Thematische Bibliographien / Results of education

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Auswahl der wissenschaftlichen Literatur zum Thema „Results of education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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Zeitschriftenartikel zum Thema "Results of education"

Sporea, Dan, und Adelina Sporea. „Results of Romanian Teachers Survey on Assessment in Early Education“. International Journal of Information and Education Technology 4, Nr. 6 (2014): 495–501. http://dx.doi.org/10.7763/ijiet.2014.v4.458.

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Prokhorova, Maria P. „Flipped Learning for Preservice Teachers in Distance Education: First Results“. Revista Gestão Inovação e Tecnologias 11, Nr. 4 (10.07.2021): 799–811. http://dx.doi.org/10.47059/revistageintec.v11i4.2147.

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Toch, Thomas. „Link Higher Education and Results“. Phi Delta Kappan 91, Nr. 6 (März 2010): 70–71. http://dx.doi.org/10.1177/003172171009100617.

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Ritzen, Jozef M. „Education Cooperation for Tangible Results“. Peabody Journal of Education 78, Nr. 2 (April 2003): 1–17. http://dx.doi.org/10.1207/s15327930pje7802_01.

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Mellot, J. D., und F. J. Taylor. „Signal processing's education survey results“. IEEE Signal Processing Magazine 9, Nr. 4 (Oktober 1992): 16–19. http://dx.doi.org/10.1109/79.157325.

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Repina, Olga K. „Mentoring Activities Results and Preferences in Secondary and Higher Vocational Education Students‟ Choice“. International Journal of Psychosocial Rehabilitation 24, Nr. 4 (30.04.2020): 6253–70. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020435.

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Ермаков und Dmitriy Ermakov. „EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRELIMINARY RESULTS“. Standards and Monitoring in Education 1, Nr. 4 (16.09.2013): 3–8. http://dx.doi.org/10.12737/953.

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The decade of Education for Sustainable Development (ESD), which has been declared by United Nations, is ending in 2014. That is while the preliminary results should be summarized, and this area’s prospects should be defined. In this paper the essence of ESD, in which several trends (adaptation, formalization, modernization, reformation and transformation) are emphasized from viewpoint of their content has been considered. The ESD’s main psychopedagogical and socio-ecological characteristics have been generalized. It has been demonstrated that there is no the ESD’s universal model. The results of Russian initiatives’ monitoring in the ESD area on all levels of education (from pre-school till postgraduate) have been presented. According to poll of experts the assessment of degree of implementation related to Strategy of the United Nations’ European Economic Commission for ESD has been given. The pedagogical potential of ESD has been revealed as well as diffi culties related to ESD establishing in the Russian Federation.

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Lebedev, Oleg. „Results of school education in 2020“. Voprosy Obrazovaniya/ Educational Studies. Moscow, Nr. 1 (2009): 40–59. http://dx.doi.org/10.17323/1814-9545-2009-1-40-59.

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Kalkus, O. A. „Single-Sex Education: Results One-Sided“. Science 335, Nr. 6065 (12.01.2012): 165. http://dx.doi.org/10.1126/science.335.6065.165-a.

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Durrani, Matin. „Education: Exam results pose new questions“. Physics World 8, Nr. 9 (September 1995): 8. http://dx.doi.org/10.1088/2058-7058/8/9/6.

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Dissertationen zum Thema "Results of education"

Ford, Sandra Eileen. „Exploring the Relationship between Student Survey Results and Evaluator Observation Results in the Teacher Evaluation Process“. Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682284.

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Researchers and practitioners have indicated that current teacher evaluation systems do not distinguish differences between teachers. In an attempt to redesign the current system and create a more effective system, legislative mandates required the use of multiple measures in the teacher evaluation systems of states receiving federal money. As a result student perception surveys became one of the multiple measures being considered for use in the teacher evaluation process. In this study, student perception survey results and certified evaluator observation results were analyzed to determine if there was a significant linear relationship between students' and evaluators' perceptions of effective teaching. Central tendencies, minimum, maximum, and standard deviation were calculated using the scores of both variables for each indicator to find the variability within the data sets. Additionally, a Pearson r was used to determine the strength and direction of the relationship between the two variables using six teaching indicators designed through the Network for Educator Effectiveness teacher evaluation program. The Pearson r revealed a significant linear relationship between the two variables for two of the six indicators and a weak to moderate positive relationship for the remaining four. Finally, quartiles of students' and evaluators' scores were calculated and analyzed to further explore potential relationships between the variables. Quartile patterns indicated a potential positive relationship for all six indicators. The results from this study can be used to help local, regional, and state decision-makers better understand the advantages and disadvantages of the various measures commonly used to evaluate teaching personnel.

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Jarr, Karoline Ann. „Education practitioners' interpretation and use of assessment results“. Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3317.

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Within the past decade federal education policy has drastically shifted the role of student achievement tests in directing educational decision-making. Despite public policy directives for increased use of test results to improve educational outcomes, there is little understanding in the research literature of practitioners' knowledge and skills in interpreting and using educational data, such as test results, to enhance classroom instruction and student learning. This study surveyed over two hundred educational practitioners (N=220) to learn more about their abilities to locate, interpret and use assessment results, as well as how self-confident they indicated they were in their knowledge and skills regarding assessment practices. Respondents represented a diverse cross-section of practitioners and included practitioners that worked within an AEA, practitioners that worked within a large public school district, and practitioners that worked within a private school setting. The survey that was developed and administered to the practitioners, the Assessment Results Survey, was composed of two separate surveys administered at the same time: The Assessment Results Interpretation and Use Survey and the Assessment Self-Confidence Survey. The first survey assessed practitioners' ability to locate, use and interpret assessment results. The second survey assessed practitioners' self-confidence with respect to assessment practices. Results indicated that practitioners performed well on all sub-scores (Locate Data, Interpret Data, and Use Data) of the Assessment Results Interpretation and Use Survey. Practitioners also indicated high levels of confidence with respect to assessment practices. Background variables such as years of teaching experience, completion of college-level coursework in assessment, and participation in professional development focused on assessment were used to compare practitioners' overall performance and responses on the surveys. Practitioners that received college-level training in assessment demonstrated higher performance on the Assessment Results Interpretation and Use Survey than practitioners that indicated no college-level training. Practitioners that participated in professional development indicated a higher level of self-confidence regarding their assessment knowledge and skills, but did not demonstrate significantly higher performance on the Assessment Results Interpretation and Use Survey than those that had not received professional development.

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Schuldheis-Welch, Sherrie 1956. „Descriptive results of an AIDS education program for adolescents“. Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277979.

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This study describes the results of an acquired immunodeficiency syndrome (AIDS) education program for adolescents. Questions addressed were: "Is there a relationship between predisposing factors of age, gender, education, ethnicity, and knowledge and enabling factors of self-efficacy and knowledge sharing?" and "Is there a difference in participants' predisposing factor of knowledge and enabling factors of self-efficacy and knowledge sharing before and after the AIDS education program?" A portion of the PRECEDE model was used to evaluate relationships among factors thought to be influenced by health education. No significant relationship was found between the predisposing factors of age, gender, ethnicity, and education and the enabling factors of self-efficacy and knowledge sharing. At outcome there was a significant negative correlation between knowledge and self-efficacy, but no significant relationship between knowledge and knowledge sharing. There was no statistical significant difference from baseline to outcome measurement for the variables of knowledge, self-efficacy, and knowledge sharing.

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Jackson, Terra, Francesca Adler-Baeder und Leah Burke. „Examining Results Across Time in Relationship Education with Incarcerated Adults“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/64.

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After release, 5 in 6 prisoners are rearrested within 9 years. A growing emphasis is on the importance of healthy family relationships in reducing recidivism and only a handful of studies have provided information on relationship education (RE) for incarcerated individuals. This study adds to this emerging effort and examines the pre/posttest results of a RE program, using a sample of 727 incarcerated adults. We find significant improvements in individual well-being (anxiety and depression) and couple functioning. Further, we find greater change in the individual domain for those in a relationship compared to those who were not.

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Isbell, Rebecca, und Pamela Evanshen. „Amazing Classroom Makeovers: Small Changes with Big Results“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4351.

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Marks, Lori J., M. L. McMurray und M. K. Young. „Effective Assistive Technology Devices & Software: Results From a Delphi Study“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/3546.

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Mazhero, F. S. T. „School quality and examination results in Zimbabwe“. Thesis, University of Bristol, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372020.

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Türkkan, Nazife, und Nicklas Fransson. „IKT och elevers lärande : Hur påverkar IKT elevers intresse och förståelseför matematik?“ Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23883.

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Vi är två högskolestudenter som studerar med inriktning mot grundskolans årskurs 4-6. Vi är intresserade av ny teknik och dess påverkan på elever och lärare inom ämnet matematik.Syftet med detta arbete är att undersöka om användning av IKT har effekt på matematikundervisningen och hur det påverkar elevernas lärande i ämnet. I denna uppsats genomförs en studie av relevant litteratur. Den-na studie inriktar sig mot årskurs 4-9 i ämnet matematik och IKT-användning i detta ämne.Resultatet visar att eleverna blir mer aktiva i sin inlärning med hjälp av IKT-verktyg. Eleverna visar på bete-endeförändringar i form av att de blir bättre förberedda för inlärning och att de blir mer engagerade i sin utbildningsprocess. IKT-verktyg i matematikklassrummet ger eleverna möjligheter att samarbeta med var-andra. Ett flertal studier visar att elever med datorbaserad undervisning uppvisar högre kunskapsnivå på tes-ter, än elever med traditionell undervisning. IKT-undervisning ger unika fördelar och bättre provresultat för elever med läs- och skrivsvårigheter. IKT-verktyg kan med fördel inkluderas i prov. Med olika medieverktyg, som exempelvis GeoGebra, kan eleverna se och experimentera med olika matematiska koncept och de kan nå en djupare förståelse än vid användning av exempelvis läroböcker. Inspelning av filmer ger möjlighet till att aktivt utveckla matematikundervisningen och introducera nya begrepp då ljud och bild ger eleverna möj-lighet att förklara hur de tänker

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Hickman, Barbara. „A Case Study| How a State Education Agency Leads the Implementation of Results Driven Accountability“. Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685214.

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The Education for All Handicapped Children Act (EHA) was signed into law on November 29th, 1975 by Republican President Gerald Ford and as he signed it, he acknowledged that while the intent of the law was a step forward, the aspirations were complex. The law was renamed the Individuals with Disabilities Education Act (IDEA) in 1990, and has undergone updates and revisions roughly every five years since its inception. Despite these continual modifications, the academic and social outcomes for students with disabilities lags far behind that of their regular education peers. In 2012, the Office of Special Education Programs initiated Results-Driven Accountability (RDA) to measure and improve the efficacy of Special Education programs.

In contrast to previous iterations of IDEA monitoring, RDA is not based solely on procedural compliance but makes a critical shift to evaluating special education services by also weighting student outcome based indicators. The literature traces the data that led to the practical and philosophical change to RDA and points to the critical role of State Education Agencies (SEAs) in the success of this initiative. SEAs, long expected to offer training, technical assistance, support and monitoring to all districts with special education programs, are now tasked with the implementation of RDA.

Through this qualitative case study, the researcher sought to investigate the efforts of a SEA in leading the implementation of RDA by focusing on the initial phases of that process with select Local Education Agencies who are participating in the pilot program. Seven school districts were involved in that program and three of those participated in semi-structured, one-on-one interviews with the researcher. During the interviews, participants were asked to reflect on the process of the RDA pilot program, known as the State Identified Measurable Result (SIMR), and how, in the perception of each district representative, the SEA had best assisted with the implementation scheme. Those interviews were analyzed for recurrent themes about the implementation process and the role of the SEA as perceived by each district. The researcher then conducted a comparative document review to triangulate the information from the interviews with the written plans from the SEA to check for congruency and response to the concerns and perceptions of the initial implementers.

The researcher concluded that the SEA, in providing a designated literacy coach and instructional strategy assistance through the implementation process, helped to create an environment for improved educational outcomes for students with disabilities in the schools that were part of the pilot program, and that the SEA did incorporate the SIMR LEA’s input on areas of challenge in the implementation of RDA.

The researcher also concluded that LEAs face many barriers to the implementation of RDA, and although most of the barriers are not directly under the control of the SEA, they cannot be ignored as the SEA prepares for a state-wide implementation of RDA.

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Nilsson, Inger. „Forskningsöversikt över resultaten av pedagogiska insatser för skolbarn med autism : ett systemteoretiskt perspektiv“. Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5747.

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Forskning på resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum (ASD) insatt i ett multifaktoriellt helhetssammanhang är inte vanligt förekommande. Det över gripande syftet är att ge en översikt över pedagogisk forskning som innefattar redovisning av resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum och att koppla denna forskning till systemteori och ICF (International Classification of Functioning, Disability and Health, WHO, (www.socialstyrelsen.se, ICF- CY, (www.who). Forskningsfrågorna är vilka pedagogiska strategier är relaterade till vilket utfall för personer med diagnos inom autismspektrum (ASD) i åldrarna 6-20 år, i vilken utsträckning forskningen om elever inom autismspektrum är grundad på ett generellt systemteoretiskt tänkande och/eller ICF och hur man forskningsmässigt bygger upp evidens och vilka är delaktiga i denna process.

Studien är en systematisk forskningsöversikt i vilken 875 abstracts granskats. 36 studier har inkluderats. Skäl till exkludering har varit att studierna saknat beskrivning av pedagogiska insatser, resultatredovisning och/eller utfallsmått. Studier med otydliga diagnoskriterier, endast en deltagare med ASD och studier publicerade före 1999 har exkluderats. Resultaten visar att det saknas forskning om de långsiktiga effekterna av pedagogiska insatser i skolåldern för den aktuella elevgruppen. Forskarna inom området har i allmänhet inte arbetat utifrån en systemteoretisk grundtanke även om det förekommer sådana inslag. Delaktighetsbegreppet och ICF har inte varit utgångspunkt för någon av de inkluderade studierna men någon form av delaktighetsaspekter för individen eller familjen fanns i några studier. Det var vanligast att rapportera resultat på aktivitetsnivå men i några studier rapporterades ökad delaktighet. Forskningsprojekt med ett empowerment perspektiv saknades. Huvudslutsatserna är att det behövs mer preciserade sätt att ställa forskningsfrågorna, kanske i form av komponentstudier, fler långsiktiga helhetsprojekt och ett utvidgat evidensbegrepp. En tankemodell som ICF är särskilt motiverad runt ASD eftersom det krävs stora pedagogiska insatser för att lära dem användbara kunskaper och färdigheter i ett livssammanhang.

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Bücher zum Thema "Results of education"

Education, Alberta Alberta. Accountability Pillar results for annual education results report (AERR). Edmonton, Alta: Alberta Education, 2009.

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Outcomes, Alberta Review Committee on. Review Committee on Outcomes: Survey results. Edmonton, AB: Alberta Education, 2006.

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Technology, California Governor's Council on Information. Getting results. Sacramento, CA: The Council, 1995.

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Louisiana. Department of Education. Reaching for results: Education reform in Louisiana. Baton Rouge, La: Louisiana Dept. of Education, Office of the Superintendent, 2003.

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Auditor-General, New Zealand Office of the. Education sector: Results of the 2011 audits. Wellington [N.Z.]: Office of the Auditor General, 2012.

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Montana Council on Vocational Education. Montana employers: Survey results. [Helena?]: Montana Council on Vocational Education, 1990.

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Organisation for economic co-operation and development. PISA 2012 results. Paris: OECD, 2013.

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Teaching for results. Nashville, Tenn: Broadman & Holman Publishers, 1995.

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South Carolina Education Oversight Committee. Results of the 2005 parent survey. Columbia, S.C: South Carolina Education Oversight Committee, 2006.

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Brannon, Donald R. Toward excellence in vocational education: Using evaluation results. Columbus, Ohio: National Center for Research in Vocational Education, Ohio State University, 1985.

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Buchteile zum Thema "Results of education"

Hermann-Cohen, Marc-Philip. „Results“. In Holocaust Education – Historisches Lernen – Menschenrechtsbildung, 83–118. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-34212-8_4.

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Niaz, Mansoor, und Mayra Rivas. „Results and Discussion“. In SpringerBriefs in Education, 15–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32040-3_3.

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Fung, Dennis Chun-Lok, und Wai-mei Lui. „Results and Data Analysis“. In SpringerBriefs in Education, 45–60. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2610-2_4.

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Carrasco, Berta, und Stacey Margarita Johnson. „Student Results and Feedback“. In SpringerBriefs in Education, 49–61. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16426-7_4.

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Wu, Dan. „China Interviews Qualitative Results“. In SpringerBriefs in Education, 61–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33096-4_5.

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Wu, Dan. „US WAC Interviews Qualitative Results“. In SpringerBriefs in Education, 87–105. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33096-4_6.

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Shank, Gary, Janice Pringle und Launcelot Brown. „Understanding Quantitative Results and Findings“. In Understanding Education Research, 75–92. Second Edition. | New York : Routledge, 2018. | “First edition published by Routledge 2014”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315123141-10.

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Shank, Gary, Janice Pringle und Launcelot Brown. „Understanding Qualitative Results and Findings“. In Understanding Education Research, 93–101. Second Edition. | New York : Routledge, 2018. | “First edition published by Routledge 2014”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315123141-11.

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Schildkamp, Kim, Adam Handelzalts, Cindy L. Poortman, Hanadie Leusink, Marije Meerdink, Maaike Smit, Johanna Ebbeler und Mireille D. Hubers. „Case Study: English Language Results“. In Springer Texts in Education, 57–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58853-7_10.

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Kennedy, Ian G., Gloria Latham und Helia Jacinto. „Results of Thematic Analysis“. In Education Skills for 21st Century Teachers, 21–77. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22608-8_4.

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Konferenzberichte zum Thema "Results of education"

Budak, Valerii. „PATRIOTIC EDUCATION IN THE AGE OF GLOBALIZATION CHANGES“. In The results of scientific mind's development: 2019. 유럽과학플랫폼, 2019. http://dx.doi.org/10.36074/22.12.2019.v2.10.

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PAPADIMITROPOULOU, Panagoula. „Promoting Citizenship Education via Lifelong Learning Programs“. In The 4th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2016. http://dx.doi.org/10.18638/scieconf.2016.4.1.366.

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Maz-Machado, Alexander, Mercedes González Herranz und Clara Argudo-Osado. „Errors in Arithmetic Problem Solving in Primary Education“. In The 6th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2018. http://dx.doi.org/10.18638/scieconf.2018.6.1.492.

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Bogoudinova, Rosa Z., und Guzel R. Garafutdinova. „Basic approaches to assessment of educational results in engineering education“. In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644531.

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Ignatovich, S. S. „Educating The Teachers To Design Students Individual Educational Results“. In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.13.

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Palchun, Yuriy A., Irina V. Yakimova, Victoria N. Yakimova und Anton K. Stroganov. „Evaluation of results of activity of educational institutions of professional education“. In 2016 13th International Scientific-Technical Conference on Actual Problems of Electronics Instrument Engineering (APEIE). IEEE, 2016. http://dx.doi.org/10.1109/apeie.2016.7802257.

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RUSU, Delia Elena, und Elena Oana MAIDANIUC. „Informal Education as a Starting Point in Creating an Individual’s Social Personality“. In The 4th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2016. http://dx.doi.org/10.18638/scieconf.2016.4.1.346.

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Januszewski, Arkadiusz. „EVALUATION OF EDUCATION PROGRAMS AND EDUCATIONAL OUTCOMES - RESULTS OF THE PILOT GRADUATES SURVEY“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0302.

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Chen, Chen. „Research on the visualization of Data Mining results“. In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028790.

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Romanovska, Alina. „ETHNIC AND SOCIAL CONTEXTS IN CULTURAL EDUCATION: QUALITATIVE RESEARCH RESULTS IN FORMAL EDUCATIONAL SETTINGS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0629.

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Berichte der Organisationen zum Thema "Results of education"

Kolesnyk, Larysa, Tetiana Matusavech und Iryna Shaposhnikova. Report on the results of the sociological survey "Democracy in Education". “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/008-20/978-966-2716-45-0/2020-68.

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TODD PACIFIC SHIPYARDS CORP SEATTLE WA. Five S - Applications and Education Program for Shipyards, Project Results for the NSRP Project. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada447868.

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Boone, Peter, Ila Fazzio, Kameshwari Jandhyala, Chitra Jayanty, Gangadhar Jayanty, Simon Johnson, Vimala Ramachandrin, Filipa Silva und Zhaoguo Zhan. The Surprisingly Dire Situation of Children's Education in Rural West Africa: Results from the CREO Study in Guinea-Bissau (Comprehensive Review of Education Outcomes). Cambridge, MA: National Bureau of Economic Research, April 2013. http://dx.doi.org/10.3386/w18971.

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Psaki, Stephanie, Barbara Mensch, Erica Chuang und Andrea Melnikas. Does education improve health in low- and middle income countries? Results from a systematic review. Population Council, 2019. http://dx.doi.org/10.31899/pgy10.1000.

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Undie, Chi-Chi, Harriet Birungi, George Odwe und Francis Obare. Final evaluation results: Expanding access to secondary school education for teenage mothers in Homa Bay County. Population Council, 2020. http://dx.doi.org/10.31899/rh13.1028.

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Nelson, Gena. Special Education Math Interventions. Boise State University, März 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).

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Psaki, Stephanie. Delivering Results in Girls' Education: How to Evaluate What Works, What Doesn't, and What We Don't Know. Population Council, 2019. http://dx.doi.org/10.31899/pgy7.1015.

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Serneels, Pieter, und Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), Oktober 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.

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Kaffenberger, Michelle, und Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).

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