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on Education |
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Issue of 2017‒12‒03
eleven papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Oshrit Navon - Man (Davidson Institute of Science Education, Weizmann Institute of Science) |
| Abstract: | The Davidson Institute of Science Education connects people to science. As the educational arm of the Weizmann Institute of Science, it creates, initiates and runs a wide range of programs to make the world of science accessible to everyone. It sees itself as a professional epicenter for students and their parents, the general public and the teachers and academics in both government and education.Science Programs for Classes bring some 50,000 elementary, junior high and high school students to the Davidsons Institute's labs each year. Structured to give both students and teachers personal and group experience in science, classes spend one or two days at the institute in activities designed to expand knowledge of science and contemporary research. Using modern equipment and cutting-edge methods, they perform a range of advanced lab activities. Focusing on topics that includes Wonders of Substances, Departures and Landing, Molecular Cuisine and Forensic Science. |
| Keywords: | Science Education, Teachers and Students, contemporary research |
| Date: | 2017–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:5808232&r=edu |
| By: | Jaime Sebastián Lobo Tovar; Juan Camilo Ramirez Chaguendo; Juan Camilo Ramirez Chaguendo |
| Abstract: | El matoneo es un comportamiento que ha recibido un alto interés y que se ha convertido en un problema de política actual. Este articulo utiliza modelos jerárquicos lineales para examinar la asociación entre el matoneo y el desempeño académico en matemáticas y lectura de jóvenes de alrededor de 15 años, empleando los datos de la prueba estandarizada PISA 2012 para Colombia. Nuestros hallazgos sugieren una disminución en promedio de 28 puntos (0.4 desviaciones estándar) cuando la frecuencia de matoneo es alta para ambos campos cognitivos y de alrededor de 20 puntos (0.3 desviaciones estándar) cuando la presencia del fenómeno es media respecto a una institución en la que no se percibe intimidación escolar. Al controlar por características de clima escolar se evidencia una asociación positiva con el desempeño escolar tanto en matemáticas como en lectura, que adicionalmente mitiga la relación negativa entre el matoneo y el logro académico. Asimismo, nuestros resultados sugieren que el tipo de colegio (público o privado), la autonomía de la escuela y la calidad de los recursos de la misma, están asociados de forma significativa con el desempeño del estudiante en las áreas del conocimiento evaluadas en la prueba. ABSTRACT Bullying has become an important concern on the political agenda of many countries around the world. This article uses a hierarchical model approach to examine the relationship between academic achievement and bullying using data from OECD’s PISA 2012 exam. We find a decrease in the average score in Mathematics and lecturing of approximately 28 points (0.4 standard deviation) when the frequency of bullying is high and a decrease of about 20 points (0.3 standard deviation) when there is a mid-level frequency. According to our results, there is a positive relationship between school climate variables and academic achievement that mitigates the negative relationship between bullying and academic achievement. Our findings also suggest that the type of school (private or public), the levels of school autonomy and the educational resources available at school are significantly related to the academic achievement of students in Mathematics and lecture. |
| Keywords: | Matoneo, Desempeño Académico, Análisis Multinivel, Habilidades Cognitivas y no Cognitivas.Key words: Bullying, student’s achievement, multilevel analysis, cognitive and no cognitive abilities |
| JEL: | C38 I21 J24 |
| Date: | 2017–08–16 |
| URL: | http://d.repec.org/n?u=RePEc:col:000416:015834&r=edu |
| By: | Eyles, Andrew; Hupkau, Claudia; Machin, Stephen |
| Abstract: | The relationship between school reforms, specifically those involving the introduction of new school types, and pupil performance is studied. The particular context is the introduction of academy schools in England, but related evidence on Swedish free schools and US charter schools is also presented. The empirical evidence shows a positive causal impact of the conversion of disadvantaged schools to academies on end of school pupil performance and on the subsequent probability of degree completion at university. There is heterogeneity in this impact, such that more disadvantaged pupils and those attending London academies experience bigger performance improvements. |
| Keywords: | academies; school reform; school anatomy; pupil performance |
| JEL: | I20 I21 I28 |
| Date: | 2016–08–01 |
| URL: | http://d.repec.org/n?u=RePEc:ehl:lserod:67141&r=edu |
| By: | Eda YILMAZ (Hacettepe University) |
| Abstract: | Higher education institutions (HEIs) are aiming to be by far autonomous regarding rising demand for higher education in recent years. Financial autonomy is one of the momentous determinants in accordance with tuition fee and loans. Managing resources independently would allow universities to reach their strategic aims more successfully. Many criteria are allowed for considering financial autonomy of university and among these criteria determination of tuition fee freely by a university or by an external authority is an important decision to finance public higher education. While tuition fee approach derives from financing higher education by public resources, HEIs would be the authority to decide the amount of it between upper and lower limits settled on by the external authority. Further to that, loan opportunities to pay the fees should be taken into account for especially poor-background students which affect the attendance level. These loan opportunities may be provided either by the government or private sector. In this study how tuition fee is decided due to financial autonomy in Turkey and which loan options are available to students will be examined in comparison with Australia to show the effect transparently. |
| Keywords: | Higher education finance, autonomy. |
| Date: | 2017–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:5807264&r=edu |
| By: | OECD |
| Abstract: | On the 21st of November 2017, PISA releases its report on the first-ever international collaborative problem solving assessment. The report examines students’ ability to work in groups to solve problems and explores the role of education in building young people’s skills in solving problems collaboratively. This month’s PISA in Focus provides an overview of the assessment’s results and shows that collaborative problem-solving performance is positively related to performance in the core PISA subjects (science, reading and mathematics). The results also show, among other findings, that girls perform significantly better than boys in collaborative problem solving in every country and economy that participated in the assessment. |
| Date: | 2017–11–21 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:78-en&r=edu |
| By: | Peter Leopold S. Bergman; Todd Rogers |
| Abstract: | We conduct an experiment to understand how enrollment defaults affect the take up and impact of an education technology. We show that a standard and simplified opt-in process induce low take up. Automatically enrolling parents increases adoption significantly and improves student achievement. Our surveys show automatic enrollment is uncommon because its impact is underestimated: District leaders overestimate take-up under the standard condition by 38 percentage points and underestimate take-up under automatic enrollment by 31 percentage points. After learning the actual take-up rates, there is a 140% increase in willingness to pay for the technology when shifting implementation to automatic enrollment. |
| Keywords: | adoption, defaults, technology |
| JEL: | I21 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_6721&r=edu |
| By: | Adriel Jost |
| Abstract: | Central banks have increased their engagement in the information and education of the broad public. But what can be said about the nonprofessional’s knowledge of monetary policy and central banking? Based on the Bank of England’s Inflation Attitudes Survey, I construct a score to capture the central banking knowledge of the respondents. I show that the average British person displays limited knowledge of central banking. At the same time, the data reveal that satisfaction with the Bank of England’s policies increases with a better understanding of monetary policy. |
| Keywords: | Economic literacy, Monetary policy, Bank of England |
| JEL: | D83 E52 E58 I21 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:snb:snbwpa:2017-15&r=edu |
| By: | Nora Newcombe |
| Abstract: | Spatial intelligence concerns the locations of objects, their shapes, their relations, and the paths they take as they move. Recognition of spatial skills enriches the traditional educational focus on developing literacy and numerical skills to include a cognitive domain particularly relevant to achievement in science, technology, engineering and mathematics (STEM). This report reviews research showing that (a) spatial thinking and STEM learning are related, and (b) spatial thinking is malleable. It evaluates two strategies for exploiting these findings in education. Strategy 1 involves direct training of spatial skills. Strategy 2 involves spatialising the curriculum, using tools suited to spatial thinking including spatial language, maps, diagrams, graphs, analogical comparison, physical activity that instantiates scientific or mathematical principles, gesture and sketching. Existing data support including spatial thinking and tools in designing curricula, training teachers and developing assessments. At the same time research continues to evaluate the effectiveness of the efforts and explore mechanisms. |
| Date: | 2017–11–27 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:161-en&r=edu |
| By: | Jonathan Williams (OECD) |
| Abstract: | Declining student numbers; growing fiscal pressures; and intensified international competition for prestige, research talent and funding, have increasingly made collaborations, alliances, and mergers among higher education institutions a priority for institutions themselves, and for the governments that support them. Collaborations, alliances and mergers among higher education institutions may seek to enhance academic performance, to achieve economic efficiencies, or to better align the network and performance of institutions to public needs. Institutional collaboration occurs less frequently and successfully in the design and delivery of instruction than in other domains, owing largely to the traditionally autonomous and solitary role of faculty in this area. Collaboration is much more common in research, engagement, and back-end administration and other supports, with research collaboration often offering the greatest performance gains, and administrative collaboration the greatest potential efficiencies. Targeted grants are the most common tool governments use to encourage institutional collaboration and consolidation, while more flexible quality assurance standards and the greater alignment of policy frameworks more generally can also make it much easier for institutions to collaborate. Evidence about the outcomes of collaborations, alliances, and mergers is limited, but indicates that these initiatives can strengthen institutional performance, produce efficiencies, improve resilience and enhance alignment to national priorities, although not for all institutions in all circumstances. Policymakers who succeed in promoting effective collaboration appear to strategically stimulate institutional initiative, support effective planning and implementation, secure stakeholder buy-in, concentrate resources, and achieve policy alignment. |
| Date: | 2017–11–22 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaab:160-en&r=edu |
| By: | Gabin Langevin; David Masclet; Fabien Moizeau; Emmanuel Peterle |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:tep:teppwp:wp17-07&r=edu |
| By: | Blagov, Evgeny Yu.; Zhukova, Kiran V.; Pleshkova, Anastasiia Yu.; Koritskiy, Nikita; Soldatkin, Emil O. |
| Abstract: | The goal of research is to figure out knowledge sharing barriers in the administrative processes of the undergraduate educational programs on an evidence of the Bachelor in Management program at one of the Saint Petersburg universities. The study is qualitative, based on semi-structured in-depth interviews with the administrative personnel involved in the programÙ³ management. On the basis of the interview results, methodology of further quantitative research is developed, planning to expand the research to a statistically significant sample of respondents in several universities, as well as practical recommendations for the surveyed programÙ³ knowledge management are given. |
| Keywords: | knowledge management, knowledge sharing, educational management, undergraduate programs, education, Russia, Saint-Petersburg, interviews, iniversities, |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:sps:cpaper:8603&r=edu |