Determinants of Research Productivity in Spanish Academia     

Cecilia Albert  María A. Davia  Nuria Legazpe 《European Journal of Education》2016,51(4):535-549

This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results.  相似文献   

Universal,but not free: Household schooling costs and equity effects of Uganda’s Universal Secondary Education policy     

《International Journal of Educational Development》2016

A general consensus regarding universal schooling policies is that they have boosted enrollments while ignoring the quality of learning, although there is burgeoning research interest in the extent to which such policies have contributed to more equitable educational delivery. This paper analyzes household and school level effects of Uganda’s Universal Secondary Education (USE) policy, launched in 2007. We rely on data drawn from the Uganda National Panel Survey (UNPS) rounds in 2005 and 2009–11, which are included as part of the World Bank’s Living Standards Measurement Study (LSMS). We find that receipt of the USE capitation grant has increased substantially for most pupils, and is associated with a 60% reduction in household spending on education per child, at the lower secondary level. At the same time this relationship does not differ by wealth or by region. Further, we do not find evidence to suggest the policy boosted school attendance or retention, at the lower secondary level. Overall, our findings suggest a need for greater attention to the equity effects of universal education policies.  相似文献   

Unravelling continuous assessment practice: Policy implications for teachers’ work and professional learning     

《Studies in Educational Evaluation》2016

Assessment policy in some countries continues to promote the use of continuous assessment (CA) within classrooms. Several policy claims have been made about the potential of CA to improve education. Using data from a 2010 evaluation of the Trinidad and Tobago Continuous Assessment Programme (CAP), canonical correlation analysis (CCA) was used to unravel the pattern of relationships between institutional variables, professional learning, teacher beliefs, and CA components. The CA components measured were (1) overall use, (2) multiple assessment formats use and (3) formative feedback use. Each CA component was shown to be associated with different variables, with overall use related to several teacher belief factors such as extra-role behaviour. However, multiple assessment formats use added only a small amount of unique variance to the CCA solution. Moreover, the canonical variate for formative feedback use was not statistically significant. These findings have implications for CA as a policy tool. Successful implementation of CA may require high quality professional learning as well as teacher workforce remodelling. Even when implemented successfully, however, CA may not be a useful vehicle for promoting high quality formative assessment or use of multiple assessment formats.  相似文献   

印度教育“保留政策”问题探析   总被引：4，自引：0，他引：4  

施晓光 《比较教育研究》2008,30(10):46-50

保留政策是印度政府为保障"落后"民族和弱势群体制定和实施的一项特殊优惠政策,其中一项规定是,为"落后"民族和弱势群体在高等教育机构中保留一定比例的名额.然而,该项政策的制定和实施以及名额分配问题引起了印度社会的广泛争论,甚至引发出深刻的社会矛盾.本文重点考察了印度教育保留政策的历史发展以及由此引发的种种纷争,并试图对保留政策本身存在的问题进行客观评述.  相似文献   

基于和谐:国际初等教育政策的价值取向及对中国的启示   总被引：1，自引：0，他引：1  

阮成武  肖毅 《比较教育研究》2008,30(4):21-25

国际初等教育政策的价值取向,是以促进初等教育自身结构及与整个教育体系和谐发展,促进人与社会以及儿童自身和谐发展为核心和旨归的。具体表现为:教育发展与投入政策的优先取向,教育机会与资源配置政策的均衡取向,教育管理与体制政策的民主取向,教育目标与质量政策的人本取向。这对我国现阶段初等教育政策的制定和完善,以及和谐教育理论与实践的探索,具有重要的借鉴意义。  相似文献   

推进高等教育通向农村存在的问题及对策   总被引：1，自引：0，他引：1  

宋华明 《教育与经济》2008,(1):35-39

推进高等教育通向农村,提高我国农村人力资源素质,是发展现代农业的必由之路。本文从发展现代农业的视角分析了推进高等教育通向农村的客观必然性,探讨了高等教育通向农村存在的问题,提出了进一步推进高等教育通向农村的几点对策建议。  相似文献   

香港中文教育政策述评   总被引：1，自引：0，他引：1  

田小琳 《云南师范大学学报(教育科学版)》2008,(2):17-24

香港特区政府以“两文三语”为目标的中文教育政策,是香港总体语言政策的构成部分,文章从推广普通话、推行母语教学、以普通话教授中文及推行简化字等方面对此进行了述评。  相似文献   

改革开放以来党的私营经济政策的演变   总被引：1，自引：0，他引：1  

解红玲 《雁北师范学院学报》2007,23(1):24-26

改革开放以来我党对私营经济的政策可以划分为四个阶段:即从初期的"看一看"、十五大前的"社会主义公有制经济的补充"、十五大的"社会主义市场经济的重要组成部分",到十六大的"必须毫不动摇地鼓励、支持和引导非公有制经济发展",这说明,随着改革开放的不断深入,党对私营经济的政策越来越完善,私营经济也在不断地发展壮大。  相似文献   

国内外语语用习得实证研究的数据收集工具的质量评估   总被引：1，自引：0，他引：1  

李怀奎  李怀宏 《广西师范大学学报(哲学社会科学版)》2007,43(3):132-137

国内关于外语语用习得实证研究工具的质量存在很多问题,表现在:1.没有外部和内部的信度保证;2.没有充分的内部效度证据,包括:工具的类型与实际观测的特征不匹配,没有细目表,没有预测,没有评估理论依据的可行性;3.没有外部效度的保证;4.没有说明工具的灵敏度。因此,研究者应提高理论素养,进行扎实的研究。  相似文献   

教育政策活动中的价值问题   总被引：7，自引：0，他引：7  

刘复兴 《北京师范大学学报(社会科学版)》2002,(3):83-91

教育政策活动中,政策价值选择和价值实现往往面临许多矛盾和冲突,如结构与功能的矛盾、价值与事实的矛盾、强势与弱势的矛盾、利益与代价的矛盾等.这些矛盾冲突导致形成了教育政策活动中的主要价值问题,如政策选择的模式、政策决策的尺度、弱势补偿、政策代价等.认识、分析和解决这些问题,是保证教育政策获得合法性和有效性的前提.  相似文献