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1.
This study empirically examines the effect of child labor on academic achievement in 10 francophone Western and Central African countries. The data were taken from the Programme d’Analyse des Systèmes Educatifs de la CONFEMEN and comprised characteristics of 25,288 grade six students across 1803 schools. Two-stage least squares analysis highlights that child labor undermines academic achievement regardless of subject, gender, and age. It lowers reading and mathematics scores for both genders and for children under 12 and over 13 years. Child labor therefore hinders human capital accumulation in African countries, and it takes place at the cost of future prosperity. 相似文献
2.
As one of the potential contextual factors for creativity development, children’s museum has been introduced to China from the western world in recent years, with the aim to offer a new informal educational environment to enhance children’s creativity. Based on experimental data for two groups of 4-year-old preschoolers (218 for the family mode and 202 for the preschool mode) from Beijing with an appropriately one-year long intervention (September 2017 to July 2018), this study examines the effect of regular visits to a children’s museum and other education environmental factors on young children’s creativity measured by Torrance’s Thinking Creatively in Action and Movement (TCAM) test. Results indicate that in terms of family visit, compared to the control group, the intervention that offers 18 times free tickets to visit a children’s museum significantly improved the experiment group’s originality (a sub-measure of creativity) by an additional 34.51 %. A beneficial effect of this intervention was also found in improving children’s fluency from the sample of preschool group visit (46.80 %). In addition, family education environment factors such as public preschool attendance, frequency of visits to science museums, and the degree of parents’ latitude were also found to positively affect creativity. Children’s personal features such as sex and geographic location of the family are also found to be related with children’s creativity. 相似文献
3.
This article discusses the rapid changes that have taken place in high-stakes examination policy in Turkey by situating the policy change in the larger debate around the transformation of the education system. A large body of literature has discussed ways in which policy changes in national examinations have interacted with the neoliberal and raced structures in education, thus contributing to the creation and reproduction of educational inequalities. This article contributes to this body of literature by discussing how changes in high-stakes examination systems have interacted with the neoliberal Islamization of education in Turkey and have contributed to the creation of new forms of inequalities. The article also demonstrates how the characteristics of policy change to high-stakes examinations can differ depending on the hegemonic power relations at play. 相似文献
4.
Civics teachers play a critical role in maintaining classroom environments that encourage discussions of controversial public issues. Thus, preparing new teachers to consider the role of such discussions is crucial. Building on theories of teacher knowledge development, this study explores how Israeli civics teacher-educators conceptualize discussions as part of their courses. The findings present four approaches that include: discussion as a pedagogical practice; discussion as a means for reflection; discussion as a way to bring the curriculum to life; and discussion as a vehicle that represents disciplinary content. Based on these findings, the role of discussion as an educational goal, not just a secondary means, will be argued. 相似文献
5.
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs. 相似文献
6.
Many studies have examined whether children’s gender influences their educational attainment. However, there are limited studies on both the impact of parents’ education on children’s education and the educational gender gap in rural China. This paper investigates the impact of parents’ education on their children’s education from a gender perspective in rural China using comprehensive rural household data. We find that the educational gender gap in rural China has been decreasing over the last several decades. Moreover, the educational gender gap decreases as parents’ education increases. Parents’ initial educational attainment plays an important role in narrowing the educational gender gap. 相似文献
7.
In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities. 相似文献
8.
Despite seven decades of policy thrust, group-based educational inequalities persist in India. The tenacious social group-based stratification often proves to be a hurdle for educational participation policies to be effectively rolled out. Given these realities, this study reviews all major national education policy interventions since t 1950s. Using four rounds of National Sample Survey (NSS) data, we analysed the pattern of educational attainments in terms of Average Years of Schooling (AYS) and educational inequalities in India for the period 1994-2012. Three indices of inequality - Gini, Theil’s enttropy and Atkinson - have been constructed to study inequality by gender, place of residence and social groups. . We also empirically estimated the determinants of educational attainments in India by using OLS and Tobit Models. Further using the Oaxaca-Blinder Decomposition technique, we analysed the educational attainment gaps between groups. The study concludes that policy interventions have done little to reduce the group-based educational attainment gap and it’s time to place improved focus on secondary and higher education while continuing the efforts in primary education. 相似文献
9.
In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction. 相似文献
10.
I examine the effects of a longer school year in Indonesia on grade repetition, educational attainment, employability, and earnings. I exploit an arbitrary rule that assigned students to a longer school year in Indonesia in 1978–1979, which fits a fuzzy regression discontinuity design. I find the longer school year decreases the probability of grade repetition and increases educational attainment; it also increases the probability of working in formal sectors and wages later in life. These results suggest the length of school years in Indonesia is not too long. 相似文献