
In June 1988, the SA Minister of Education announced the allocation of $650,000 to boost science and technology in State primary schools. Subsequent allocations have raised funding for Phase 1 and 2 of this ‘SCI-TEC Project’ to over $1m. This level of funding for science and technology in primary schools is unprecedented in Australia. During 1989 the Independent Schools Board sponsored a pilot project along similar lines and in 1990 the Disadvantaged Schools Program of the Catholic Education Office followed suit. Although different structures have been provided, an interactive approach to in-service has been the underpinning for all three projects. This paper examines what has happened in each of these projects so far, and reviews the strategies used to:
- develop interactive models of in-service education.
- involve teachers as effective change agents in their schools
- enhance the impact of focus teachers working in neighbouring schools
- record the insights of all participants in the projects
- maintain accountable procedures when using a model of in-service which rejects a ‘top-down’ approach.
15.
Pietro Boscolo 《European Journal of Psychology of Education - EJPE》1991,6(2):167-174
The role of context variables is emphasized in recent research on writing, from which a great variety of meanings of the word ‘context’ emerges. The aim of this paper is to investigate some aspects of the identification of context variables in writing research by focusing on three main functions of context:
- context as a condition for communication, i.e. the ground the writer creates in order to communicate with the reader
- context as task environment, i.e. the situational variables (task objectives, motivational aspects, media, etc.) which can influence the writing process and/or product
- context as an interactive framework, i.e. context as constituted by what people are doing, as well as by when and where they are doing it.
16.
Brian Street 《English in Education》1997,31(3):45-59
This paper deals with the following questions:
- 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
- 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
- 3 . What are the implications for literacy education?
17.
This study deals with the observation of a class composed of children aged 8–9 solving division problems. The analysis aims at differentiating the attitudes of pupils confronted with situations resulting from ‘EMPIRICAL’ learning from those observed in situations involving action resulting from ‘DIALECTIC’ learning. Two learning sequences are described in the course of the study: * The first includes four classical terms which allow the use of empirical methods to find the quotient and the remainder. * The second includes two terms elaborated so that they favour a dialectic of action with the children. * The repetition of drills of the same nature during the first learning sequence does not result in important variations as far as success and solution procedures are concerned. * On the other hand, during the second learning sequence, all pupils use a more economical solution procedure with high level success rate. 相似文献
The observed differences reveal that:
18.
S. L. Kemme 《Educational Studies in Mathematics》1981,12(1):43-58
In the article three parts of classroom conversation are studied with respect to the linguistic interference between teacher and pupils. Special attention is given to the reference of words and symbols of teacher and pupils. Some conclusions are: - In classroom conversation we may consider the references of speech act as one of the basic features of learning. - For succesful transfer of references between teacher and pupil, it is necessary that they are handling the same referential frameworks. Those frameworks are very fundamental in every day speech (‘form’ and ‘color’). - Differences in references between teacher and pupils may lead to blockages in the learning. Sometimes they result in learning that is an imitation of teacher behaviour. - To avoid these unwanted effects of learning, the teacher has to ensure that learning takes place within the everyday language of the pupils. So he will have to stimulate the pupils to explicate by themselves what they perceive and what they think. 相似文献
19.
Asian students in increasing numbers have over the postwar period decided to go overseas for tertiary education, and an increasing proportion of those overseas students have selected the United States as their place of study. Eight elements of the changing context of Asian-American relations are identified which influence the Asian preference for American higher education:
- The improving Asian-American political links
- The increased volume of Asian-American economic exchange
- The sharp increase in Asian immigration to the United States
- The increasing similarity in the structure and content of Asian and American educational systems
- The absorptive capacity of American higher education
- The quality of American higher education
- The complementarity of Asian demand and American supply
- The opportunities provided in American higher education to cover educational costs through part-time work