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Journal articles on the topic 'Secondary level of schooling'
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Deslandes, Rollande, and Richard Bertrand. "Motivation of Parent Involvement in Secondary-Level Schooling." Journal of Educational Research 98, no. 3 (January 2005): 164–75. http://dx.doi.org/10.3200/joer.98.3.164-175.
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Ibrahim, Abdul Wahab, and Bashir Ahmad Saleh. "Schooling Process: Is Schooling Experience and Its Outcome the Same for Girls and Boys?" Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 126–39. http://dx.doi.org/10.47175/rielsj.v1i2.80.
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The study examined if schooling experience and teacher’s classroom interaction is the same for senior secondary school adolescent girls and boys in Jigawa state, Nigeria. It also determined whether influence of students’ perceived level of personalisation of the teacher’s classroom behaviour and environment exist on their participation in the classroom learning activities. These were with a view to improving the teacher-student’s relationships and teacher’s classroom effectiveness. The study adopted a survey design. The population consisted of all male and female students in public Senior Secondary Schools in Jigawa state. The sample consisted of 370 Senior Secondary Classes Three (SS III) students. Of this number, 185 were boys and 185 were girls selected through stratified sampling procedure using sex as stratum. Their average age was 15.17 years. A self-developed instrument was used to collect relevant data in the study. Data collected were analysed using Independent t-test statistical method. The results showed that teachers do not significantly interact with girls and boys in the same manner in the classroom. However, there existed a significant influence of students’ perceived level of personalisation of the teacher’s classroom behaviour on their participation in the classroom learning activities. Also, there was a significant influence of students’ perceived level of personalisation of the classroom environment on their participation in the classroom learning activities. It was concluded that schooling experience is not the same for girls and boys respectively. Thus, appropriate interventionist strategies should be put in place to assist realising the objective of equal educational opportunity.
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T., Opoola B., and Taofik Olaide Nasir. "Secondary School Students and their Families’ Attitudes toward Schooling in Nigeria." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 167. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.167.
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Using drama as an awareness creation tool, this study examined the influence of gender, age, class, socio-economic status, parent’s level of education and religion on adolescents’ attitude towards schooling. A total of 300 (150 JSS and 150 SS2) students (males=153; females=147) randomly selected from six coeducational secondary schools in Ibadan constituted the sample for the study. The adopted Attitude toward Education Scale by Glassey (1945) and Socio-economic Status Scale by Salami (2015) were used to collect the data. The results indicated that positive significant relationship existed between the adolescents’ attitude towards schooling and gender, age, socioeconomic status, parent’s (father’s) level of education and religion but not with class which is negative. The results indicate the need to include the students’ parental and personal-social factors when counselling students through drama and performances that show students and parents’ negative attitude toward schooling.
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Darmody, Merike. "Institutional Habitus and Secondary School Transitions: Comparative Study of Ireland and Estonia." Research in Comparative and International Education 7, no. 4 (January 1, 2012): 530–46. http://dx.doi.org/10.2304/rcie.2012.7.4.530.
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This article explores secondary school transitions from a comparative perspective. It focuses on a stage at which a major institutional transition takes place in two different educational systems. Over the years a number of international studies have explored different learning environments and their impact on student educational outcomes. Much of this research explores the impact of school choice and the transition from one level of schooling to another. In general, these studies refer to school transitions as a time when students are particularly vulnerable due to structural and environmental differences between different levels of schooling. In other words, the new learning environments generally have a different ‘institutional habitus’. While seamless and unproblematic transition from one level of schooling to another is seen to ensure students' success at the subsequent level of schooling and beyond, negative experiences and difficulties around adjustment, on the other hand, are shown to result in disengagement and becoming at risk of early school leaving, with detrimental consequences for the individual concerned. Furthermore, different pathways within the educational systems have been found to reproduce unequal life chances. To discuss and re-theorise school transitions, the article draws on a large-scale comparative study of the transitions in secondary school in Ireland and Estonia, and utilises a conceptual tool called ‘institutional habitus' to gain better understanding of the processes involved. While the article discusses similarities and differences between children's transition experience in two different countries, it also calls for a careful approach to ‘direct borrowing’ of practices from other countries.
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Potochnick, Stephanie. "The Academic Adaptation of Immigrant Students with Interrupted Schooling." American Educational Research Journal 55, no. 4 (April 4, 2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.
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This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.
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Kharisma, Bayu, Ferry Hadiyanto, and Sutyastie Soemitro Remi. "Schooling Decisions in Indonesia: a Lesson From Indonesian Crisis." Signifikan: Jurnal Ilmu Ekonomi 9, no. 1 (February 8, 2020): 81–92. http://dx.doi.org/10.15408/sjie.v9i1.12479.
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This research aims to analyze the role of income shocks, gender, and resource competition between siblings against the school's decision at the level of primary and senior secondary education during the economic crisis in Indonesia. Methods in this research were conducted in two phases, fixed effect and conditional logit. Results reveal that no evidence of households' transitory income affected children's education level, both for primary and senior secondary education. Meanwhile, compared to boys, girls have a higher probability of dropping out of school and have lower school enrollment rates in primary education. This paper indicated the existence of resource competition between the younger child and the older child for education, especially for senior secondary education.JEL Classification: I20, I24, I25, J16How to Cite:Kharisma, B., Hadiyanto, F., & Remi, S. S. (2020). Schooling Decision in Indonesia: a Lesson From Indonesian Crisis. Signifikan: Jurnal Ilmu Ekonomi, Vol. 9(1), 81-92. doi: http://dx.doi.org/10.15408/sjie.v9i1.12479.
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Tantaoui, H., K. Nassar, and S. Janani. "AB0738 JUVENILE IDIOPATHIC ARTHRITIS AND SCHOOLING." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 1398.2–1398. http://dx.doi.org/10.1136/annrheumdis-2021-eular.3276.
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Background:Juvenile idiopathic arthritis (JIA) refers to all chronic inflammatory rheumatism in children without a recognized cause, onset before the age of 16. JIA is associated with significant short- and long-term disability, which influences the education and socio-professional integration of patients who suffers from it.Objectives:Evaluate the impact of JIA on the education and professional integration of affected patients.Methods:This is a retrospective, descriptive and cross-sectional study carried out in the rheumatology department.We included all patient followed in our JIA training.The following information was collected from a questionnaire survey: Educational attainment, main problems experienced during studies, cause of dropping school, and professional data.Results:Forty-two patients were included. The average age was 27.15 years old [18 - 61 years old]. Sex-Ratio (M / F) was 0.9. The forms of JIA were dominated by spondyloarthropathy (48.64%) and the seropositive polyarticular form (18.91%). The mean age of onset of JIA was 10.8 years [6 months - 16 years]. The mean duration of JIA progression was 14.4 years [4 - 27 years].Regarding education, 2.94% were illiterate, 23.52% had a primary level, 55.87% a secondary level and 17.64% a higher level. The majority of patients (85%) experienced several problems during their studies: joint pain and stiffness (73.52%), absenteeism (50%), limitation in activities (26.47%), problem with adaptation and social integration (11.76%) and fatigue (5.88%). Only 2.94% of patients benefited from an individualized reception protocol apart from a sports exemption which represents 38.23%. 73.52% of patients received encouragement to continue their studies by those around them (parents, teachers and attending physicians).Discontinuation of schooling was observed in 70.58% of patients with 8.82% of patients dropping school before the onset of JIA and 61.76% of patients related to JIA. School studies were still ongoing in 23.52% of patients.Regarding the professional side, unemployment affects 52.94% of these patients and workers represent 23.52%.Conclusion:In our series, the level of education of JIA patients does not exceed secondary level in 80% of cases. The implementation of an individualized reception protocol is strongly recommended to facilitate the education of these patients and to fight against the main problems experienced. The professional integration of patients with JIA should also be adopted.Disclosure of Interests:None declared
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Chen, Qihui, Jingqin Xu, Jiaqi Zhao, and Bo Zhang. "Endogenous schooling, school proximity and returns to rural schooling in Northwestern China." China Agricultural Economic Review 9, no. 2 (May 2, 2017): 270–86. http://dx.doi.org/10.1108/caer-02-2016-0031.
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Purpose The purpose of this paper is to estimate the returns to rural schooling in China, addressing both endogeneity in rural individuals’ schooling and self-selection into off-farm work. Design/methodology/approach This paper exploits geographical proximity to rural secondary schools to create instrumental variables (IV) for individuals’ years of schooling. It addresses both endogenous schooling and self-selection using the two-step procedure developed in Wooldridge (2002, p. 586). Findings The preferred IV estimate of schooling returns, 7.6 percent, is considerably higher than most previous estimates found in rural China. Originality/value This paper is among the few papers that examine returns to rural schooling in China while simultaneously addressing both endogeneity in individuals’ schooling and self-selection into off-farm work. Its findings suggest that rural education in China is potentially able to generate a respectable level of economic returns if policies are designed to provide greater school accessibility to rural individuals.
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Ozkok, Zeynep. "Girls’ Education in Turkey: A Provincial Analysis of Private Funding Campaigns." Journal of Contextual Economics – Schmollers Jahrbuch 139, no. 1 (January 1, 2019): 29–72. http://dx.doi.org/10.3790/schm.139.1.29.
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With large disparities in enrollment and completion rates, girls’ education is a topic of concern in Turkey. Private funding campaigns have played an important role in combating gender inequality in education. This paper examines the impact of two major private funding campaigns on girls’ schooling rates using Turkish provincial level data for 2013 and 2014. Controlling for regional and socio-demographic characteristics our findings show that “Dad, Send Me to School” and “Snowdrops” campaigns have positively influenced girls’ schooling rates in primary and lower secondary education across Turkish provinces. The effect is less conclusive for upper secondary education.
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Wilkinson, David, Alex Bryson, and Lucy Stokes. "Assessing the Variance in Pupil Attainment: How Important is the School Attended?" National Institute Economic Review 243 (February 2018): R4—R16. http://dx.doi.org/10.1177/002795011824300110.
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We explore the variation in pupil attainment at the end of secondary schooling in England. The paper links data on all schools and all pupils within these schools to analyse the role of the school in accounting for this variation. We analyse a number of different indicators of pupil attainment including value added between the end of primary and secondary schooling and attainment levels at the end of secondary schooling. We examine indicators that were the focus of the school accounting framework as well as other indicators that were not directly part of how schools were assessed. We show that schools account for a minority of the variance in pupil attainment, and the extent of the variation accounted for by the school is sensitive to the measure of pupil attainment used. In addition, we find that the majority of the explained school-level variance in attainment is related to school composition. However, most of the variance in attainment remains unexplained, raising questions about what other factors contribute to the variation in school performance.
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Bansal, Utkarsha. "Status of the Secondary and Senior Secondary Education Sector of Madhya Pradesh in Comparison with BIMARU (Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh) States." International Journal for Research in Applied Science and Engineering Technology 9, no. VII (July 30, 2021): 2889–97. http://dx.doi.org/10.22214/ijraset.2021.36976.
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Secondary and Senior Secondary education plays a formidable role in the career development of an individual. Traditionally the Indian education sector has primarily focused on schooling till the elementary education sector. This study attempts to trace the growth of secondary and senior secondary education sector in the state of Madhya Pradesh with a comparative analysis drawn with BIMARU states. This micro-level study provides insights for framing holistic policies to ensure equitable access to education.
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Alonso-Soto, Daniel, and Hugo Nopo. "How do Latin American migrants in the USA stand on schooling premium? What does it reveal about education quality in their home countries?" International Journal of Manpower 39, no. 6 (September 3, 2018): 855–79. http://dx.doi.org/10.1108/ijm-06-2017-0140.
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Purpose Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but powerful idea has been to use the schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002). The purpose of this paper is to extend this idea and compute measures for the schooling premium of immigrant workers in the USA over a span of five decades. Design/methodology/approach In this paper, the authors focus on the schooling premia for the Latin American and the Caribbean region and compare them to those of migrants from other regions, particularly from East Asia and Pacific, India, Northern Europe and Southern Europe, all relative to immigrants from former Soviet Republics. The available data allow us to measure such premia for workers who graduated from school, either at the secondary or tertiary levels, in their home countries between 1940 and 2010. Findings The results show that the schooling premia in Latin America have been steadily low throughout the whole period of analysis. The results stand after controlling for selective migration in different ways. This contradicts the popular belief in policy circles that the education quality of the region has deteriorated in recent years. In contrast, schooling premium in India shows an impressive improvement in recent decades, especially at the tertiary level. Originality/value In this paper, the authors extend the idea of computing schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002) and present comparative estimates of the evolution of schooling premia in 17 Latin American countries for both secondary and tertiary schooling levels.
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Mahmood, Naushin. "Transition in Primary and Secondary Schooling in Pakistan: Gender and Age Cohort Analysis." Pakistan Development Review 43, no. 1 (March 1, 2004): 53–71. http://dx.doi.org/10.30541/v43i1pp.53-71.
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This study assesses the changing pattern of school attendance through age cohort analysis for both males and females in Pakistan. Based on the 1998 census data on educational attainment, the results indicate a profound rise in school attendance among younger age cohorts contributing to elimination of gender gap in primary-level schooling in urban areas only. The disadvantaged situation of rural females is reflected by a combination of low school entries/attendance to begin with, and high chance of discontinuing education before completing primary levels. The pattern of school transition reveals that among those few who have completed Class Five, the chances of staying through the secondary level are much higher—after which dropout accelerates rapidly. Two overall conclusions emerge from these results. First, the bulk of the deficit from universal primary education comes from females population, especially in rural areas. Second, the key to reducing dropouts and gender gap in school attendance lies in actions that raise the demand for schooling of girls, with equally matched availability of quality primary- and secondarylevel schools. It appears that achieving universal primary education by 2015, as mandated in the Millennium Development Goals (MDGs), remains a tall order for Pakistan.
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김철주 and ByoungchulKo. "Directions of Multi-cultural Education in Secondary Level School - Focused on of educational policy and schooling -." Journal of Korean Studies ll, no. 36 (March 2011): 107–39. http://dx.doi.org/10.17790/kors.2011..36.107.
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Kattan, Raja Bentaouet, and Miguel Székely. "Analyzing Upper Secondary Education Dropout in Latin America through a Cohort Approach." Journal of Education and Learning 6, no. 4 (May 15, 2017): 12. http://dx.doi.org/10.5539/jel.v6n4p12.
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This study examines recent trends and factors in school dropout at the upper secondary education level across Latin America. The methodology employs repeated cross sections of data to track the life cycle path of cohorts of individuals in 18 countries. A key finding is that while upper secondary enrollment rates increased in the region, dropout has remained persistently high, despite relatively favorable macroeconomic conditions. To explain dropout trends, the study examines the impact of three groups of factors: (i) shifts in the cohort size and socioeconomic composition of the population eligible for entering upper secondary; (b) the macroeconomic environment and labor market opportunities; and (c) the returns to schooling. We show that an important factor in persistently high dropout rates has been the higher numbers of students from poor socioeconomic backgrounds reaching upper secondary. In addition, high returns to education have been a pull factor into schooling, while, especially in countries where the majority of youth dropout prior to upper secondary, the data confirm an apparent substitution effect due to the opportunity cost of forgoing employment opportunities. The findings confirm the growing policy focus on upper secondary across Latin America and suggest implications for the policy agenda.
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Heck, Debbie. "The State of Environmental Education in the Australian School Curriculum." Australian Journal of Environmental Education 19 (2003): 115–24. http://dx.doi.org/10.1017/s081406260000152x.
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AbstractThe first review of environmental education in Australia was undertaken by Linke (1980) in 1973/4. The Curriculum Corporation on behalf of the Government Department of the Environment and Heritage undertook a second national review in 2002. The purpose of the review was to provide evidence for the development of future national initiatives in environmental education and as advice for environmental education practioners. Curriculum documents were reviewed to identify the existence of 147 indicators of environmental education within outcomes and objectives of curriculum documents in the compulsory years of schooling through to senior secondary. The similarities between the two reviews are evident in the identification of Science and Social Science in the compulsory years of schooling as having. direct references to environmental education. Geography at the senior secondary level also had significant explicit reference to environmental education. However, there were differences. The 2003 review identified environmental studies as a new secondary level subject that has environmental education objectives. It also identified a broader range of learning areas including Arts, Health and Physical Education, English and Technology which provided opportunities for the development of environmental education.
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Beaman, Robyn, Kevin Wheldall, and Coral Kemp. "Recent Research on Troublesome Classroom Behaviour: A Review." Australasian Journal of Special Education 31, no. 1 (April 2007): 45–60. http://dx.doi.org/10.1017/s1030011200025586.
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A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature (‘talking out of turn’ behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.
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Ertem, Hasan Yücel. "EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 194–206. http://dx.doi.org/10.33225/pec/21.79.194.
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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school
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SILVA, SIMONE, and DAVID R. HOTCHKISS. "HOW DOES THE SPREAD OF PRIMARY AND SECONDARY SCHOOLING INFLUENCE THE FERTILITY TRANSITION? EVIDENCE FROM RURAL NEPAL." Journal of Biosocial Science 46, no. 1 (February 21, 2013): 16–46. http://dx.doi.org/10.1017/s0021932013000096.
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SummaryFrom 1996 to 2006, Nepal experienced a substantial fertility decline, with the total fertility rate dropping from 4.6 to 3.1 births per woman. This study examines the associations between progress towards universal primary and secondary schooling and fertility decline in rural Nepal. Several hypotheses regarding mechanisms through which education affects current fertility behaviour are tested, including: the school environment during women's childhood; current availability of schools; knowledge of educational costs; and women's own educational attainment. Data for the analysis come from the 2003–04 Nepal Living Standards Survey, a nationally representative random sample of households, which includes detailed data on fertility, household expenditure, educational attainment, demographic characteristics and the use of social services. Census and administrative data are also used to construct district-level gross enrolment ratios for primary and secondary schools during the women's childhood. Discrete dependent variable modelling techniques are used to estimate the effects of the following variables on the probability of women giving birth in a given year: district-level gross enrolment ratios for primary and secondary schools during women's childhood; having had a child previously in school; women's own educational level; current school availability; and other covariates. Separate models are estimated for the overall sample of rural women of reproductive age, and for parity-specific sub-samples. The results suggest that district-level gross enrolment ratios for secondary schools and, in some instances, having had a previous child enrolled in school are significant determinants of fertility in rural areas. These results are highly independent of women's own educational levels. Overall, the results suggest that, in the rural Nepal context, mass schooling influences the fertility transition through both community- and household-level pathways.
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A. Sathar, Zeba, Asif Wazir, and Maqsood Sadiq. "Struggling against the Odds of Poverty, Access, and Gender: Secondary Schooling for Girls in Pakistan." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 67–92. http://dx.doi.org/10.35536/lje.2013.v18.isp.a4.
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While schooling outcomes for girls have improved over the period 2001–11, progress has been uneven within Pakistan. Rural girls lag far behind urban girls and progress across the provinces remains unequal. The transition to secondary school—in some ways more critical for improving employability, reproductive health, and other outcomes—shows even more disparate progress by province and income class. Questions about the preference for public versus private schools and the actual choice of schools available to girls in most rural areas need to be answered if we are serious about a rapid escalation of secondary school enrollments for girls. We use data from the Pakistan Integrated Household Survey for 2001/02 and the Pakistan Social and Living Standards Measurement Survey (PSLMS) for 2007/08 and 2010/11 to look at patterns in this transition. Access is likely to be the main driving force behind the transition to secondary-level schooling. Initial findings reflect the almost total reliance on public schools for 10–14-year-old girls. This suggests that private secondary schools are not an option for girls in rural areas. The next major intervening factor is household income level: even rich families appear to favor public schools for girls. The data also suggest that girls from poor and large families compete with their brothers and other siblings for limited resources.
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Ferreira, Eliza Bartolozzi. "Secondary Education under Tension between Democratization and Modernization: Reflections from the Brazilian Experience." International Education Studies 9, no. 9 (August 29, 2016): 157. http://dx.doi.org/10.5539/ies.v9n9p157.
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<p class="apa">This paper analyzes the extension of the right to secondary education in Brazil. Currently, the debate on secondary education has been intensified in civil society highlighting the problem of the reason of its precarious offer, not to mention a significant proportion of young people and adults who have not finished this level of schooling. Opinions vary on how the offer to secondary education should be held: while a minority believes that schooling should be humanistic and scientific; others support integrated education with a technical certification. Others advocate the separation of secondary professional education. This myriad of projects and programs has invaded the educational systems and schools, a portrait of public action in the education area, divided between republicans and private interests, in the context of disputes between the process of democratization and modernization, guided by the excellence of the performance of the institutions and students. This paper has an essay character produced within the research ‘Innovative High School Program: working conditions and teacher education’ with CNPq funding and during the post-doctoral studies conducted at the École Normale Supèrieure de Lyon/France, with CAPES financial support.</p>
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Luan, Jiang, Jian-cheng Chen, Zhong-wei He, Qiang Li, and Huanguang Qiu. "The education treatment effect on the non-farm income of Chinese western rural labors." China Agricultural Economic Review 7, no. 1 (February 2, 2015): 122–42. http://dx.doi.org/10.1108/caer-10-2013-0143.
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Purpose – Education plays an important role in improving Chinese rural laborers’ non-farm incomes. However, in Chinese western rural area, the level of return to education is very low due to the underdeveloped economy and the condition of the education system. For improving the schooling returns level, Chinese central government is paying great attention to the condition of education in the rural western area. To date, no research has examined what educational style is more favorable for improving western rural laborers’ non-farm incomes. To answer this question, the purpose of this paper is to compare the treatment effect of high school education and secondary vocational education on their non-farm incomes. That will provide significant evidence for the government to carry out educational policy. Design/methodology/approach – Base on the Mincer model, several methods is used to estimate the average return to a year education on western rural labors’ non-farm income, including OLS, IV and Heckman tow-steps method, to accounting for the ability endogenous and self-selection bias. And the propensity score matching method is used in estimate the treatment effects of high school education and secondary vocational education. Findings – The results from Mincer model showed that the schooling returns in Chinese western rural area were estimated to range from 2.7 to 3.9 percent, that were lower than the average levels in Chinese whole rural area that are estimated in the other recent studies. By using propensity score matching to roll out the heterogeneous bias, show that the treatment effect from high school education was higher than that from secondary vocational education, indicating that the secondary vocational education is better. Originality/value – Studies concerning the causal relationship between schooling (high school education and secondary vocational education) and non-farm earnings in the western region of China remain very limited, even empty. This paper will make an update contribution to the literature in the area of education earnings in China.
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Meurs, Mieke, Juna Miluka, and Tom Hertz. "Declining Secondary Enrollment in Albania: What Drives Household Decisions?" Carl Beck Papers in Russian and East European Studies, no. 2003 (January 1, 2009): 45. http://dx.doi.org/10.5195/cbp.2009.148.
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Many post-socialist countries have seen a decline in school enrollments, especially at the secondary level, and declines in average school attainment (Hertz, Meurs and Selcuk, 2009). The declines in enrollment rates may be temporary, but the effects may persist across generations, given the generally high correlation between parent and child educational outcomes.In this paper, we examine secondary schooling dynamics in Albania, where enrollment declines have occurred. We examine both demand- and supply-side factors which might underlie household-level enrollment decisions. Using Living Standard Measurement Surveys from 2003 and 2003, we fi nd that, as in other countries, parental education is a signifi cant predictor of secondary school enrollment, but we also fi nd that economic and social changes related to transition appear to play a role. Many of our fi ndings are line with other recent work on this topic, although some differ, suggesting that enrollment dynamics may be changing over time.
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Bromley, Michael. "A geo-political review of education for journalists." Pacific Journalism Review : Te Koakoa 15, no. 2 (October 1, 2009): 224–26. http://dx.doi.org/10.24135/pjr.v15i2.996.
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It is almost axiomatic in university journalism programmes everywhere that students embark on their tertiary studies unprepared by their schooling at secondary level. Learning in school is viewed, at one level, as being either inadequate (even non-existent) or muddle-head-ed, and, at another level, as deliberately subversive of the journalism project. As journalism programmes have grown in popularity, this tension, which could once be dismissed as marginal, has assumed greater importance as illustrative of the contemporary dilemma of negotiating a place for education in the facilitation of media literacy.
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Feldmann, Horst. "Which Religions Still Affect Schooling? A Study of 143 Countries." Comparative Sociology 15, no. 4 (July 29, 2016): 439–84. http://dx.doi.org/10.1163/15691330-12341394.
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This paper studies which world religions have exerted a contemporary influence on the extent of secondary schooling at the national level in the recent past. Using data on 143 countries and the period 1973 to 2012, it finds that both Hinduism and Judaism have a large positive effect, particularly among females. The group of other Eastern religions (which covers comparatively small religions, notably Confucianism) also has a positive effect, though it is slightly smaller, especially among girls. Islam has a negative effect, which is larger among females than among males. Neither Buddhism nor the three branches of Christianity – Eastern Orthodoxy, Roman Catholicism and Protestantism – have any statistically significant effect. The results are robust to numerous controls and variations in specification.
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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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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.
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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.
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Goldin, Claudia. "America's Graduation from High School: The Evolution and Spread of Secondary Schooling in the Twentieth Century." Journal of Economic History 58, no. 2 (June 1998): 345–74. http://dx.doi.org/10.1017/s0022050700020544.
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Secondary-school enrollment and graduation rates increased spectacularly in much of the United States from 1910 to 1940; the advance was particularly rapid from 1920 to 1935 in the nonsouthern states. This increase was uniquely American; no other nation underwent an equivalent change for several decades. States that rapidly expanded their high school enrollments early in the period had greater wealth, more homogeneity of wealth, and less manufacturing activity than others. Factors prompting the expansion include the substantial returns to education early in the century and a responsive “state.” This work is based on a newly constructed state-level data set.
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Qureshi, Madeeha Gohar. "The Gender Differences in School Enrolment and Returns to Education in Pakistan." Pakistan Development Review 51, no. 3 (September 1, 2012): 219–56. http://dx.doi.org/10.30541/v51i3pp.219-256.
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Using estimates of schooling demand function and private rate of return to education by gender derived from Household Integrated Economic Survey 2010-11, this paper attempts to examine if there is any dynamics to define a differential behaviour across gender in enrolment in Pakistan and if there is then what can be the possible cause of such discrepancies and how can they be reduced. The first set of analysis focuses on the estimates of probability of enrolment at primary, secondary and tertiary level of education by gender. Strong evidence for higher likelihood of enrolment emerges only at the secondary level of education when the gender is male. The behaviour of the determinants for these schooling demand functions at different levels of education differs by gender. One such key variable is parental education, which is more pronounced in case of mother’s education towards increasing the likelihood of enrolment of girls at the primary and secondary level and of father’s education for boys at all levels and girls at the tertiary level. Hence investing in female education today will not only empower females today but as a positive externality will also lead to gender equity in educational outcomes in the future. Besides this intergenerational externality of investment in female education, the finding establishes that when conditional cash programmes are targeted at mothers as a policy tool they become an effective measure in increasing current female enrolment. Moreover the case for reducing gender disparities in educational outcomes is further supported when we see how gender imbalance in educational attainment and female labour force participation lead to discrepancies in the private rate of return to education by gender. The varied estimates of private rate of returns to education for males and females show that such deviations arise because the females labour force on average is much less educated than males and hence if the object is to raise the rates of returns, a targeted policy for reducing gender differences in enrolment at all levels of education primary, secondary and tertiary will have to be implemented.
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Fitzgerald, Scott, Susan McGrath-Champ, Meghan Stacey, Rachel Wilson, and Mihajla Gavin. "Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork." Journal of Industrial Relations 61, no. 5 (November 14, 2018): 613–36. http://dx.doi.org/10.1177/0022185618801396.
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Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.
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Boluarte Carbajal, Alicia, Frank Antony Grillo Delgado, Karla Alejandra Castellanos-Huerta, and Arnold Alejandro Tafur-Mendoza. "Psychometric properties of the Revised Children's Manifest Anxiety Scale-Second Edition in Peruvian students." Acta Colombiana de Psicología 24, no. 2 (August 12, 2021): 35–44. http://dx.doi.org/10.14718/acp.2021.24.2.4.
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The aim of this study was to analyze the psychometric properties of the Revised Children’s Manifest Anxiety Scale–Second Edition (RCMAS-2) among Peruvian students. The sample consisted of 472 participants aged between 7 and 18 years, of whom 250 were female (53%). Likewise, 191 were enrolled from third to sixth grade of primary school (40.5%), and 281 were registered from first to fifth grade of secondary school (59.5%). The results of the study indicated that the RCMAS-2 scores had adequate levels of reliability for all its dimensions (ordinal alpha > .70). On the other hand, a four-factor structure (Physiological anxiety, Worry/Social anxiety, Defensiveness I, and Defensiveness II) was found to be invariant to gender and schooling level. Also, convergent and discriminant validity evidence was provided. Finally, a moderate difference in Defensiveness II according to the schooling level through the latent mean structure analysis was found. Taking into account the results, it was concluded that the RCMAS-2 scores have evidence of reliability, validity, and equity for its use in Peruvian regular elementary school students.
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Dormus, Katarzyna. "Rozwój koedukacyjnego średniego szkolnictwa ogólnokształcącego w okresie II Rzeczypospolitej." Kwartalnik Pedagogiczny 63, no. 4(250) (April 24, 2019): 44–55. http://dx.doi.org/10.5604/01.3001.0013.1694.
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During the late 19th century and early 20th century, co-education on a secondary school level was still a source of controversy, resulting in a public discussion. The first co-educational secondary schools in the Polish territories were established over the course of the First World War. During that time, in light of a realistic chance for Poland to regain independence, the teaching community undertook discussions regarding the shape of education in independent Poland. Still, many people still viewed co-education with a degree of doubt. In the interwar period, however, the number of public and private co-educational secondary schools increased. They were located primarily in smaller cities. Additionally, men usually represented the majority of students. This dynamic was a result of allowing women to attend institutions that had originally functioned as all-male schools, thus creating a coeducational schooling system. The level of education in these institutions was generally low.
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Walkenhorst, Heiko. "Problems of Political Education in a Multi-level Polity: Explaining Non-teaching of European Union Issues in German Secondary Schooling." Journal of Contemporary European Studies 14, no. 3 (December 2006): 353–71. http://dx.doi.org/10.1080/14782800601095647.
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Shute, Valerie J., Eric G. Hansen, Jody S. Underwood, and Rim Razzouk. "A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/915326.
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This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.
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Odhiambo, Fredrick, and Dr Nixon Omoro. "Reconsidering Education for All at a time of Change." International Journal for Innovation Education and Research 3, no. 12 (December 31, 2015): 139–52. http://dx.doi.org/10.31686/ijier.vol3.iss12.495.
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This paper sought to determine economic factors that influence access to secondary educational opportunities in Narok County, Kenya and to suggest strategies to help raise the transition rates of learners from primary to secondary schools. The study employed descriptive survey research design involving both qualitative and quantitative approaches. Study participants comprised head teachers, teachers and students in both primary and secondary schools. Stratified sampling technique was used to select twenty-four (24) primary school head teachers, forty-eight (48) primary school teachers and eight (8) secondary school principals. A total of 68 class eight pupils and 44 form one students were selected using simple random sampling from the sampled schools. Data were collected using questionnaires and an interview schedule. Pilot testing was done with questionnaires to test reliability and validity. To obtain the reliability the test-retest method was employed. Pearson Product Moment was employed to compute the correlation coefficient. A correlation co-efficient of 0.77 was obtained. Qualitative data were analysed inductively through content analysis while SPSS was used to analyse quantitative data. Results were presented in form of tables, figures, frequencies and percentages. It was established that household poverty and opportunity costs of education have influences on completion rates and lead to dropouts from basic schooling. The study recommends the need for the government and private sector employing a long term strategy in expanding secondary education in Kenya. This could include poverty mitigation and reduction in cost of secondary schooling and improvement of basic infrastructure, improvement of the quality of education in the country in order to reduce the opportunity costs and also through provision of more subsidies to improve the level of enrollment in basic education.
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Gilmore, Linda, Wendy Patton, Andrea McCrindle, and Lee Callum. "Single-sex classes in a Queensland primary school: An evaluation of outcomes." Australian Educational and Developmental Psychologist 19, no. 1 (2002): 49–58. http://dx.doi.org/10.1017/s0816512200028510.
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AbstractAlthough numerous studies have considered the benefits of single-sex schooling for secondary students, the results have open been inconclusive or inconsistent. Very few studies have considered the effects of single-sex schooling at the primary level. This paper reports a trial of single-sex Year 7 classes at a Queensland primary school. Measures of academic achievement (number facts, spelling, reading, and mathematics) and teachers’ reports of children’s classroom involvement and motivation were obtained prior to the formation of classes and again at the end of the trial year. Results showed that boys in the single-sex class, who initially displayed lower academic results than all other groups, made significant gains in spelling, reading, and mathematics. There were significant differences in children’s emotional and behavioural engagement across the trial year, with girls in the mixed-sex class demonstrating reduced scores on these measures compared to children in the other classes.
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Devkota, Satis, Shankar Ghimire, and Mukti Upadhyay. "What Factors in Nepal Account for the Rural–Urban Discrepancy in Human Capital? Evidence from Household Survey Data." Economies 9, no. 2 (May 25, 2021): 83. http://dx.doi.org/10.3390/economies9020083.
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We analyze the factors that determine human capital formation in the rural and urban sectors of Nepal and decompose the intersectoral difference into variables underlying supply and demand for human capital. In particular, we examine the role of access to primary and secondary schools as well as the socioeconomic, demographic, and geographic characteristics of households. Our results are based on Nepal Living Standards Survey data for 2004 and 2011. We find that access to schooling has a significant impact on the level of human capital, especially in rural areas. Our Blinder–Oaxaca decomposition attributes a large portion of the rural–urban gap to socioeconomic and demographic variables. Yet, the results reinforce our claim that an improvement in schooling access and road infrastructure is also necessary, particularly in the vast rural sector of Nepal, if human capital development is to provide a greater contribution to national welfare.
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Furuta, Jared. "Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960–2010." Sociology of Education 93, no. 1 (September 13, 2019): 1–19. http://dx.doi.org/10.1177/0038040719873848.
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This article examines global changes in tracking policies over the post–World War II period. Using a newly constructed quantitative panel data set of 139 countries from 1960 to 2010, I show that a majority of countries around the world have shifted away from sharply tracked institutions at the junior secondary level toward more formally “open” and “comprehensive” ones. To explain this trend, I argue that worldwide shifts away from more stratified and corporatist conceptions of the polity toward more liberal models led to the construction of norms of individual egalitarianism in the educational process, and this process delegitimated tracking at early ages. Findings from a series of panel regression models indicate that countries that are more formally committed to individual rights and universalistic conceptions of the educational process are less likely to track students at the junior secondary level; some nation-specific characteristics, such as levels of economic development, also shape tracking at lower levels of schooling. Most countries, however, continue to track students at the senior secondary level. The persistence of tracking at this level suggests a tension between existing conceptions of education as a mechanism for both propagating equality and allocating individuals to unequal opportunities.
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Shaeba, Mashrura Kabir, Fariha Farjana, and Subrata Kumar Datta. "Leaving Country for Living: Household Level Welfare Assessment from the Destination Preference Lens in Bangladesh." International Journal of Economics and Finance 12, no. 4 (March 30, 2020): 106. http://dx.doi.org/10.5539/ijef.v12n4p106.
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Down memory lane of the economy of Bangladesh, international migration has been a pillar to the economy. Firstly, the study deals with the factors affecting destination preference of the migrant-sending household and then it tries to screne out the impact of international migration on the household welfare from the lens of diversified destination preferences. Considering sample size of 3782 household, the study conducted the entire research with the secondary data of Household Income and Expenditure Survey Bangladesh, 2016. Sorting the migrated countries among seven regions, Multinomial Logistic Regression has been used to find out the determinants behind migrants’ destination preferences. Additionally, to measure the household welfare based on migrant’s destination preference, the Ordinary Least Squares regression model and Quantile regression model have been used. Therefore, the result exhibits that migrant characteristic like age, gender, years of schooling, and household characteristics like heads’ age, sex, schooling year, region, and earning status plays a significant role in deciding the migration destination. It is also evident that economic and subjective welfare varies among the households for sending migrants in different regions. Total expenditure and wealth index decrease to the households who send migrants to South-East Asia rather than Middle-East. The wealth score is higher for the households who send migrants to Europe, North-America, and Oceania over Middle-East. Subjective welfare index also varies among the household based on choosing migration destination. Therefore, it can be concluded that destination preference affects the economic and subjective welfare of the household.
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Asghar, Zahid, and Mudassar Zahra. "A Benefit Incidence Analysis of Public Spending on Education in Pakistan Using PSLM Data." LAHORE JOURNAL OF ECONOMICS 17, no. 2 (July 1, 2012): 111–36. http://dx.doi.org/10.35536/lje.2012.v17.i2.a5.
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Education is one of the most important means of economic development, and there is consensus among policymakers that it is better to be educated than not. The debate on education is not, therefore, whether it is good or bad, rather it centers on whether the state should intervene in its provision. Public provision of education at the school level is generally considered one of the most important investments for creating social opportunities to help the wider population actively participate in various economic activities. This study investigates whether public spending on education in Pakistan is pro-poor at various levels of schooling. We find that public spending at the primary and secondary level is progressive, while higher education spending is regressive. These results hold at the national and provincial level. Based on these findings, we recommend that the government increase its spending on primary, secondary, and technical education. Higher education, however, should be provided on merit, and the private sector should be encouraged to provide high-quality education.
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W., Muhamad Arif, and Siti Umajah i. Masjkur. "PENGARUH RATA-RATA LAMA SEKOLAH DAN PERTUMBUHAN EKONOMI SERTA PENYERAPAN TENAGA KERJA TERHADAP PERSENTASE PENDUDUK MISKIN." Jurnal Ekonomi dan Bisnis Airlangga 28, no. 1 (September 29, 2020): 22. http://dx.doi.org/10.20473/jeba.v28i12018.22-41.
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Introduction: East Java is one of the provinces with good economic performance: high economic growth accompanied by increased employment, increased average length of schooling, and decreased poverty. However, the poverty rate in East Java is still relatively high. This study aims to examine and analyze the effect of the average length of schooling, economic growth, and labor absorption on the percentage of poor people in districts and cities in East Java in 2007-2011. Methods: This study uses the path analysis method. This method was chosen because it is able to explain the direct and indirect effects between the independent variables and between the independent variables and the dependent variable based on a model built from previous theory and research. Results: The results showed that the average length of schooling had a negative effect on labor absorption, labor absorption had a positive effect on the percentage of poor people, so that the average length of schooling had an indirect negative effect on the percentage of poor people through labor absorption. Economic growth has a direct positive effect on labor absorption and indirectly on the percentage of poor people, but has a direct negative effect on the percentage of poor people. Conclusion and suggestion: It is necessary to map the quality and specifications of education required by employment. The link and match program between the world of work and education needs to be reconsidered, not only in higher education but also at secondary level education.
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Sahoo, Soham, and Stephan Klasen. "Gender Segregation in Education: Evidence From Higher Secondary Stream Choice in India." Demography 58, no. 3 (March 25, 2021): 987–1010. http://dx.doi.org/10.1215/00703370-9101042.
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Abstract This paper investigates gender-based segregation across different fields of study at the senior secondary level of schooling in a large developing country. We use a nationally representative longitudinal data set from India to analyze the extent and determinants of gender gap in higher secondary stream choice. Using fixed-effects regressions that control for unobserved heterogeneity at the regional and household levels, we find that girls are about 20 percentage points less likely than boys to study in science (STEM) and commerce streams as compared with humanities. This gender disparity is unlikely to be driven by gender-specific differences in cognitive ability, given that the gap remains large and significant even after we control for individuals' past test scores. We establish the robustness of these estimates through various sensitivity analyses: including sibling fixed effects, considering intrahousehold relationships among individuals, and addressing sample selection issues. Disaggregating the effect on separate streams, we find that girls are most underrepresented in the study of science. Our findings indicate that gender inequality in economic outcomes, such as occupational segregation and gender pay gaps, is determined by gendered trajectories set much earlier in the life course, especially at the school level.
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Ansari, Abdollah. "Investigating the Effects of Different Levels of Formal Education on Iran’s Economic Growth." Modern Applied Science 10, no. 9 (July 16, 2016): 205. http://dx.doi.org/10.5539/mas.v10n9p205.
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Human capital accumulation affects economic growth and education is one of the main elements of human capital. Different levels of formal education can leave different effects on economic growth. I used data from the time period of 1981-2013 and vector auto regression method to study the effects of different levels of formal education on Iran’s economic growth. The results showed that increasing schooling at elementary, secondary and higher education levels have a significant effect on growth and in the long run, employees with university degrees, those with secondary and primary school qualifications had the greatest impact on GDP growth, respectively.
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Udhaya Mohan Babu, R., and G. Kalaiyarasan. "A Study on Learning Style of Higher Secondary School Students." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 163–68. http://dx.doi.org/10.34293/education.v9i1.3389.
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The author has investigated the learning style of the students and behavioral change in the learner and also when they note the persistence of this change. Learning happens in stages, and at each stage, students learn in different ways. Difficulties that arise at home, schooling are often due to differences in learning styles. It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student’s learning style. These possessed learning styles play a vital role in deciding their level of achievement. This achieved test score determines their future career. The ambitions and aspirations of our students are largely governed by their learning skills adopted by the students. There is no significant difference between XI and XII standard higher secondary school students in their learning styles in the dimensions. This study will be more fruitful when suggestions given by the investigator are applied for further study and it will be of great help for those who want to study further in this field.
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Rivera, Hector, Bizhu He, Julia Lynch, and Sara Castro-Olivo. "Studying the Learning Environment of EL Newcomer Students in the Schooling Process." Advances in Social Science and Culture 2, no. 1 (February 26, 2020): p1. http://dx.doi.org/10.22158/assc.v2n1p1.
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In this study, we examined the schooling process of newcomer students in secondary urban schools involving survey research with newcomers and other ELs (n=268). Additionally, we conducted focus groups with students (n=10) and educators (n=12). Through qualitative measures, we examined: (a) grade level placement, (b) content area placement, and (c) academic challenges confounded by L1 proficiency, previous academic experiences, and socio-cultural experiences among newcomers. We employed quantitative methods (e.g., Descriptive, Chi Square, Factor Analysis) to detect group differences in regard to perceptions of the classroom learning environment as a function of time in the United States. In general, the Principal Component Factor analysis yielded ten factors that accounted for 66.8% of the variance. These factors provide insight into key components for the development of effective classroom learning environments in order to serve EL newcomers in the schooling process. The implications for teaching and learning practices within the classroom and school learning environments of EL newcomers are discussed.
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Naijan, Naijan. "Kurikulum Pendidikan Sejarah di India." Jurnal Pendidikan Sejarah 4, no. 1 (August 18, 2017): 82. http://dx.doi.org/10.21009/jps.041.07.
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Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.
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Dressler, Anastasia, Valetina Perelli, Margherita Bozza, Stefania Bargagna, Franz Benninger, Anna Kosheleva, and Eva Schernhammer. "The Surplus Effect in Adaptive Behaviour in Down Syndrome: What Can Promote It?" Brain Sciences 11, no. 9 (September 10, 2021): 1188. http://dx.doi.org/10.3390/brainsci11091188.
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Background: In Down syndrome (DS), adaptive behaviour often shows a “surplus effect” (i.e., higher adaptive abilities than expected from cognitive skills). As inclusive schooling has become mandatory in Italy, we studied the impact of school inclusion on the surplus effect of adaptive behaviour in adult DS, considering potential confounding factors such as parental education. Methods: All consecutive DS individuals from three different sites were queried prospectively regarding type of schooling (inclusive and non-inclusive). Demographic data were documented; cognitive abilities and adaptive behaviour were assessed (Coloured Progressive Matrices and Vineland Adaptive Behaviour Scales). The aim was to establish the presence of a surplus effect in adaptive behaviour, primarily in the overall level and secondarily in the main domains and subdomains. A multivariable-adjusted logistic regression model was used for the association of schooling, and parental education. Results: The majority (65%) showed a surplus effect in adaptive behaviour and had attended inclusive schools (85%). Higher adaptive skills as well as early and longer functional treatment programmes were more readily available for younger individuals. In the group of inclusive schooling, the surplus effect on overall adaptive behaviour was present in 70% as opposed to 38% in the group without inclusive schooling, significant when adjusted for gender and maternal education. This was also observed in socialisation, written, and community, and after adjustment in playing and leisure time. Conclusions: Adaptive behaviour showed a surplus effect in the majority of DS adults, even more so after inclusive schooling. Younger adults showed higher adaptive skills. Moreover, female gender and higher maternal educational level significantly enhanced this surplus effect.
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Gutiérrez-Rubio, David, Alexander Maz-Machado, Carmen León-Mantero, and María José Madrid-Martín. "Analysis of PISA data on the effect of student's parents on Math Anxiety in Spanish students." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (July 3, 2018): 1489–95. http://dx.doi.org/10.24297/ijrem.v9i1.7886.
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In this work we present a descriptive study of the effects that the schooling level of both parents (mother and father) may cause in the levels of Math Anxiety in Spanish students from secondary education. We study the effects separately for male and female students, and native, first, and second generation of immigrants. Results show a slightly bigger influence of the mother over the father. For higher ISCED levels, native and second generation immigrants have same behavior, while for lower levels natives have less anxiety. In families where the mother has a higher ISCED level than the father, female students native and second generation immigrants have more Math Anxiety, whereas the opposite occurs in male students.
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Malmberg, Lars-Erik, Brigitte Wanner, and Todd D. Little. "Age and school-type differences in children's beliefs about school performance." International Journal of Behavioral Development 32, no. 6 (November 2008): 531–41. http://dx.doi.org/10.1177/0165025408095558.
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Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort.
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Lang, Catherine, Annemieke Craig, and MaryAnne Egan. "The Importance of Outreach Programs to Unblock the Pipeline and Broaden Diversity in ICT Education." International Journal of Information and Communication Technology Education 12, no. 1 (January 2016): 38–49. http://dx.doi.org/10.4018/ijicte.2016010104.
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There is a need for outreach programs to attract a diverse range of students to the computing discipline. The lack of qualified computing graduates to fill the growing number of computing vacancies is of concern to government and industry and there are few female students entering the computing pipeline at high school level. This paper presents three outreach programs that have the underlying assumption that students need to be reminded about the creativity and potential of computing so that it remains on the radar of their future career options. Each program instigated social and cultural change through a paradigm shift where girls moved from being ICT consumers to ICT creators. By exposing students to a wide variety of ICT activities and careers during secondary schooling, they were more likely to consider studying information systems, computer science or any other computing course at the university level. Results are presented showing student attitudinal changes as well as observed increases in enrolments at secondary school and university courses.