Relevant bibliographies by topics / Education gaps

Academic literature on the topic 'Education gaps'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education gaps"

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Jahanshahi, Babak, and Arash Naghavi. "Education reform and education gaps." Applied Economics Letters 24, no. 19 (January 25, 2017): 1385–88. http://dx.doi.org/10.1080/13504851.2017.1282110.

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Fisher, P. Brian, and Erin McAdams. "Gaps in sustainability education." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 407–23. http://dx.doi.org/10.1108/ijshe-08-2013-0106.

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Purpose – This paper aims to examine how both the amount and type of coursework impact students’ conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students’ environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize “sustainability”. Design/methodology/approach – Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students’ conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation). Findings – The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students’ perceptions. Originality/value – This study expands on previous research by examining the influence of the number and type of academic coursework on students’ conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students’ continued perceptions of sustainability, academic programming of sustainability and the practice of it.
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Jones, C. "Gaps in programming education." Computer 28, no. 4 (April 1995): 70–71. http://dx.doi.org/10.1109/2.375185.

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Ornstein, Allan C. "Achievement Gaps in Education." Society 47, no. 5 (August 4, 2010): 424–29. http://dx.doi.org/10.1007/s12115-010-9354-y.

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Leone, Julián, and Jorge Lo Cascio. "Income gaps: Education and inequality." Economics and Business Review 6 (20), no. 4 (2020): 27–50. http://dx.doi.org/10.18559/ebr.2020.4.3.

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Lindblom, Lars. "Childhood, education and distribuendum gaps." Ethics and Education 15, no. 1 (December 9, 2019): 48–61. http://dx.doi.org/10.1080/17449642.2019.1700443.

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Pfeffer, Fabian T. "Growing Wealth Gaps in Education." Demography 55, no. 3 (March 27, 2018): 1033–68. http://dx.doi.org/10.1007/s13524-018-0666-7.

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Fredin, Eric S., Teresa Haugen Monnett, and Gerald M. Kosicki. "Knowledge Gaps, Social Locators, and Media Schemata: Gaps, Reverse Gaps, and Gaps of Disaffection." Journalism Quarterly 71, no. 1 (March 1994): 176–90. http://dx.doi.org/10.1177/107769909407100117.

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In a study of a public school controversy, a knowledge gap is found that the authors describe as a gap of disaffection. Among women only, higher education leads to greater knowledge, but does so partly through reduced trust of government and lower perceived fairness of the news media. Similar findings occur with other less powerful groups.
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Daniels, Desiree. "Gender Gaps in Education White Paper." Agenda, no. 24 (1995): 49. http://dx.doi.org/10.2307/4065894.

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Ackerman, Xanthe Scharff, and Kaitlyn Scott. "Gains and gaps in girls’ education." Compare: A Journal of Comparative and International Education 47, no. 1 (November 8, 2016): 133–36. http://dx.doi.org/10.1080/03057925.2016.1241392.

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Dissertations / Theses on the topic "Education gaps"

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Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.

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The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo
perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.
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McDaniel, Anne E. "Three Essays on Cross-National Gender Gaps in Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313449850.

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Wong, Kee Luen. "Curriculum gaps in business education : a case study of stakeholders' perceptions." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7447.

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The primary objective of this study is to identify the perspectives of the stakeholders on the business curriculum, and the curriculum gaps between them. While the perspectives can be captured on a few continuum, such as the ‘critical’-‘managerialist’ continuum (Macfarlane and Perkins, 1995), this study chose to measure the perspectives of the stakeholders on the ‘about business’-‘for business’ continuum (Tolley, 1983). The study collected primary data from the business lecturers, the business alumni, and the business students of the case institution. The data were collected from the target respondents via a constructed, pilot-tested and reliable questionnaire. The questionnaire made it possible to measure the perspectives of the stakeholders in terms of ‘about business’ and ‘for business’. The results confirmed that the lecturers have a high ‘about business’ orientation (mean = 4.25 out of 5). The ‘about business’ mean score of the alumni is 3.70 and the mean score for the students is 3.71. It is surprising that the lecturers scored high in ‘for business’ (mean = 3.88 out of 5), even higher than for the alumni (mean = 3.35) and the students (mean = 3.38). The t-test procedures confirmed the curriculum gap in terms of ‘about business’ between the lecturer and the alumni is significant (t=4.47, p=0.001); and between the lecturers and the students is also significant (t=4.45, p=0.001). The curriculum gap in terms of ‘for business’ between the lecturers and the alumni is significant (t=3.80, p=0.001); and between the lecturers and the students is significant (t=4.06, p=0.001). Both the ‘about business’ score and the ‘for business’ score of the lecturers are higher than those for the alumni and the students, indicating that the lecturers intend to provide a business curriculum to educate the students for life and at the same time preparing the students for employment. Although there is no cause for concern in this respect, the lecturers are recommended to collaborate with the stakeholders in order to satisfy the expectations of all stakeholders concerned.
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Zhang, Xu. "Fecundity and husband-wife age and education gaps at first marriage." Diss., Online access via UMI:, 2009.

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Kim, Eliza. "New Leaders of Charter Schools Who Close Achievement Gaps in Urban Public Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842678.

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This dissertation studies 7 high-performing middle school principals’ leadership styles and programs as measured by their student achievement on the California Assessment of Student Performance and Progress or CAASPP. The qualitative research includes interviews of these identified school leaders about their self-reported strengths that account for their students’ success. While Kouzes and Posner’s set of leadership practices is the theoretical framework behind this study, the primary investigator developed two themes evident in both the high-achieving schools and its highly effective principals: strong people skills, and the ability to create and implement programs that affect a group who have been prejudicially described as low-income and low-performing. The participants’ lived experiences as charter school leaders who work with underserved communities add to a very limited body of research of urban education and how charter schools bridge the proverbial academic achievement gap.

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DuCovna, Susan B. "The Stalled Race to Close Literacy Achievement Gaps: Federally Legislating Public Education." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365550966.

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Heldman-Holguin, Stacy. "Former foster youth in the college setting: Bridging the gaps on the road to success." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/64.

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Less than 5% of former foster youth in America graduate with a bachelor's degree. The goal of this phenomenological research was to use student voices to identify or better understand promising practices that support the success of former foster youth. Two California State University (CSU) campuses were chosen as research sites because the California Education Code has language indicating CSUs responsibility to recruit, serve, and graduate former foster youth. Through purposeful sampling, eight students who were successfully approaching graduation were selected. The data collected through two interviews, a biographical questionnaire, and a photo review were subject to thematic identification and analysis of the use or lack of use of the types of capital outlined in the community cultural wealth theory. Five themes and the abundant and lacking types of capital were identified. Identified themes were student services and programs, mentorship, financial challenges, family dynamics, and self-determination. The participants were found to have abundant aspirational, navigational, resistance, and certain aspects of familial capital. They were found to be largely lacking in cultural, social, spiritual, linguistic, and other aspects of familial capital. Through the identification of the themes and the evaluation of capital, promising practices and next steps were identified and additional research needs brought to light.
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Yoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.

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Amador, Lui. "Strength within| Addressing Structural Opportunity Gaps for Men of Color at 4-Year Universities through a Strengths-Based Approach." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825323.

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The enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of color in higher education. Despite the research and concerted efforts by institutions, this opportunity gap continues to affect the educational and overall college experience of men of color. Through qualitative interviews employing a photo elicitation protocol and a conceptual framework based on validation theory, Critical Race Theory (CRT) and Anti-Deficit Perspectives, this study examines the social, cultural, and institutional factors that shape this population’s experience in higher education. This research will examine the strengths and assets that men of color identify as supporting their success in college. This study will also examine how institutional resources and practices informed by an anti-deficit framework can effectively improve the experiences of men of color in school.

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Pittman-Windham, Shonda Patrice. "Addressing Gaps in Student Reading: READ 180 Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1368.

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Students are reaching middle school 2 or more years behind in reading ability. As a result, they are unable to meet state testing standards. In 2007, the READ 180 program was implemented at an urban middle school in Virginia to address the reading gaps of these middle school students. The purpose of this sequential mixed-method program evaluation was to analyze the reading success of 30 READ 180 students and the perceptions of 4 teachers who taught the READ 180 curriculum. The theoretical framework that served as a basis for this study was Vygotsky's zone of proximal development, which holds that independent thinking is facilitated by developmentally-appropriate instruction. Research questions examined the strengths and weaknesses of the program and its effectiveness on helping the students improve their reading ability. Student scores from the program assessments were examined using a paired samples t test and by comparing central tendencies. An analysis showed a 15% increase in students' SRI pre- and posttest scores, noting that 6.67% of students passed the reading SOL. Themes from the teacher interviews indicated that the teachers perceived the training to be sufficient and that the materials and technology were authentic; however, updated curricula materials were needed. The quantitative and qualitative research data were used to generate an evaluation report to share explicit research findings with the school division and parents about the programs' successes and needs for improvement. Social change was supported by evaluating a reading intervention program designed to increase middle school students' reading ability.
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Books on the topic "Education gaps"

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Education & jobs: Exploring the gaps. Toronto: University of Toronto Press, 2009.

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American Association of University Women. Educational Foundation. and American Institutes for Research, eds. Gender gaps: Where schools still fail our children. New York: Marlowe & Co., 1999.

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Closing the education achievement gaps for African American males. East Lansing: Michigan State University Press, 2016.

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Crawford, Burns Rebecca, and Kusimo Patricia 1950-, eds. It takes a school: Closing achievement gaps through culturally responsive schools. Charleston, WV: Edvantia, 2006.

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Rica, Sara de la. Ceiling and floors: Gender wage gaps by education in Spain. Bonn, Germany: IZA, 2005.

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Looker, E. Dianne. Post-secondary access and student financial aid in Canada: Current knowledge and research gaps. [Ottawa, ON: Canadian Policy Research Networks, 2000.

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Education, Connecticut State Board of. Closing the achievement gaps: Removing the barriers to preschool in Connecticut. Hartford]: Connecticut State Board of Education, 2003.

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Teach! change! empower!: Solutions for closing the achievement gaps. Thousand Oaks, Calif: Corwin Press, 2009.

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Loo, Eric. Bridging the cultural gaps in journalism training and education in Asia. Singapore: Konrad-Adenauer-Stiftung, Media Programme Asia, 2013.

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Office, General Accounting. School finance: State efforts to reduce funding gaps between poor and wealthy districts : report to congressional requesters. Washington: The Office, 1997.

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Book chapters on the topic "Education gaps"

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Naveda, J. Fernando, John Beidler, James E. Cardow, Everald Mills, and Frances Van Scoy. "Bridging the gaps." In Software Engineering Education, 275–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/bfb0017620.

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Bertocchi, Graziella, and Monica Bozzano. "Gender Gaps in Education." In Handbook of Labor, Human Resources and Population Economics, 1–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-57365-6_26-1.

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Simonsen, Mary A., Scott J. Peters, and Jonathan A. Plucker. "Excellence Gaps." In Critical Issues and Practices in Gifted Education, 201–12. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-16.

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Jones, Tiffany. "Policy Frameworks and Taxonomies: Gaps Within Research." In SpringerBriefs in Education, 21–24. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6265-7_3.

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Robinson, Nikki. "Education gaps between IT and cybersecurity." In Mind the Tech Gap, 117–27. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003264422-9.

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Reece, Bryan. "How Big Are the Gaps?" In Social Justice and Community College Education, 22–60. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003131786-3.

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Carter, Hazel M. "Gaps in Services, Infrastructure, and Opportunities." In Leadership of Afterschool and Supplemental Education, 1–18. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003122135-1.

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Wan, Guofang. "Research Evidence: Narrowing the Achievement Gaps." In The Education of Diverse Student Populations, 7–28. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8204-7_1.

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Padilla-González, Laura E., Amy Scott Metcalfe, Jesus F. Galaz-Fontes, Donald Fisher, and Iain Snee. "Gender Gaps in North American Research Productivity." In Effects of Higher Education Reforms, 259–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-016-3_14.

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Broer, Markus, Yifan Bai, and Frank Fonseca. "Socioeconomic Achievement Gaps: Trend Results for Education Systems." In IEA Research for Education, 35–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11991-1_4.

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Conference papers on the topic "Education gaps"

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Moore, Freeman L., and James T. Streib. "Identifying the gaps between education and training." In the twentieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/65293.65299.

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Sandsør, Astrid Marie. "Achievement Gaps by Parental Income and Education." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886975.

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Sandsør, Astrid Marie. "Achievement Gaps by Parental Income and Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886975.

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Laing, Bobbi, Alana Cavadino, Martyarini Budi Setyawati, Jennifer Crowley, Louisa Lam, Anndra Margareth Parviainen, and Katri Vehviläinen-Julkunen. "Identifying Gaps in the Nutritional Education of Nurses." In NSNZ 2021. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/msf2022009018.

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Janicic, Radmila. "Strategic Marketing in Education." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.23.

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The topic of this paper is theoretical and practical aspect of strategic marketing in the field of education. In the paper is emphasized that the first and the most important step in strategic marketing in education is strategic analysis, with models for analysis of global education’s market place. Implementation of marketing strategies in development of education get new approaches, according to trends on global educational market place. Strategic control is important step in strategic development of educational institutions, through point out on gaps in process of implementation of marketing strategies. The goal of the paper is to define modern approach of strategic marketing in positioning of educational institutions in global environment and digital environment. The key hypothesis in the paper is that strategic marketing present’s platform for development and positioning of the educational institutions. In the paper are present results of the in-depth interviews with professors at the educational institutions in Europe, and comparative analysis of good examples at the education. The results of the paper have scientific, professional and social contributions. Scientific contributions of the paper is in development models of strategic marketing in education. Social contributions of the paper is development of the most important social field, education.
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Kasperaviciene, Ramune, Jurgita Motiejuniene, and Dalia Venckiene. "TRANSLATION QUALITY: GAPS BETWEEN NOVICE AND EXPERIENCED TRANSLATORS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2288.

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Kohl, Patrick B., H. Vincent Kuo, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Introductory Physics Gender Gaps: Pre- and Post-Studio Transition." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266707.

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Malca, Ayelet Dvir. "Administrative Service In Higher Education: Minimizing Gaps And Maximizing Satisfaction." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.36.

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Sherman, Steven, Benjamin Larson, Jeffrey A Bohler, and E. Fran Smith. "Using Teach Back to Overcome Pandemic Learning Gaps." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4963.

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Aim/Purpose The purpose of this paper is to address the issue of gaps in students’ knowledge at the time they enter a comprehensive Information Systems capstone course. This problem of knowledge gaps was exacerbated by the forced remote learning and isolation caused by the COVID-19 pandemic. The aim was to find a technique that would identify and fill those gaps. Ideally, the method would also reinforce the students’ interpersonal soft skills. Background Many universities have a capstone course where students may apply their knowledge from the curriculum to a project, and they are evaluated on their retention of knowledge from the core classes. Over the past two years, students have experienced course interruptions and modifications due to the pandemic, resulting in learning gaps on topics covered in the core courses. Depending on the project’s scope and curriculum, this may prevent students from conversing on many essential concepts during the capstone course. By requiring students to create “Teach Back” tutorials on materials from their core courses, faculty may ensure that the key concepts are discussed multiple times within the curriculum. Methodology We present a case study to identify key concepts and compare cohort results before and after implementation. Contribution A process for identifying potential knowledge gaps is identified, and a method to repeatedly expose students to concepts is introduced. Findings There were improvements to the overall capstone scores after the tutorial implementation. While many factors influence changes in scores across cohorts, the initial findings are promising, supporting the concept that teaching back helps to close knowledge gaps. Recommendations for Practitioners Faculty should collaborate to identify knowledge areas that need to be reinforced later in their students’ academic careers. Teaching back essential concepts that may not be prioritized in implementing a capstone project ensures a repeated exposure to the identified concepts. Recommendations for Researchers There needs to be a priority to teach students to be lifelong learners and to teach the skills needed to share their knowledge with future coworkers. There needs to be more research into a pedagogy that builds these essential soft skills within our curriculum. Finally, research into alumni feedback on course topics and pedagogy is needed. Impact on Society Introducing pedagogy that improves both knowledge and soft skills, this research looks to build individuals who will learn independently and be able to communicate with and improve others. Future Research There needs to be additional research to study the changes in technical knowledge before and after Teach Back, the consequences of elective sequencing, the consideration of elective versus required courses, and the use of Teach Back to capture student knowledge gained from completing diverse electives prior to the capstone course.
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Groher, Iris, Barbara Sabitzer, Heike Demarle-Meusel, Lisa Kuka, and Alexander Hofer. "Work-in-Progress: Closing the Gaps: Diversity in Programming Education." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454035.

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Reports on the topic "Education gaps"

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Giles Álvarez, Laura, Juan Carlos Vargas-Moreno, and Leonardo Pacheco Tenório Cavalcanti. Maps for Gaps: A Geospatial Approach to Estimating Development Gaps in Haiti. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003811.

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This paper presents the results of a development gap analysis for Haiti using a geospatial approach. Gaps are calculated and characterized by means of qualitative and quantitative techniques, including macroeconomic, microeconomic, and geospatial data analyses. The analysis identifies, presents, and discusses 16 sectoral gaps. It is then expanded by overlapping the sectoral gaps to identify possible relations and spillover effects between them. The results suggest that transportation, early childhood education, and crime and insecurity gaps are the most significant in terms of the area and population affected. Results also show that 24 percent of the area of the country and 9.9 percent of Haitians are affected by nine or more overlapping gaps, particularly in the Nord-Ouest, Artibonite, and Centre departments. In terms of the links between sectors, crime and insecurity gaps tend to overlap with gaps in early childhood education and employment opportunities.
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Elder, Todd, David Figlio, Scott Imberman, and Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25829.

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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.
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Muralidharan, Karthik, and Ketki Sheth. Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19341.

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Dabrowski, Anna, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, and Maya Conway. Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research, September 2022. http://dx.doi.org/10.37517/978-1-74286-689-5.

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This review provides insights into COVID-19 responses in educational systems in Asia, and reviews which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and concludes with a discussion of gaps in evidence in Asia.
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Berlinski, Samuel, Matias Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Cambridge, MA: National Bureau of Economic Research, March 2021. http://dx.doi.org/10.3386/w28581.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.
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Angrist, Noam, and Rachael Meager. Translating effective education approaches, such as targeted instruction, across contexts. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/ceb2.

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Multiple randomised trials have proven that targeted educational instruction is an effective approach to addressing learning gaps in low- and middle- income countries. This approach has been tested in multiple rigorous studies, including in Ghana, Kenya and India. This evidence brief reports a formal synthesis of the evidence and assesses the strength and generalisability of the evidence and the factors that drive the largest frontier effects in the literature. This brief also provides practical guidance on elements of targeted instructional approaches that drive the greatest impacts for students, and which are critical for the successful adaptation and scale-up of the approach across contexts.
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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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