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An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical OutputsSatyal, Neeraj Raj 01 July 2015 (has links) (PDF)
The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers’ background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.
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Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 DataHossain, Muhammad Mosaddek January 2017 (has links)
No description available.
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A relação entre o desempenho escolar e os salários no Brasil / The relation between school performance and wages in BrazilCuri, Andréa Zaitune 30 June 2006 (has links)
O objetivo desse trabalho é analisar a relação entre o desempenho escolar e os salários dos jovens brasileiros. Examinamos se a qualidade do ensino, mensurada pelas notas obtidas por uma geração nos exames de proficiência realizados pelo Instituto Nacional de Estudos e Pesquisas Anísio Teixeira, o INEP, em seu Estado ao término do ensino médio, afeta os salários a serem recebidos por esta geração quando ela estiver no mercado de trabalho, cinco e seis anos depois, respectivamente com dados do Censo Demográfico de 2000 e da Pesquisa Nacional por Amostra de Domicílios, a PNAD, de 2001. A partir de um modelo de pseudo-painel, corrigimos os problemas de viés de seleção gerados pelas migrações e pelo alto nível educacional da amostra selecionada, através do modelo de Roy (1951) aplicado em Dahl (2001). Os determinantes da proficiência escolar, tais como background" familiar, a infra-estrutura escolar e o perfil de docentes e diretores também foram analisados. A partir da estimação do modelo em dois estágios, os resultados do primeiro estágio mostram que o desempenho dos alunos em exames de proficiência é positivamente relacionado aos investimentos em educação, como melhor remuneração a professores e diretores, critérios mais rigorosos de seleção desses profissionais, assim como investimentos em infra-estrutura, que melhoram a qualidade da escola. Isso aponta para a existência de uma relação entre os recursos destinados à educação e a qualidade da mesma no Brasil. Adicionalmente, os resultados do segundo estágio do modelo mostram que as notas obtidas por uma geração nos testes de proficiência são significantes para explicar os salários futuros da mesma. Dessa forma o estudo confirma a importância de políticas públicas que invistam na qualidade da escola ao invés de políticas destinadas apenas a aumentar os anos de estudo da população. / The aim of this paper is to examine the relationship between the school performance and the wages of young Brazilians workers. We examine if school quality, measured by test scores of a generation in SAEB at the end of high school, affect the earnings of this generation when they enter the labor force, five and six years later, with sample of Censo (2000) and PNAD (2001). We use a pseudo-panel model to correct the problems of selection bias, created by migrations and by the high education level of the selected sample, through a Roy model (1951) applied in Dahl (2001). The determinants of school performance, like familiar background, school structure, teacher and director profiles also were analyzed. We conclude that school characteristics are responsible for a good performance of students in tests scores, and that the school performance explains the differences of the earnings of young Brazilians workers.
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A relação entre o desempenho escolar e os salários no Brasil / The relation between school performance and wages in BrazilAndréa Zaitune Curi 30 June 2006 (has links)
O objetivo desse trabalho é analisar a relação entre o desempenho escolar e os salários dos jovens brasileiros. Examinamos se a qualidade do ensino, mensurada pelas notas obtidas por uma geração nos exames de proficiência realizados pelo Instituto Nacional de Estudos e Pesquisas Anísio Teixeira, o INEP, em seu Estado ao término do ensino médio, afeta os salários a serem recebidos por esta geração quando ela estiver no mercado de trabalho, cinco e seis anos depois, respectivamente com dados do Censo Demográfico de 2000 e da Pesquisa Nacional por Amostra de Domicílios, a PNAD, de 2001. A partir de um modelo de pseudo-painel, corrigimos os problemas de viés de seleção gerados pelas migrações e pelo alto nível educacional da amostra selecionada, através do modelo de Roy (1951) aplicado em Dahl (2001). Os determinantes da proficiência escolar, tais como background familiar, a infra-estrutura escolar e o perfil de docentes e diretores também foram analisados. A partir da estimação do modelo em dois estágios, os resultados do primeiro estágio mostram que o desempenho dos alunos em exames de proficiência é positivamente relacionado aos investimentos em educação, como melhor remuneração a professores e diretores, critérios mais rigorosos de seleção desses profissionais, assim como investimentos em infra-estrutura, que melhoram a qualidade da escola. Isso aponta para a existência de uma relação entre os recursos destinados à educação e a qualidade da mesma no Brasil. Adicionalmente, os resultados do segundo estágio do modelo mostram que as notas obtidas por uma geração nos testes de proficiência são significantes para explicar os salários futuros da mesma. Dessa forma o estudo confirma a importância de políticas públicas que invistam na qualidade da escola ao invés de políticas destinadas apenas a aumentar os anos de estudo da população. / The aim of this paper is to examine the relationship between the school performance and the wages of young Brazilians workers. We examine if school quality, measured by test scores of a generation in SAEB at the end of high school, affect the earnings of this generation when they enter the labor force, five and six years later, with sample of Censo (2000) and PNAD (2001). We use a pseudo-panel model to correct the problems of selection bias, created by migrations and by the high education level of the selected sample, through a Roy model (1951) applied in Dahl (2001). The determinants of school performance, like familiar background, school structure, teacher and director profiles also were analyzed. We conclude that school characteristics are responsible for a good performance of students in tests scores, and that the school performance explains the differences of the earnings of young Brazilians workers.
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The development of an education management information system from a sensemaking perspective and the application of quantitative methods to analyse education data setsVan Wyk, Christoffel 12 1900 (has links)
Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2006. / Information is a necessary resource, produced by information systems and is a key building
block to the management and decision-making in any organisation. The National Department
of Education’s guidelines to establish Education Management Information Systems (EMIS) in
provincial departments is a recognition that proper management, planning and evaluation are
contingent on quality data, data that is complete, relevant, accurate, timely and accessible. The
lack of quality data and the lack of integration with other information systems hamstring the
effective use of EMIS. This study addresses these limitations in three basic objectives: a)
developing an information systems development model, b) applying the model in a real-life
context of the development of the Western Cape EMIS, and c) applying quantitative methods
on integrated data sets derived from the EMIS in the Western Cape and other information
systems.
The study culminates in the development of a four-phase process model for developing and
using EMIS in an integrative manner that would provide a more comprehensive picture for
policy and decision-making. It outlines the establishment of an information systems
development (ISD) model that integrates innovative emerging trends, such as improvisation,
bricolage and sensemaking, in designing and implementing information systems. These
approaches postulate that beyond the numbers and quantifiable world there is a complex
reality that traditional approaches do not always capture. These include, amongst other things,
the atmosphere, culture and structure of an organization, together with the behaviour,
emotions, knowledge and experiences of all the people who in one way or another interact
with the information system.
The research presents an empirical application of this developed ISD model in education
management information system (EMIS) and underscores the role of information systems in
everyday practice. This work practice (Practice-in-Action) approach is used to describe how
the day-to-day actions and practical experiences of role players contribute to the design,
development, implementation, testing, maintenance and improvement of the EMIS and is used
as a lens for understanding ISD.
The study further uses quantitative methods, namely education production function and learner
flow-through models, to illustrate how the process of knowledge discovery in large data sets in
EMIS could be facilitated. The education production function aims to identify those variables
that could have a significant influence on the achievement of students in the matriculation
examination. The learner flow-through models attempt to measure the effect of learner
dropout and repetition on internal efficiency of the education system. Data analysis was
facilitated through integration of data sets from various sources, and in turn illustrates the
important role of bricolage in ISD. Through this analysis, the role of information systems of
this nature to make sense of reality was highlighted. Policy making then can build on the
findings from such data analyses to investigate in greater depth any trends or emerging
problems, going beyond only the quantitative and macro level analysis by studies at the
qualitative and micro levels.
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