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Journal articles on the topic 'Middle schooling'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Poyatos Matas, Cristina, and Susan M. Bridges. "Multicultural Capital in Middle Schooling." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 8, no. 2 (2008): 1–18. http://dx.doi.org/10.18848/1447-9532/cgp/v08i02/39548.

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Heiman, Tali. "Inclusive Schooling-Middle School Teachers' Perceptions." School Psychology International 22, no. 4 (November 2001): 451–62. http://dx.doi.org/10.1177/0143034301224005.

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3

Barratt, Robyn. "Middle schooling — a challenge for policy and curriculum: Findings of the National Middle Schooling Project Report." Set: Research Information for Teachers, no. 2 (August 1, 1998): 1–4. http://dx.doi.org/10.18296/set.0853.

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Devine, Dympna, Mike Savage, and Nicola Ingram. "White middle class identities and urban schooling." British Journal of Sociology of Education 33, no. 2 (February 21, 2012): 303–14. http://dx.doi.org/10.1080/01425692.2012.649843.

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Maguire, Meg. "White middle-class identities and urban schooling." Journal of Education Policy 28, no. 3 (May 2013): 405–8. http://dx.doi.org/10.1080/02680939.2013.766530.

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6

Anderman, Eric M., and Martin L. Maehr. "Motivation and Schooling in the Middle Grades." Review of Educational Research 64, no. 2 (June 1994): 287–309. http://dx.doi.org/10.3102/00346543064002287.

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Cesarone, Bernard. "ERIC/EECE Report: Effective Middle Level Schooling." Childhood Education 73, no. 5 (August 1997): 327–29. http://dx.doi.org/10.1080/00094056.1997.10521130.

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8

Wigfield, Allan, and Jacquelynne S. Eccles. "Middle Grades Schooling and Early Adolescent Development." Journal of Early Adolescence 14, no. 2 (May 1994): 102–6. http://dx.doi.org/10.1177/027243169401400202.

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9

Wlgfield, Allan, and Jacquelynne S. Eccles. "Middle Grades Schooling and Early Adolescent Development." Journal of Early Adolescence 15, no. 1 (February 1995): 5–8. http://dx.doi.org/10.1177/0272431695015001002.

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Ali, Elias, and Ronald H. Heck. "Comparing the Contexts of Middle-Grade Schools, Their Instructional Practices, and Their Outcomes." NASSP Bulletin 96, no. 2 (May 6, 2012): 93–118. http://dx.doi.org/10.1177/0192636512444715.

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The purpose of this study is to describe an alternative means of estimating school effectiveness, referred to as an “absolute year” of schooling and demonstrate its usefulness as a measure of school effectiveness in the middle grades. More specifically, the study investigated (a) whether the absolute schooling effect in math and reading outcomes varied across a statewide sample of 53 secondary schools (e.g., middle, intermediate) and (b) whether differences in school variables explained the variability in the absolute-schooling effect.

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Soylu, Ayşe, and Mustafa Sever. "The Desire of Mothering Towards Educational Success: How Does “Cultural Logic” Operate in Schooling Practices?" Education and Society 40, no. 2 (November 1, 2022): 55–78. http://dx.doi.org/10.7459/es/40.2.05.

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This paper primarily seeks to explore how mothering practices in different social classes reflect on the schooling experiences of students. We particularly focus on the desire for mothering towards educational success. We draw on Lareau’s (2003) theory on “concerted cultivation” and “natural growth” to understand the possibilities of mothering embodied in various schooling practices. The data for the study were generated via 26 semi-structured, in-depth interviews with mothers from the middle and lower-class. The findings demonstrate that the educational and socio-economic status of mothers significantly modifies their children’s schooling practices. However, the results reveal that mothers from lower-class backgrounds develop some principles of academic survival skills that they transmit to their children. Strategies to support their children’s schooling that mothers from lower-class backgrounds implemented emerge where they interact with schooling practices conducted by middle-class.

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Grendler, Paul F. "Schooling in Western Europe." Renaissance Quarterly 43, no. 4 (1990): 775–87. http://dx.doi.org/10.2307/2862790.

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Renaissance boys and girls attended a variety of different kinds of pre-university schools in England, France, Italy, and Spain. Renaissance Europe inherited from the Middle Ages a large educational establishment that was not a "school system" in a modern sense. Instead, there were different kinds of schools which complemented or overlapped each other. The many and confusing names for pre-university schools, such as song school, grammar school, and collège, further confuse matters.

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13

Vines, Gina. "Middle Schooling Counseling: Touching the Souls of Adolescents." Professional School Counseling 9, no. 2 (December 2005): 175–76. http://dx.doi.org/10.5330/prsc.9.2.a760h3u014580vg4.

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Vines, Gina. "Middle Schooling Counseling: Touching the Souls of Adolescents." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900208.

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15

Ursavaş, Uğur, and Hakan Sarıbaş. "Middle income trap and factors affecting the risk of growth slowdown in upper middle income countries." Economics and Business Letters 9, no. 4 (December 23, 2020): 350–60. http://dx.doi.org/10.17811/ebl.9.4.2020.350-360.

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In this paper, we investigate the macroeconomic, demographic and institutional factors affecting the probability of growth slowdown in upper-middle-income countries within the framework of the growth slowdown methodology developed by Eichengreen et al. (2011). To do so, we use probit regression, and the dataset covers the period 1980-2015. The results show that growth slowdown occurs when per capita income reaches 22 percent of that in the United States. Besides, an increase in the relative income, gross capital formation, trade openness, years of total schooling, old dependency ratio and law and order index increases the risk of growth slowdown, whereas an increase in public debt, inflation variability and years of secondary and higher schooling decreases the risk of growth slowdown.

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Reay, Diane. "Classifying Feminist Research: Exploring the Psychological Impact of Social Class on Mothers' Involvement in Children's Schooling." Feminism & Psychology 8, no. 2 (May 1998): 155–71. http://dx.doi.org/10.1177/095935359800800203.

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Drawing on a research study exploring mothers' involvement in their children's primary schooling, this article attempts to bring together two superficially unconnected areas of research; feminist work on mothering and theorizing on social class. When the experience of being working or middle class is explored psychologically the psychology of social class emerges as something that permeates women's experience of their children's schooling. In particular, a wide range of emotions, both positive and negative, infuse mothers' activities. While there are important commonalities in mothers' emotional responses to children's education, the psychological impact of being working or middle class translates into a very different emotional relationship to children's schooling for the mothers in this study.

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Hudson, Suzanne. "Preservice Teachers’ Perceptions of their Middle Schooling Teacher Preparation." International Journal of Learning: Annual Review 16, no. 1 (2009): 1–12. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46074.

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18

Campbell, Craig. "Making the middle class: schooling and social class formation." History of Education Review 44, no. 1 (June 1, 2015): 54–70. http://dx.doi.org/10.1108/her-02-2014-0007.

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Purpose – As the Australian working class continues its decline, sociological and historical scholarship has begun to focus more on the middle class. The purpose of this paper is to explore the historiography and social theory concerning the middle class, and argues that the ways in which middle class families use schools have been a powerful force in the formation of that class. Design/methodology/approach – This paper reviews the author’s own work on this topic, the work of other scholars, and suggests a number of social practices that middle class families employ as they school their children. Findings – The ways that many families operate in relation to the schooling of their children constitute a significant set of social class practices, that in turn assist in the continuing formation of the middle class itself. The social and policy history of schooling can expose the origins of these practices. Research limitations/implications – This paper originated as an invited key-note address. It retains characteristics associated with that genre, in this case putting less emphasis on new research and more on a survey of the field. Originality/value – In the early twenty-first century, the relevance of social class analysis for understanding a great range of social and historical phenomena is in retreat. This paper argues the continuing importance of that kind of analysis.

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Koch, Camilo, and Mikko Ranta. "Hack-schooling to Foster Creativity in Students in China." International Journal of Management Science and Business Administration 2, no. 1 (2014): 33–44. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.21.1003.

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This paper proposes a method for refining the lack of creativity existent on middle schools in China. Actual teaching methods at schools do not focus on fostering student’s imagination, setting efforts in other priorities when educating students from all ages. We examined and categorized the results of a quantitative examination applied to students and categorized feelings about their educational institution by mapping relations of pairs of data; students suggested several words and then selected two of which fitted on their accumulated emotions. Creativity theory and experts believe that kids have tremendous talents and schools squander them (Sir Ken Robinson, 2006). Schools are responsible for fostering student’s ability to innovate but they are not improving significantly, and this is not particularly a country problem, oppositely it is a global situation. Due to this circumstance, we analyzed the educational cycle in a middle school case intending to find the mainstay relations between student’s time consumption and student’s creative output from the daily school routine. The essential role of parents in home teaching, and the possible effects that “hackschooling” or “homeschooling” can have on student’s life and education, are essential as expected explanation to the lack of creativity advocated by schools in the short and medium course. Finding better ways to accomplish the same goals outside of the educational establishment is fundamental. In a second procedure, we will examine the success of Finland in hackschooling as a comparison, and evaluate the chances of adapting and introducing Finland hackschooling principles in China as an innovation multiplier on child’ lives.

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RAHMAN, Abdul, Nursini NURSINI, Abd Rahman RAZAK, and Anas Iswanto ANWAR. "EDUCATION OUTCOME IN EASTERN INDONESIA THROUGH EDUCATION EXPENDITURE." ICCD 3, no. 1 (October 27, 2021): 321–31. http://dx.doi.org/10.33068/iccd.vol3.iss1.370.

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There is a very urgent need to invest in education in the human capital of a nation, so the role of government is needed to ensure the capacity and possibility to access education. Therefore, adequate funding should encourage education outcome, as evidenced by the enrollment rate, expected length of schooling and average length of schooling. This study aims to determine the effect of education and health spending, fiscal decentralization, GRDP per capita (control variable) on education outcome. This study uses secondary data with panel data from 16 provinces in eastern Indonesia. The data analysis technique used is the structural equation model (SEM) with Rstudio software. The results of this study indicate that; (1) At the level of primary education and the expected duration of schooling, education expenditure has a positive and significant effect on school performance, while the level of education of the middle, high school and the duration expected schooling have no effect. (2) Health expenditure has a positive and significant effect on education outcome; (3) Fiscal decentralization has a positive and significant impact on school participation rates at primary level, for primary and middle school levels and the average length of schooling is not significant, but different from secondary level it has a negative impact and significant effect, while the expected length of schooling is not significant (4). The GRDP per capita has a positive and significant effect on education outcome, except that the school participation rate at the elementary level is not significant.

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Vincent, Carol, Stephen Ball, Nicola Rollock, and David Gillborn. "Three generations of racism: Black middle-class children and schooling." British Journal of Sociology of Education 34, no. 5-6 (September 12, 2013): 929–46. http://dx.doi.org/10.1080/01425692.2013.816032.

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Reay, Diane, Gill Crozier, David James, Sumi Hollingworth, Katya Williams, Fiona Jamieson, and Phoebe Beedell. "Re-Invigorating Democracy?: White Middle Class Identities and Comprehensive Schooling." Sociological Review 56, no. 2 (May 2008): 238–55. http://dx.doi.org/10.1111/j.1467-954x.2008.00786.x.

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23

Assari, Shervin. "Prostate Cancer Screening in Middle-Aged and Older American Men: Combined Effects of Ethnicity and Years of Schooling." Hospital Practices and Research 5, no. 2 (June 11, 2020): 64–69. http://dx.doi.org/10.34172/hpr.2020.12.

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Background: Prostate cancer screening is more commonly utilized by highly educated people. As shown by marginalization-related diminished returns (MDRs), the effects of socioeconomic status (SES) such as education on the health outcomes are considerably smaller for ethnic minorities than for Whites. The role of MDRs as a source of ethnic health disparities is, however, still unknown. Objectives: The current study had two aims: first, to explore the association between years of schooling and having taken a prostatespecific antigen (PSA) test among men in the US, and second, to explore ethnic differences in this association. Methods: This study was a secondary analysis of data from the National Health Interview Survey (NHIS-2015). The data of 5,053 men aged 55 years or older who were either Latino, non-Latino, African–American, or White were analyzed. Years of schooling was the independent variable. The dependent variable was taking a PSA test sometime during one’s lifetime. Age, region, and employment were the control variables. Ethnicity was the focal moderating variable. Binary logistic regression was used for data analysis. Results: A higher number of years of schooling was associated with higher odds of having taken a PSA test, net of all confounders. Ethnicity showed a significant statistical interaction with years of schooling on having taken a PSA test. This interaction was suggestive of a smaller slope for Latino men than non-Latino men. White and African American men did not show differential effects of years of schooling on having taken a PSA test. Conclusion: Similar to the MDRs patterns in other domains, non-Latino White men show more health gain from their years of schooling than Latino men. Highly educated Latino men still need programs to encourage their use of prostate cancer screening.

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Allatt, Patricia. "Consuming Schooling: Choice, Commodity, Gift and Systems of Exchange." Sociological Review 44, no. 1_suppl (May 1997): 163–82. http://dx.doi.org/10.1111/j.1467-954x.1996.tb03440.x.

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Schooling is a relational good, its consumption founded in social reciprocities. A qualitative study of the purchase and use of schooling by three middle class families challenges the view of identity formation as a project of individual self-realization. Traversing the public domain of the quasi-market of education and the private domain of the family, schooling switches from commodity to gift, entering the associated systems of commodity exchange and moral reciprocities. The tailoring to parental ends of the education offered by schools, and the co-labour of consumption within the household in the form of homework, shaped young people's identity, colonized and reproduced the family.

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Lindert, Peter H. "The unequal lag in Latin American schooling since 1900: follow the money." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 28, no. 2 (September 2010): 375–405. http://dx.doi.org/10.1017/s0212610910000066.

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AbstractFocusing on education–income anomalies, in which a richer country delivers less education than a poorer country, seems a promising way to harvest a part of the rich history that does not lend itself to econometrics. To test the chain of alleged causation from unequal power and wealth to poor schooling, one must follow the public money, or lack of it, in as many contexts as the data will allow. Public funding for mass schooling is the hitherto untested middle link in the chain. The key to Latin America’s poor schooling was the failure to supply tax money, not gender discrimination or any shortfall in market demand for skills. The most glaring anomalies were the Venezuelan and Argentine failures to supply the levels of tax support for mass schooling that their high income could have afforded.

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Merkwae, Amanda. "Schooling the Police: Race, Disability, and the Conduct of School Resource Officers." Michigan Journal of Race & Law, no. 21.1 (2015): 147. http://dx.doi.org/10.36643/mjrl.21.1.schooling.

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On March 25, 2015, police officers effectuated a violent seizure of a citizen in Kenner, Louisiana: [T]he police grabbed her by the ankles and dragged her away [from the tree]. . . . [She was] lying face down on the ground, handcuffed with her face pressed so closely to the ground that she was having difficulty breathing due to the grass and dirt that was so close to her nose and mouth. An officer was kneeling on top of her, pinning her down with a knee squarely in [her] back. Several other officers, as well as several school administrators, stood around the scene watching. [She] was crying and yelling[,] “Help, I’m hurting.” The handcuffed individual was a Black, ten-year-old child who has been diagnosed with autism. On the day of the incident, she “began acting up in class, running around the classroom, climbing on desks, and knocking down classroom chairs.” After she climbed out of the classroom window and up a tree on school property, school officials called the police. Instead of responding to the situation in a manner appropriate for a fourth grader with autism, officers responded with handcuffs and a knee in her back. In Mississippi, a twelve-year-old diagnosed with bipolar disorder “was handcuffed in front of several classmates and put in the back of a police car outside of [his middle school]” after “los[ing] his temper in an argument with another student, and hit[ing] several teachers when they tried to intervene.” Following the incident, the boy was briefly admitted to a mental health facility, then “charged with three counts of assault.” In Virginia, a Black eleven-year-old boy diagnosed with autism was charged with disorderly conduct and felony assault of a police officer for his acts of kicking over a trash can in school and trying to pull away when a school resource officer grabbed him. Unfortunately, the facts in these elementary school students’ cases are not rare. Over the past few decades, schools across the country have adopted extremely harsh discipline policies to control student misbehavior that may be caused by an underlying disability.

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Kao, Tzu-Yi. "Outsourcing mothering for schooling: Why Taiwanese middle-class mothers hire tutors." Women's Studies International Forum 89 (November 2021): 102535. http://dx.doi.org/10.1016/j.wsif.2021.102535.

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Forlin, Chris, and Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.

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In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

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Prosser, Brenton. "Unfinished but Not Yet Exhausted: A Review of Australian Middle Schooling." Australian Journal of Education 52, no. 2 (August 2008): 151–67. http://dx.doi.org/10.1177/000494410805200204.

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Hudson, Suzanne, Denise Beutel, Kylie Bradfield, and Peter Hudson. "Changing Perceptions of Preservice Teachers: Innovations in Middle Schooling Teacher Education." International Journal of Learning: Annual Review 17, no. 7 (2010): 99–112. http://dx.doi.org/10.18848/1447-9494/cgp/v17i07/47129.

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Gallo, Sarah. "The Effects of Gendered Immigration Enforcement on Middle Childhood and Schooling." American Educational Research Journal 51, no. 3 (June 2014): 473–504. http://dx.doi.org/10.3102/0002831214534881.

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Forlin, Chris, and Garry Bamford. "Sustaining an inclusive approach to schooling in a middle school location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1080/1030011050290208.

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Kieffer, Annick. "White Middle-Class Identities And Urban Schooling - About Diane Reary, Gill Crozier and David James, White Middle-Class Identities and Urban Schooling (London, Palgrave Macmillan, 2011)." European Journal of Sociology 53, no. 3 (December 2012): 407–12. http://dx.doi.org/10.1017/s0003975612000355.

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Angrist, Joshua D., and Stacey H. Chen. "Schooling and the Vietnam-Era GI Bill: Evidence from the Draft Lottery." American Economic Journal: Applied Economics 3, no. 2 (April 1, 2011): 96–118. http://dx.doi.org/10.1257/app.3.2.96.

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Draft-lottery estimates of the causal effects of Vietnam-era military service using 2000 census data show marked schooling gains for veterans. We argue that these gains can be attributed to Vietnam veterans' use of the GI Bill rather than draft avoidance behavior. At the same time, draft lottery estimates of the earnings consequences of Vietnam-era service are close to zero in 2000. The earnings and schooling results can be reconciled by a flattening of the age-earnings profile in middle age and a modest economic return to the schooling subsidized by the GI Bill. Other long-run consequences of Vietnam-era service include increases in migration and public sector employment. (JEL H52, I22, I23, J24, J31, J45)

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CALLINGHAM, ROSEMARY, and JANE M. WATSON. "THE DEVELOPMENT OF STATISTICAL LITERACY AT SCHOOL." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 181–201. http://dx.doi.org/10.52041/serj.v16i1.223.

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Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. First published May 2017 at Statistics Education Research Journal Archives

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Carvalho, Guilherme Almeida, and Paulo Caramelli. "Normative data for middle-aged Brazilians in Verbal Fluency (animals and FAS), Trail Making Test (TMT) and Clock Drawing Test (CDT)." Dementia & Neuropsychologia 14, no. 1 (March 2020): 14–23. http://dx.doi.org/10.1590/1980-57642020dn14-010003.

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ABSTRACT Normative studies of neuropsychological tests were performed in Brazil in recent years. However, additional data are needed because of the heterogeneity of education of the Brazilian population. Objective: The present study provides normative data of executive function tests for middle-aged Brazilians and investigates the influence of age, sex, education and intelligence quotient (IQ) on performance in these tests. Methods: A total of 120 healthy staff and caregivers from a hospital were randomly selected and submitted to Fluency – animals and FAS, Trail Making Test (TMT) and Clock Drawing Test (CDT). They were divided into six groups of 20: two groups for age (45-54 and 55-64 years) and three groups for years of schooling (4-7; 8-11; 12+ years). Results: Normative data are presented in mean values and percentiles. Education influenced differences in the tests, except the CDT. Post hoc analyses revealed differences between the three educational levels on the TMT and FAS. Age differences emerged on the TMT and fluency letter F. Moderate correlation was found between schooling and results on TMT and Fluency. The correlations for IQ were similar. Conclusion: This study provides normative data for middle-aged Brazilians with four or more years of schooling in frequently used cognitive tests to assess executive functions. The results confirm the strong influence of education, even in the comparison between middle and higher levels.

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Mpofu, Elias, and Fons J. R. van de Vijver. "Taxonomic structure in early to middle childhood: A longitudinal study with Zimbabwean schoolchildren." International Journal of Behavioral Development 24, no. 2 (June 2000): 204–12. http://dx.doi.org/10.1080/016502500383331.

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Children’s classification reasoning was examined with longitudinal data for 103 Zimbabwean Black (47) and White (56) children attending a randomly selected sample of public schools. The children varied by gender, social class membership (lower, middle, upper) and race (black, white). The children attempted a set of classification tasks at ages 7, 9, and 11. Responses to the classification tasks were scored in terms of interpretive strategy used to engage the tasks (taxonomic vs. instrumental). Repeated measures MANOVA and post-hoc orthogonal contrasts yielded significant differences in interpretive strategies by age or level of schooling, and social class. Higher social class membership was significantly related to more frequent use of taxonomic rather than functional classification strategies. Results support age/schooling-related effects in the development of taxonomic structure in a non-Western society.

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Bauman, Kurt J. "Home Schooling in the United States." education policy analysis archives 10 (May 16, 2002): 26. http://dx.doi.org/10.14507/epaa.v10n26.2002.

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Home schooling is a subject of great fascination, but little solid knowledge. Despite its importance, it has received less research attention than some other recent changes in the educational system, such as the growth of charter schools. It could be argued that home schooling may have a much larger impact on educational system, both in the short and long run. This report uses the 1994 October CPS, and the National Household Education Survey of 1996 and 1999 to examine popular characterizations of the home school population. The article assembles evidence from several sources to confirm that home schooling is growing. It finds home-schooled children more likely to be middle income, white, from larger families, and from two-parent families with one parent not working. While some authors have described a division between religiously-motivated and academically-motivated home schoolers, this research finds more support for a divide based on attitude towards regular schools.

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Barlow, Pepita. "The Effect of Schooling on Women's Overweight and Obesity: A Natural Experiment in Nigeria." Demography 58, no. 2 (February 22, 2021): 685–710. http://dx.doi.org/10.1215/00703370-8990202.

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Abstract An extensive social scientific literature has documented the importance of schooling in preventing overweight and obesity among women. However, prior quasi-experimental studies investigating the causal effect of schooling on women's overweight and obesity have focused almost exclusively on high-income countries (HICs). Schooling effects may differ in low- or middle-income countries (LMICs), where information about the harms of being overweight is often sparse and where larger body sizes can be socially valued. Here I evaluate the causal impact of schooling on women's probability of being overweight or obese in an LMIC, Nigeria, using data from the 2003, 2008, and 2013 Demographic Health Surveys. In 1976, the Nigerian government abolished primary school fees and increased funding for primary school construction, creating quasi-random variation in access to primary school according to an individual's age and the number of newly constructed schools in their state of residence. I exploit both sources of variation and use a two-stage instrumental variables approach to estimate the effect of increased schooling on the probability of being overweight or obese. Each additional year of schooling increased the probability of being overweight or obese by 6%, but this effect estimate was not statistically different from zero. This finding differs from the protective effect of schooling documented in several HICs, suggesting that contextual factors play an important role calibrating the influence of additional schooling on overweight or obesity. Furthermore, my findings contrast markedly with the positive correlation between schooling and overweight/obesity identified in previous studies in Nigeria, suggesting that studies failing to account for selection bias overestimate the causal effect of schooling. More robust causal research is needed to examine the effect of schooling on overweight and obesity in LMIC contexts.

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Brito-Marques, Paulo Roberto de, and José Eulálio Cabral-Filho. "The role of education in mini-mental state examination: a study in Northeast Brazil." Arquivos de Neuro-Psiquiatria 62, no. 2a (June 2004): 206–11. http://dx.doi.org/10.1590/s0004-282x2004000200003.

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BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations.

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Guenther, John, and Samuel Osborne. "Red Dirt Education Leaders ‘Caught in the Middle’: Priorities for Local and Nonlocal Leaders in Remote Schools." Australian Journal of Indigenous Education 49, no. 1 (September 7, 2018): 57–69. http://dx.doi.org/10.1017/jie.2018.17.

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Schooling for Aboriginal and Torres Strait Islander students in remote or ‘Red Dirt’ communities has been cast as ‘problematic’, and ‘failing’. The solutions to deficit understandings of remote schooling are often presented as simple. But for those who work in Red Dirt schools, the solutions are not simple, and for education leaders positioned between the local Red Dirt school and upward accountability to departments of education, they are complex. Between 2011 and 2016, the Cooperative Research Centre for Remote Economic Participation's (CRC-REP) Remote Education Systems project explored how education could better meet the needs of those living in remote communities. More than 1000 people with interests in remote education contributed to the research. Education leaders were identified as one stakeholder group. These leaders included school-based leaders, bureaucrats, community-based leaders and teacher educators preparing university graduates for Red Dirt schools. This paper focusses on what Red Dirt education leaders think is important for schooling. The findings show school leaders as ‘caught in the middle’ (Gonzalez & Firestone, 2013) between expectations from communities, and of system stakeholders who drive policy, funding and accountability measures. The paper concludes with some implications for policy and practice that follow on from the findings.

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Asim, Salman. "The Public School System in Sindh: Empirical Insights." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.

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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary walls. Against this backdrop, we examine key trends in education outcomes using the Pakistan Living Standards and Measurement surveys for 2004/05 and 2010/11. We find that the net enrollment rates (NERs) at primary, middle, and secondary level in Sindh stagnated, at best, during 2007–11 after a sharp increase registered in 2006; this trend is similar to that of the rest of Pakistan. Gains in NER vary significantly across districts with some performing exceptionally better than others. Finally, we cross-validate these statistics using independent household- and school-level census data on 300 communities, collected as part of an ongoing impact evaluation study in three districts of rural Sindh.

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Evans *, John, Emma Rich, and Rachel Holroyd. "Disordered eating and disordered schooling: what schools do to middle class girls." British Journal of Sociology of Education 25, no. 2 (April 2004): 123–42. http://dx.doi.org/10.1080/0142569042000205154.

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Vincent, Carol, Nicola Rollock, Stephen Ball, and David Gillborn. "Being strategic, being watchful, being determined: Black middle-class parents and schooling." British Journal of Sociology of Education 33, no. 3 (May 2012): 337–54. http://dx.doi.org/10.1080/01425692.2012.668833.

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Galton, Maurice, Linda Hargreaves, and Tony Pell. "Progress in the middle years of schooling: Continuities and discontinuities at transfer." Education 3-13 31, no. 2 (June 2003): 9–18. http://dx.doi.org/10.1080/03004270385200161.

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Renihan, Patrick J., and Frederick J. Renihan. "The Home-School Psychological Contract: Implications for Parental Involvement in Middle Schooling." Middle School Journal 26, no. 3 (January 1995): 57–61. http://dx.doi.org/10.1080/00940771.1995.11494427.

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Torun, Huzeyfe. "Compulsory Schooling and Early Labor Market Outcomes in a Middle-Income Country." Journal of Labor Research 39, no. 3 (March 15, 2018): 277–305. http://dx.doi.org/10.1007/s12122-018-9264-0.

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Perumal, Nandita, Mia Blakstad, Goodarz Danaei, Gunther Fink, Mark Lambiris, Lilia Bliznashka, and Christopher Sudfeld. "Human Capital and Wage Income Gains of Scaling-Up Maternal Prenatal Nutrition Interventions in Low- and Middle-Income Countries." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 887. http://dx.doi.org/10.1093/cdn/nzaa053_092.

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Abstract Objectives Scaling-up nutrition interventions during pregnancy may provide human capital gains by lowering the risk of adverse birth outcomes associated with reduced long-term socioeconomic outcomes. We estimated gains in years of schooling and lifetime wages of scaling up prenatal maternal nutrition interventions for a 137 low- and middle-income countries. Methods Through a comprehensive review of the literature, we identified four prenatal maternal nutrition interventions with convincing-level of evidence for improving birth outcomes: prenatal multiple micronutrient supplements (MMS), calcium supplements, iron-folic acid supplements (IFA), and balanced protein energy supplements (BEP) among underweight pregnant women (BMI < 18.5 kg/m2). Effect sizes for intervention impact were derived from systematic reviews and random-effects meta-analysis. We focused on low birthweight (LBW) and preterm birth (PTB) as primary birth outcomes. We used the 2015 LBW and PTB prevalence estimates to calculate country-specific absolute reductions attributable to scaling-up a given prenatal nutrition invention. We then used an effect size based on a de novo review of the economics literature to quantify gains in schooling and lifetime wages due to reductions in LBW/PTB under two hypothetical scale-up scenarios of 50% and 90% coverage. Results For each country, returns on schooling and lifetime wages were estimated for scaling-up each prenatal nutrition intervention. For example, in Bangladesh, scaling-up IFA supplements from current coverage of 26% to 90% was estimated to reduce LBW prevalence by 3.2% contributing to a predicted increase of 0.11 million school years and US$153 million in wages per birth cohort. Similarly, scaling-up MMS, calcium supplements, and BEP to 90% coverage was predicted to increase schooling by 0.25, 0.17, and 0.07 million years, and wages by US$338, US$223, and US$97 million, respectively, per birth cohort. Global, regional, and national-level estimates for schooling and wage gains for each nutrition intervention will be presented. Conclusions Our findings indicate that scaling-up prenatal maternal nutrition interventions will contribute to substantial population-level increases in human capital, particularly in countries with a high burden of low birthweight or preterm birth. Funding Sources Bill and Melinda Gates Foundation.

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Dickson, Anisah, Laura B. Perry, and Susan Ledger. "How accessible is IB schooling? Evidence from Australia." Journal of Research in International Education 16, no. 1 (March 15, 2017): 65–79. http://dx.doi.org/10.1177/1475240917696037.

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This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years Programme or Diploma Programme, their fees and admissions policies, and what types of students they enrol. The findings show that most schools in Australia that offer any of these three IB programmes are located in affluent communities of large cities, are privately-funded, charge moderate to high fees, and enrol mostly students from privileged socioeconomic backgrounds.

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Ben-David, Iris, and Yaakov Iram. "Access to Higher Education: The Israeli Case." International Higher Education, no. 77 (September 1, 2014): 27–28. http://dx.doi.org/10.6017/ihe.2014.77.5686.

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Israeli higher education has exhibited a high level of academic achievement. However, access to higher education is at the middle level compared with the OECDs and has presented a middle rate of improvement. Stratification is still evident, especially, for minority students and for students from low socio-economic strata. Equity issues for previous schooling levels nurture stratification in higher education. We argue that there is a need for a holistic equitable school policy reform.

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