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Secondary Education (secondary + education)
Selected AbstractsComparing the Difficulty of Examination Subjects with Item Response TheoryJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2008Oksana B. Korobko Methods are presented for comparing grades obtained in a situation where students can choose between different subjects. It must be expected that the comparison between the grades is complicated by the interaction between the students' pattern and level of proficiency on one hand, and the choice of the subjects on the other hand. Three methods based on item response theory (IRT) for the estimation of proficiency measures that are comparable over students and subjects are discussed: a method based on a model with a unidimensional representation of proficiency, a method based on a model with a multidimensional representation of proficiency, and a method based on a multidimensional representation of proficiency where the stochastic nature of the choice of examination subjects is explicitly modeled. The methods are compared using the data from the Central Examinations in Secondary Education in the Netherlands. The results show that the unidimensional IRT model produces unrealistic results, which do not appear when using the two multidimensional IRT models. Further, it is shown that both the multidimensional models produce acceptable model fit. However, the model that explicitly takes the choice process into account produces the best model fit. [source] Evidence-Based Strategies for Reading Instruction of Older Students with Learning DisabilitiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2008Greg Roberts Over a quarter of 8th-grade students and more than one-third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade-level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence-based instruction for students who continue to struggle with reading in late elementary, middle, and high school. Recommendations are organized into 5 areas that are critical to the reading improvement of older struggling readers: (1) word study, (2) fluency, (3) vocabulary, (4) comprehension, and (5) motivation. Much of the content in this article reflects our efforts with the Special Education and Reading Strands at the National Center on Instruction, funded by the Office of Special Education Programs and the Office of Elementary and Secondary Education. Two reports, both available at http://www.centeroninstruction.org/, have particular relevance,Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction. [source] Testing for Quasi-Market Forces in Secondary EducationOXFORD BULLETIN OF ECONOMICS & STATISTICS, Issue 3 2000Steve Bradley This paper investigates the effect of introducing quasi-market forces into secondary education on the allocation of pupils between schools and on the exam performance of pupils. A unique database is used which covers all publicly-funded secondary schools in England over the period 1992,98. We find several effects consistent with the operation of a quasi-market. Firstly, new admissions are found to be positively related to a school's own exam performance and negatively related to the exam performance of competing schools. Secondly, a school's growth in pupil numbers is positively related to its exam performance compared to its immediate competitors. Thirdly, there is strong evidence that schools experiencing an excess demand for places have responded by increasing their physical capacity. Fourthly, there is some evidence of an increase in the concentration of pupils from poor family backgrounds in those schools with the poorest exam performance of schools during 1992,98 can be attributed to the introduction of quasi-market forces. [source] A Life Jacket or an Art of Living: Inequality in Social Competence EducationCURRICULUM INQUIRY, Issue 2 2003Geert T. M. Ten Dam After a period in which the emphasis in education was on "the basics," increasing attention has been paid at the turn of the century to the "moral task of education" in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students' development as a task of the school, namely, the furthering of students' social competence. Six case studies were conducted in which projects aimed at social competence were analysed in general secondary education and prevocational education. The results show that in the general secondary education projects the emphasis was on the meaning of changes in society for students and the contribution they can make to such changes (social competence in education as an "art of living"). The prevocational education projects focused on improving the chances of students at school and in society by developing aspects of social competence that they have not acquired at home or earlier in their school careers, such as self-confidence and social and communicative skills (social competence as a "life jacket"). We interpret these different focuses in terms of the production and reproduction of social inequality and discuss how such reproduction processes can be countered in the context of educating for social competence. [source] Educational Federalism in Germany: Foundations of Social Inequality in EducationGOVERNANCE, Issue 1 2009MARKUS FREITAG This article applies Fuzzy Set Qualitative Comparative Analysis to examine how sub-national education systems affect the extent of social inequality in education within the German federal states. Variations in educational outcomes between the federal states can be primarily attributed to the strict educational decentralization in Germany. We examine four conditions of regional education systems presumed to be relevant for the extent of social inequality in education: the availability of early childhood education, the development of all-day schools, the onset of tracking to different school types, and the degree of tripartition in secondary education. Altogether, we find systematic relationships between the variation of sub-national education systems and the extent of social inequality in education. The results indicate that well-developed early childhood education is necessary for a low degree of educational inequality. However, educational inequality is not directly related to partisan and socioeconomic determinants. [source] The Concept that Came Out of the Cold: the Progressive Historicization of Generic Fascism and its New Relevance to Teaching Twentieth-century HistoryHISTORY COMPASS (ELECTRONIC), Issue 1 2003Roger Griffin This article first surveys the confusion that prevailed in fascist studies for decades, and which makes it quite understandable if the term ,fascism' has been generally avoided both by historians and by lecturers and others teaching inter-war European history to students in non-specialist ,survey' courses. It then outlines the main features of the ,new consensus' that is emerging among scholars on the heuristic value of seeing fascism as a form of revolutionary ideology, bent on purging society of decadence and inaugurating the rebirth of the nation. Next, it focuses on how this approach enables Fascism and Nazism to be located within the supranational forces shaping modern history, and on the light it throws on their profound relationship to totalitarianism, political religion and modernity. It closes with brief examples of how this approach can be applied to structuring answers to essays and exam questions on inter-war Europe, and welcomes the prospect opened up by the new consensus for greater collaboration between specialists in fascist studies, empirical historians, university lecturers, textbook writers and students , and even, one day, students in secondary education, and their teachers and examiners , in this fascinating, and rapidly evolving, field of teaching and research. [source] Barriers to girls' education in Mozambique at household and community levels: an exploratory studyINTERNATIONAL JOURNAL OF SOCIAL WELFARE, Issue 4 2009Jini L. Roby Although education of children is universally accepted as a leading mechanism of poverty eradication and social development, many developing nations continue to struggle in achieving gender parity in primary and secondary education. While Mozambique has recently accelerated its efforts to reduce this gap, girls are still enrolled and attending school at a much lower rate than boys. The present study explored the barriers to children's , especially girls' , education in central Mozambique, based on information on 738 children in two separate communities. Household, child, environmental, and social/cultural factors are examined in the context of global and regional data. The study found girls to be impacted more negatively by every correlating factor, including the lingering practice, in rural areas, of early marriage. Policy and research implications are discussed. [source] Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Interior Design in K-12 Curricula: asking the ExpertsJOURNAL OF INTERIOR DESIGN, Issue 3 2007Stephanie A. Clemons Ph.D. ABSTRACT The purpose of this qualitative study was to assess how interior design content areas (subject matter) could be introduced and integrated into elementary and secondary (K-12) grade levels in support of national academic education standards. Although the minimum standards have been developed for entry level interior designers (Council for Interior Design Accreditation [CIDA] Standards, adopted 2002) and beyond (National Council for Interior Design Qualification [NCIDQ]), a gap exists in the interior design education continuum from "kindergarten to career." Between June 2001 to April 2002, in order to understand perceptions of experts in interior design and elementary and secondary education, focus group sessions and personal interviews were conducted with interior design educators and practitioners, K-12 teachers (elementary, junior high, and high school levels), national standards curriculum specialists (local and state levels), and school-to-career curriculum specialists. The goal of the study was to develop a framework that could guide the integration of interior design content into K-12 levels. This paper reports the findings from the focus groups and proposes a framework that could guide the national integration of interior design content into grades K-12, support national academic standards, and suggest possible channels of dissemination for developed interior design curriculum materials. [source] The benefit,incidence of public spending: the Caribbean experienceJOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 4 2006John Gafar This paper shows that public spending on basic services, to wit, primary and secondary education and basic health care benefit the poor; while the non-poor are the principal beneficiaries of tertiary and education subsidies and hospital spending. The evidence also shows that expenditures on infrastructure spending in the Caribbean benefit the non-poor disproportionately more than the poor. Copyright © 2005 John Wiley & Sons, Ltd. [source] Discovering EFL learners' perception of prior knowledge and its roles in reading comprehensionJOURNAL OF RESEARCH IN READING, Issue 2 2002Zheng Lin This paper investigates EFL learners' perception of prior knowledge and its roles in reading comprehension. It is based on a survey conducted among 400 EFL students studying at secondary and tertiary levels in China. Through the analysis of the ranked multiple responses to the questions posed in the questionnaire, the paper shows that EFL students in mainland China believe that their command of English vocabulary plays a crucial role in their reading comprehension. However as their linguistic knowledge increases, they tend to attach less importance to their linguistic knowledge, especially the knowledge of English syntax and formal structures. At the same time, conceptual and sociocultural knowledge seems to gain greater importance. Furthermore, the perceived importance of linguistic knowledge seems to start diminishing around the end of secondary education, when EFL students have acquired a vocabulary of about 3000 words and the basic knowledge of English syntax and formal structures. The final replacement of linguistic knowledge by conceptual or sociocultural knowledge as the top factor that affects their reading comprehension seems to take place one year after the beginning of the tertiary EFL course. This may well be considered as an indication of the EFL threshold level for EFL students in China. [source] An intervention study to enhance girls' interest, self-concept, and achievement in physics classesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2002Peter Häussler Many interest studies have shown the decline of students' interest in physics during secondary education, particularly among girls. Research into physics-related interests of students suggests applying different measures to reduce or reverse that trend such as: (a) suggesting curricular changes that do justice to the specific interests and experiences of girls, (b) improving the ability of teachers to support girls in the development of a positive physics related self-concept, and (c) changing to an organizational setting that gives girls a better chance to improve their self-concept about physics. The purpose of this study was to examine whether these hypothetically effective measures lead to an improvement of the situation for girls when implemented in the physics classroom. The intervention took a whole school year of some 60 one-hour lessons and comprised 12 experimental and 7 control classes of seventh graders (age about 13). Their immediate and long-term achievements, as well as their change of interest in physics, their subjectively experienced competence, and their physics-related self-concept were assessed by written tests at various stages of the intervention. The intervention proved successful and significantly improved most of these indicators for girls (and boys) in the experimental group. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 870,888, 2002 [source] Migration and the Tiebout-Tullock Hypothesis RevisitedAMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 2 2009Richard J. Cebula This study investigates, using state-level data for the period 2000,2005, the Tiebout hypothesis (as extended by Tullock) of "voting with one's feet." This analysis differs from previous related studies not only in its adoption of more current migration and other data but also in other ways. First, unlike most earlier related studies, it includes a separate measure of the overall cost of living; second, it examines per pupil (rather than per capita) outlays on public primary and secondary education; and third, in addition to property taxes, it also focuses on per capita state income tax burdens. Inclusion of the last of these variables in the analysis is based on studies that have found the existence of a state income tax to have influenced migration patterns and other studies that have found higher state income tax levels to have resulted in reduced per capita income growth over time. Moreover, including both property tax burdens and income tax burdens broadens the scope of the hypothesis. Strong empirical support for the Tiebout-Tullock hypothesis (as interpreted here) is obtained for the study period. [source] Convexity and Sheepskin Effects in the Human Capital Earnings Function: Recent Evidence for Filipino MenOXFORD BULLETIN OF ECONOMICS & STATISTICS, Issue 2 2003Norbert R. Schady The issue of possible non-linearities in the relationship between log wages and schooling has received a good deal of attention in the literature. This paper uses data from a recent, high quality household survey for the Philippines, the 1998 Annual Poverty Indicator Survey (APIS), to test the fit of the log-linear specification for Filipino men. The results are based on a number of estimation strategies, including spline regressions, and semi-parametric regressions with a large number of dummies for years of schooling and experience. The basic conclusions of the paper are two. First, there appear to be large differences between the rates of return to education across levels in the Philippines. In particular, the returns to both primary and secondary education are lower than those for tertiary education, a difference which persists even after correcting for differences in direct private costs across levels. Second, within a given level, the last year of schooling is disproportionately rewarded in terms of higher wages. That is, there are clear sheepskin effects associated with graduation from primary school, secondary school, and university. [source] Testing for Quasi-Market Forces in Secondary EducationOXFORD BULLETIN OF ECONOMICS & STATISTICS, Issue 3 2000Steve Bradley This paper investigates the effect of introducing quasi-market forces into secondary education on the allocation of pupils between schools and on the exam performance of pupils. A unique database is used which covers all publicly-funded secondary schools in England over the period 1992,98. We find several effects consistent with the operation of a quasi-market. Firstly, new admissions are found to be positively related to a school's own exam performance and negatively related to the exam performance of competing schools. Secondly, a school's growth in pupil numbers is positively related to its exam performance compared to its immediate competitors. Thirdly, there is strong evidence that schools experiencing an excess demand for places have responded by increasing their physical capacity. Fourthly, there is some evidence of an increase in the concentration of pupils from poor family backgrounds in those schools with the poorest exam performance of schools during 1992,98 can be attributed to the introduction of quasi-market forces. [source] Modelling the origins of managerial ability in agricultural production,AUSTRALIAN JOURNAL OF AGRICULTURAL & RESOURCE ECONOMICS, Issue 3 2009Peter Nuthall The efficiency of production from a farm's land, labour and capital is critically dependent on the ability of the farm manager. Yet, while there are studies correlating a wide range of manager-related variables with returns, and, therefore, probably ability, little understanding of the basic determinants of managerial ability exists. Questions such as ,what is the importance of a farmer's family experiences and training in determining the farmer's managerial ability?' need answering. The solution to this, and other, questions will enable determining ways of improving farmers' inherent ability developed both in early, and later, life. In that most decisions on a farm are made intuitively, in contrast to the use of a formal analysis, improving farmers' inherent ability will have a significant payoff. The research reported here uses data from a large stratified random survey of 740 developed farmers (29 per cent had tertiary education, 30 per cent had 4 or more years secondary education) to create a structural equation model of the determinants of managerial ability. The results suggest that a farmer's exposure to experiences is a significant factor in ability, as is the farmer's management style and the family influence on early life experience. [source] Correlates of breastfeeding duration in an urban cohort from ArgentinaACTA PAEDIATRICA, Issue 8 2003S Berra Aim: To analyse factors associated with the duration of breastfeeding in a representative cohort of mothers and children, including socio-demographic and cultural characteristics, breastfeeding antecedents, perinatal factors and perinatal healthcare practices. Methods: The study was conducted in the city of Cordoba, between 1993 and 1998. Mother-child binomials from all public and private hospitals were asked to participate. Follow-up consisted of home visits at 30 d, 6, 12, 24, 36, 48 and 50 mo. Information was obtained on 650 healthy newborns. Cessation of breastfeeding during the first 24 mo of life was analysed using the Kaplan-Meier method, and factors associated with weaning were studied using Cox's proportional risk regression. Results. The median duration of breastfeeding was 4 mo. Factors associated with weaning were: the introduction of artificial formulas within 30 d postpartum [relative risk (RR) = 2.27; 95% confidence interval (CI) = 1.82,2.82]; breastfeeding of a previous child for less than 6 mo (RR=1.64; 95% CI = 1.32,2.02); delay in the first mother-child contact for over 90 min (RR=1.50; 95% CI = 1.17,1.93); mother's having completed primary or partially completed secondary education (RR= 1.40; 95% CI = 1.01,1.92) or completed secondary education or higher (RR= 1.59; 95% CI = 1.14,2.22); primiparous mother (RR= 1.39; 95% CI = 1.12,1.74) and; the mother recalling having been breastfed for less than 6 mo (RR = 1.27; 95% CI = 1.01,1.61). Conclusions. The purpose of strategies to promote breastfeeding should be to eliminate inappropriate care practices, such as delay in the first mother-child contact, as well as reducing the impact of other factors leading to the introduction of artificial milk. Moreover, mothers need more and better support from professionals and peers. [source] | |||||||||||||||||||