A comparative analysis of the efficiency of national education systems     

Claudio Thieme  Víctor Giménez  Diego Prior 《Asia Pacific Education Review》2012,13(1):1-15

The present study assesses the performance of 54 participating countries in PISA 2006. It employs efficiency indicators that relate result variables with resource variables used in the production of educational services. Desirable outputs of educational achievement and undesirable outputs of educational inequality are considered jointly as result variables. A construct that captures the quality and quantity of educational resources consumed is used as resource variables. Similarly, environmental variables of each educational system are included in the efficiency evaluation model; while these resources are not controllable by the managers of the education systems, they do affect outcomes. We find that European countries are characterized by weak management, the Americans (mainly Latin Americans) by a weak endowment of resources, and the Asians by a high level of heterogeneity. In particular, Asia combines countries with optimal systems (South Korea and Macao-China); countries with managerial problems (Hong Kong, China-Taipei, Japan and Israel); others where the main challenge is the weak endowment of resources (Jordan and Kyrgyzstan), and, finally, others where the main problem is in the long run since it concerns structural conditions of a socioeconomic and cultural nature (Turkey, Thailand, and Indonesia).  相似文献   

Erratum to: Altering conditions for student participation and motive development in school science: learning from Helena’s mistake     

Maria Andrée 《Cultural Studies of Science Education》2012,7(2):439-439

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Measuring the effectiveness of online problem solving for improving academic performance in a probability course     

González  José Antonio  Giuliano  Mónica  Pérez  Silvia N. 《Education and Information Technologies》2022,27(5):6437-6457

Education and Information Technologies - Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study...  相似文献   

The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement     

López-Crespo  Ginesa  Blanco-Gandía  M. Carmen  Valdivia-Salas  Sonsoles  Fidalgo  Camino  Sánchez-Pérez  Noelia 《Education and Information Technologies》2022,27(4):5233-5248

Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios....  相似文献   

Balancing competing demands: Enhancing the mathematical problem posing skills of prospective teachers through a mathematical letter writing initiative     

Leavy  Aisling  Hourigan  Mairéad 《Journal of Mathematics Teacher Education》2022,25(3):293-320

Responding to mathematical problems is a core activity in classrooms. The problems that teachers select determine the mathematical content, processes and nature of mathematical inquiry occurring in classrooms and thereby contribute to the development of mathematical skills and dispositions. Selecting, designing or reformulating mathematical problems is a critical skill, then, for prospective and practising teachers. This study explores the influence of a mathematical letter writing initiative in developing the problem posing skills of 28 prospective primary teachers. We examine the characteristics of mathematical problems designed by prospective teachers, and their understandings of what constitutes a good mathematical problem, prior to and following completion of a 12-week letter writing initiative with 10–11-year-old children. Analysis of the data reveals the benefits of engaging in the initiative as evidenced in improvements in several problem characteristics. There was an increase in the number of multiple approach and multiple solution problems and in the level of cognitive demand of problems posed. The challenge of posing non-traditional problems, alongside the competing demands of building in opportunities for success, may have diminished participants’ ability to evaluate and attend to the cognitive demand of problems.

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Spanish Preservice Primary School Teachers’ Understanding of the Tides Phenomenon     

Armario  María  Oliva  José María  Jiménez-Tenorio  Natalia 《International Journal of Science and Mathematics Education》2022,20(7):1361-1386

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The role of the teacher's culture in classroom management: A case study of primary schools in French Polynesia     

Amélie Alletru  Isabelle Vinatier 《British Educational Research Journal》2022,48(3):403-419

Polynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages (Reo mā'ohi). A co-analysis of the PLC teachers' culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the 'rapports de place' (relationships of place) found in particular in the non-school sphere. Respect for the roles and statuses of 'elders' and 'magisters', the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of 'didactique professionnelle' because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners.  相似文献   

Introduction to the special section: life design interventions (counseling,guidance, education) for decent work and sustainable development     

Chhabra  Meenakshi  Ribeiro  Marcelo Afonso  Rossier  Jérôme 《International Journal for Educational and Vocational Guidance》2022,22(3):577-579

International Journal for Educational and Vocational Guidance -  相似文献   

Tackling the anxiety of learning statistics: The mystery of the red envelope     

Melanie A. Robinson  Jean-François Soublière  Marine Agogué  Denis A. Grégoire  Tuvana Rua  Yves Plourde 《Decision Sciences Journal of Innovative Education》2023,21(3):167-176

Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses.  相似文献   

Analysis of a multifaceted interactive pedagogy program in an upper limb anatomy course: A time series study     

Alexandre Bellier  Noémie Kaladzé  Pierre-Yves Rabattu  Philippe C. Chaffanjon  Guillaume Cavalié 《Anatomical sciences education》2023,16(1):116-127

Many new methods have contributed to the learning of anatomy, including several interactive methods, increasing the effectiveness of educational programs. The effectiveness of an educational program involving several interactive learning methods such as problem-based learning and reciprocal peer teaching was researched in this study. A quasi-experimental before–after study on three consecutive groups of second-year students at the Grenoble School of Medicine was conducted. The lectures were replaced by an educational program based on the problem-based learning method and reciprocal peer teaching. The first session was dedicated to reading clinical cases illustrating the medical concept, so that the learning objectives for the second session could be set. Then, after viewing digital courses, the second session was dedicated to a synthetic presentation by the students themselves, followed by an interactive summary with the teacher. The analysis of 630 students showed a significant increase in the theory test results for those who took part in the intervention: 9.71 versus 9.19 (β = 0.57, P = 0.036). Moreover, satisfaction was high after the intervention (mean = 4.5/5), and when comparing the two pedagogical approaches the students showed a clear preference for the program implemented with the concepts highlighted such as interactivity, in-depth work, group work, and autonomy. A multifaceted interactive pedagogy program could have a significant impact on the results of the theoretical concepts presented and on satisfaction as well as increased investment by students in learning anatomy.  相似文献