School efficiency in rural Guatemala     

Kathleen S. Gorman  Ernesto Pollitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(5):519-534

Summary This paper addresses the issues concerning the ability of the educational sector in Guatemala to meet its basic objective of providing primary education to children in rural areas. We report on data collected in seven villages in rural Guatemala on over 2000 children. Measures of school efficiency in these villages indicate that although increasingly large numbers of children are enrolling in school, promotion, repetition, and drop-out rates continue to be high and that girls are at a greater disadvantage than boys in this population. Complex interrelationships among the schooling variables point to the need for policy decisions to incorporate family, community and school level inputs.

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Zusammenfassung In diesem Artikel werden Themen bezüglich der Eignung des Bildungssektors in Guatemala zur Versorgung der Kinder in ländlichen Gegenden mit Grundbildung behandelt. Wir berichten über in sieben Dörfern im ländlichen Guatemala gesammelte Daten von über 2000 Kindern. Eine Bewertung der Effizienz der Schulen zeigt, daß obwohl die Anzahl der an den Schulen eingeschriebenen Kinder steigt, Versetzungen, Wiederholungen einer Klasse oder vorzeitiges Ausscheiden aus der Schule unverändert hoch bleiben und Mädchen gegenüber Jungen dieser Gesellschaft benachteiligt sind. Komplexe Verflechtungen zwischen den Schulvariablen deuten auf die Notwendigkeit politischer Entscheidungen zur Einbeziehung von Familie, Gemeinde und Schulkollegium hin.

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Résumé Le présent article traite des problèmes concernant la capacité du secteur éducatif guatémalais à atteindre son objectif fondamental: dispenser un enseignement primaire aux enfants des zones rurales. Les données présentées ont été recueillies dans sept villages du monde rural guatémalais et portent sur 2000 enfants. Les mesures du rendement scolaire dans ces villages indiquent que bien qu'un nombre toujours plus grand d'enfants soit scolarisé, la promotion, le redoublement et le taux de déperdition scolaire restent élevés et que les filles sont plus désavantagées que les garçons dans cette population. Les corrélations complexes entre les variables scolaires soulignent la nécessité de décisions politiques visant à incorporer la famille, la collectivité et les entrées au niveau de l'école.

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To rubric or not to rubric? The effects of self-assessment on self-regulation,performance and self-efficacy     

Ernesto Panadero  Margarida Romero 《Assessment in Education: Principles, Policy & Practice》2014,21(2):133-148

The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning.  相似文献   

Does Schooling Buffer the Effects of Early Risk?   总被引：1，自引：0，他引：1  

Kathleen S. Gorman  Ernesto Pollitt 《Child development》1996,67(2):314-326

The data presented here come from a 20-year study conducted in a rural area of Guatemala. Data on early biological indicators, graduated parameters of social structure, and preschool cognition were combined into a risk scale and analyzed in relation to primary school grade attainment and adolescent psychoeducational test performance. Similar to empirical relations reported in industrialized countries, performance declined as the number of risk factors to which a subject was exposed increased. More important, primary education was observed to buffer the effects of early risk for a subset of subjects. Subjects at high risk who stayed in school performed significantly better than subjects with similar levels of risk who completed fewer than 4 years of primary school.  相似文献   

Fusing self-regulated learning and formative assessment: a roadmap of where we are,how we got here,and where we are going     

Ernesto Panadero  Heidi Andrade  Susan Brookhart 《The Australian Educational Researcher》2018,45(1):13-31

We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on this relationship has been produced. The purpose of this paper is to present and discuss keystone publications that inform our current understandings of the relationship between FA and self-regulated learning. The result is a roadmap of the development of the field and directions for future research.  相似文献   

Visuospatial Orientation Learning through Virtual Reality for People with Severe Disability     

Alejandro de la Torre-Luque  Luis Valero-Aguayo  Ernesto J. de la Rubia-Cuestas 《International Journal of Disability, Development & Education》2017,64(4):420-435

This study aims to test how an intervention based on virtual reality (VR) may enhance visuospatial skills amongst people with disability. A quasi-experimental intra-group study was therefore conducted. Participants were 20 people with severe disability (65% males; 34.35 years, on average, and 84.95% of disability rate according to the Andalusian Government index). Intervention consisted of 15 sessions of active navigation using a VR building similar to the participants’ day rehabilitation centre with the task of locating different rooms and objects. The time spent and errors in route in the virtual and the real environments were measured before and after the intervention. Additionally, participants had to fill out a map location task. As a result, participants showed fewer errors and less time at post-intervention assessments even with non-trained stimuli (p < .05). These results demonstrate the usefulness of VR-based interventions with active navigation to accelerate orientation learning in real-life situations.  相似文献   

Influence of teachers and schools on students' civic outcomes in Latin America     

Ernesto Treviño  Consuelo Béjares  Cristóbal Villalobos  Eloísa Naranjo 《The Journal of educational research》2017,110(6):604-618

The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed.  相似文献   

A variational method for the numerical simulation of a boundary controllability problem for the linear and semilinear 1D wave equations     

Ernesto Aranda  Pablo Pedregal 《Journal of The Franklin Institute》2014

We pursue the numerical implementation of a boundary controllability problem for the 1D wave equation based on a recent variational approach to deal with such situations that consists in analyzing an error functional defined for feasible functions complying with appropriate initial, boundary, and final constraints. The nature of such scheme, as a minimization process for a certain error functional, leads to a natural numerical implementation by using typical descent algorithms. Our aim here is to explore the basic ingredients to set up such practical numerical approximations which allow us to address linear and semilinear equations with the same numerical scheme.  相似文献   

Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America     

Diego Carrasco  Robin Banerjee  Ernesto Treviño  Cristóbal Villalobos 《教育心理学》2020,40(2):186-206

Abstract

The endorsement of anti-corruption norms is a normative assumption in legal systems with freedom of information acts, where citizens are expected to act as monitors of the public service. Tolerance of corruption counteracts this assumption. We studied tolerance of corruption among 8th graders from Latin-American samples of the International Civic and Citizenship Study 2009. We proposed a model where associations between students’ socioeconomic status (SES) and tolerance of corruption are explained by civic knowledge, authoritarianism and open classroom discussion. This model accounted for 36–43% of the variance within schools, and 87–96% of the variance between schools, across six countries. The socioeconomic gap in tolerance of corruption was mainly present between schools. In addition, students with higher civic knowledge were less tolerant of corruption, partially explained by authoritarianism, while open classroom discussion also had indirect associations with tolerance of corruption.  相似文献   

Educational research in Latin America     

Ernesto Schiefelbein 《Prospects》1990,20(1):59-64

Educational planning specialist at Unesco's Regional Office for Education in Latin America and the Caribbean (OREALC). Former staff member of the World Bank and Coordinator of the Latin American educational research exchange network (REDUC), he was also Head of the Chilean Educational Planning Office (1965–70). Co-author of Development of Educational Planning Modelsand of Eight Years of their Lives.  相似文献   

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement     

Panadero  Ernesto  Broadbent  Jaclyn  Boud  David  Lodge  Jason M. 《European Journal of Psychology of Education - EJPE》2019,34(3):535-557

European Journal of Psychology of Education - Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative...  相似文献