Relevant bibliographies by topics / Education index

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education index'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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Journal articles on the topic "Education index"

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Remus, Dumitrescu. "Body Mass Index And Alcohol Consumption Influences (Physical Education)." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 484–85. http://dx.doi.org/10.15373/22778179/feb2014/160.

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Sharrocks, Mike, Alison S. McNab, and J. R. V. Johnston. "British Education Index, 1986." British Journal of Educational Studies 36, no. 2 (July 1988): 194. http://dx.doi.org/10.2307/3121544.

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Erb, Rachel A. "Physical Education Index (ProQuest)." Charleston Advisor 18, no. 3 (January 1, 2017): 38–42. http://dx.doi.org/10.5260/chara.18.3.38.

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Graham, Andrew. "Education Index, http://www.educationindex.com." Physics Teacher 41, no. 3 (March 2003): 191. http://dx.doi.org/10.1119/1.1557519.

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Krupar, Allyson. "The Right to Education Index: An education innovation." Childhood Education 94, no. 3 (May 4, 2018): 48–53. http://dx.doi.org/10.1080/00094056.2018.1475709.

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Editorial, Equip. "Index." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 8, no. 1 (March 23, 2007): 1. http://dx.doi.org/10.5565/rev/ensciencias.4968.

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Editorial, Equip. "Index." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 12, no. 1 (March 22, 2007): 1. http://dx.doi.org/10.5565/rev/ensciencias.4476.

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Editorial, Equip. "Index." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 10, no. 1 (March 23, 2007): 1. http://dx.doi.org/10.5565/rev/ensciencias.4642.

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Editorial, Equip. "Index." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 17, no. 1 (January 11, 1999): 1. http://dx.doi.org/10.5565/rev/ensciencias.4100.

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Editorial, Equip. "Index." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 11, no. 3 (March 26, 2007): 233. http://dx.doi.org/10.5565/rev/ensciencias.4500.

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Dissertations / Theses on the topic "Education index"

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Bisinoto, Cynthia, Claisy Marinho, and Leandro da Silva Almeida. "Educational psychology in higher education: Current scene in Portugal." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/101763.

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Facing the challenges brought by Higher Education growth, the Higher Education Institutions (HEIs) created the Psychological Support Services. They seek to help the adaptation to the university setting, enhancing the overall students´ development and their integration in the labor market. This qualitative research studies the structure of the Psychological Support Services in HEIs of Portugal and the main activities developed by educational psychologists. Interviews were conducted with eight services and showed that all services are designed for students. Although the most frequent activity is the students' psychological consultation, educational psychologists also develop a variety of interventions: skill development programs, support to students with special needs, and mentoring programs to welcome new students. Traditionally the services were oriented by an individual intervention and in response to the students' problem. Nowadays they are working with other agents and in a preventive way. Actions directed to educational projects and the institutional evaluation could promote a qualitative change in services.
Con el fin de afrontar los desafíos del aumento demográfico de la educación superior, las Instituciones de Educación Superior (IES) crearon los Servicios de Apoyo Psicológico buscando:(a) ayudar a la adaptación a la universidad, (b) mejorar el desarrollo de los estudiantes y (c) favorecer su integración en el mercado laboral. El presente estudio investigó la estructura de los Servicios de Apoyo Psicológico en las IES de Portugal, así como las principales actividades desarrolladas por los psicólogos escolares. A partir de las entrevistas realizadasen ocho servicios de apoyo psicológico, se observó que todos ellos están diseñados para los estudiantes. Si bien la actividad principal es la consulta psicológica para los estudiantes, los psicólogos educacionales desarrollan también una variedad de actividades de intervención, tales como: programas de desarrollo de competencias, apoyo a los estudiantes con necesidades especiales y programas de tutoría para dar la bienvenida a nuevos estudiantes. Asimismo, en la actualidad los servicios están trabajando con otros agentes y de manera preventiva. Se propone que las acciones dirigidas a los proyectos educativos y la evaluación institucional podrían promover un cambio cualitativo en los servicios.
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Ramírez, Iñiguez Alma Arcelia. "Community-based education: reflections on teacher education." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117522.

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This article presents an analysis about teacher’s education possibilities regardingtheir professional context in elementary education. For this, a conceptual reviewabout relationship between education and community is explained. In this analysis,the educational processes’ characteristics from this perspective are highlighted, aswell as their implications. Subsequently, some guidelines about teacher’s education from this view are exposed and a systemic approach of education are presented taking into account educational factors inside and outside the school, as well as the teacher as an agent who learns permanently.
Este artículo presenta un análisis sobre las posibilidades de formar al profesorado de educación básica en relación con el contexto en el que desarrolla su labor profesional.Para ello, se parte de una revisión conceptual sobre el vínculo entre educación ycomunidad con la finalidad de explicar las características de los procesos formativosque se llevan a cabo desde una visión comunitaria, así como sus implicaciones. Apartir de este análisis se establecen algunas orientaciones sobre los aspectos a considerar en la formación del profesorado en este sentido, destacando una visión sistémica de la educación, dentro de la cual los factores escolares y los del entorno se relacionan, y en la que el profesor es un agente en continuo aprendizaje.
Este artigo apresenta uma análise sobre as possibilidades de formar professoresde educação básica relacionado com o contexto em que desenvolvem seu trabalhoprofissional. Para tanto se partirá de uma revisão conceitual sobre o vínculoentre a educação e a comunidade, com o objetivo de explicar as características dosprocessos formativos que desenvolvem dentro de uma visão comunitária, assimcomo suas implicações. A partir desta análise se estabelecem algumas orientaçõessobre os aspectos a serem considerados na formação do professorado, enfatizandouma visão sistêmica da educação, dentro da qual a escola e o meio ambiente estãointer-relacionados, e na qual o professor é um agente em contínua aprendizagem.
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Salinas-Quiroz, Fernando, and Mendoza Adriana Rosales. "Comprehensive Sexuality Education: A pending matter in Early Childhood Education in Mexico." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/116937.

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This paper stresses the need to incorporate Comprehensive Sexuality Education(CSE) during the Early Childhood and Preschool school stages in Mexico. Adetailed analysis of the content of strategies, courses of action and policies forearly education was made for both, the local and Latin-American level. Findingsindicate that there remains a need for CSE for 0 to 6-year-old Mexican children.The inclusion of a human rights and a sociocultural perspective of genderedsexuality is strongly recommended. Early life-course interactions between childrenand their caregivers have the potential to influence developmental outcomes in anenduring manner because they become internalized in the form of generalizedmental representations. CSE encompasses the history of care where consistent andcoherent secure base support is needed.
En este ensayo argumentamos sobre la necesidad de incorporar Educación Integralde la Sexualidad (EIS) en Educación Inicial (EI) y Educación Preescolar (EP)en México. Efectuamos un análisis de contenidos en documentos normativos yprogramas dirigidos a población de cero a seis años a nivel local y latinoamericano.Como resultados, encontramos que hace falta instrumentar acciones de educaciónsexual en los centros de EI y EP mexicanos. Nuestra propuesta se basa en algunasaportaciones del enfoque sociocultural construccionista de la sexualidad, y en lasperspectivas de género y derechos humanos. Concluimos que las relaciones de base segura resultan cruciales para la construcción de vínculos de apego niño-educador, y que dichos vínculos potencian el desarrollo humano en todas sus esferas, particularmente el desarrollo sexual.
No presente trabalho iremos abordar a necessidade de incorporar a EducaçãoIntegral da Sexualidade (EIS) em Educação Inicial e Pré-escolar no México.Realizamos uma análise dos conteúdos em documentos normativos e programasdirigidos as crianças entre o zero e os seis anos a nível local e latino-americano.Os resultados indicam que faz falta empreender acções de educação sexual nosCentros de Educação Infantil e Pré-escolar mexicanos. A nossa proposta tem porbase as contribuições das abordagens socioculturais da sexualidade, a perspectivade gênero, e os direitos da infância. Concluímos que as relações de base segurasão fundamentais para a construção de vínculos afetivos criança-educador e queos vínculos incentivam o desenvolvimento humano integral, particularmente odesenvolvimento sexual.
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Huang, Tsai-Wei. "The power of the beyond-ability surprise index and the within-ability concern index for detecting person/item aberrances : a monte carlo study /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871784045.

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Sims-Cutler, Kristin. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687595.

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Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.

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Schudson, Charles, Puccio Fernando del Mastro, and Teresa Mejía. "Roundtable: Happiness and Legal Education." THĒMIS-Revista de Derecho, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/109761.

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In recent decades, a series of studies have demonstrated that lawyers present   high suicide, alcoholism and divorce rates, even higher than those corresponding  to other professionals. Law students and lawyers are now ranking highest in all of this statistics.It’s on that basis, and considering that the search for wellness is fundamental for every person’s health, the rapporteurs expose the relation between happiness and legal education nowadays, concluding that it is necessary to reconsider the way in which Lawis taught in today’s world.
En las últimas décadas, diversos estudios han demostrado que entre los abogados se presentan tasas de suicidio, alcoholismo y divorcio más altas que entre los profesionales deotras carreras. Así, abogados y estudiantes de Derecho han pasado a ocupar los primeros lugares en mediciones que relacionan el nivel de felicidad con el ejercicio de la profesión.Partiendo de ello, y de la premisa que la búsqueda del bienestar es fundamental para la salud de toda persona, los ponentes exponen la relación entre la felicidad y la educación legal hoy en día, concluyéndose que es necesario replantear la forma en la que se enseña Derecho en el mundo de hoy.
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Turpo, Gebera Osbaldo. "The virtual education fractality: nature and organization." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117610.

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The potential generated by ICT in education raises reflect on the underlying frameworks. In this sense, the fractal is an opportunity to explain how it organizes and manages virtual education.This approach recognizes that educational dynamics are recursive and iterative processes instituted as progressive sequences, by way of fractals. This understanding enables becoming as mediated and articulated successive levels. In each dimension are embodied own activities and in turn, involves the recurrence of subsequent levels as possible solving of problem situations. Thus, the knowledge built in response to a collaborative action, participation in networks, ranging from autonomous to the cultural level or conversely.
La aplicación de las TIC en la educación suscita reflexionar sobre los marcos estructurales que la fundamentan. En ese sentido, la fractalidad constituye una aproximación a cómo se organiza y gestiona la educación virtual.Este abordaje reconoce que en la dinámica educativa existen procesos recursivos e iterativos instituidos como secuencias progresivas, a modo de los fractales. Su devenir posibilita su comprensión como un sistema mediado por niveles sucesivos y articulados. En cada dimensión se plasman actividades propias, y a su vez, involucra la recurrencia a los subsiguientes niveles, como posibilidad resolutiva de las situaciones problemáticas. Así, el conocimiento construido responde a una acción colaborativa, de participación en red, desde el nivel autónomo hasta el cultural o viceversa.
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Steiniger, Laura 1950. "The relationship between body-mass index and academic achievement in third-grade white females." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291896.

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This study examined the relationship between BMI and academic achievement in third-grade white females. Academic achievement was determined by classroom grades and standardized achievement test scores (e.g. CTBS). Also assessed were teachers' predictions for school success and teachers' perception of student behavior. The results of the investigation indicated no statistically significant differences in classroom grades between groups of "normal-weight" students and a group of obese students. However, teachers predicted less school success for obese girls and the highest degree of school success for the thinnest girls, and ANCOVA revealed statistically significant lower CTBS scores for obese girls. While MANCOVA of BMI and other confounding factors on CTBS scores showed BMI was not statistically significant, a relationship does exist. A model is proposed linking BMI and academic achievement through the mediating factors of teachers' predictions for success (teacher expectancies) and parents' level of education.
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Lahoud, Joe, and Davor Bosnic. "The Effect of Education on Disposable Income Distribution." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Nationalekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17601.

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The purpose of this thesis is to  examine the education level and its role on income distribution in the member states of the European Union (EU). The data are assembled given the period between 2005 and 2009 with a cross- country data analysis. Knight & Sabot argue that high schooling level narrows income distribution, due to "wage compression". Our analysis denotes that education is an important contributor to changes in income distribution. Higher educational levels usually refer to more equal distribution, and vice versa. Also, welfare regimes role on distribution of income is an important factor. The results indicate that higher education leads o narrower income distribution between the rich and poor. It is significant without taking into account the socialdemocratic welfare regimes. This can be explained by the benefits reccieved by the unemployed citizens, whicch increase the consumption of the quartile with lower average income level. Yet, education increases the income level of the poor and decreases the income level of the higher income quartile due to the availability of more specialized labor, the "wage compression" effecct.
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De, la Cruz Flores Gabriela. "Equality and equity in education: tensions and transitions." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117675.

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In today’s society knowledge and economic growth are interdependent. Becauseof this, the concept of equity has gained momentum in educational debate. Thispaper have the purpose to contribute to this debate. The tensions and transitionsaround educational equity in the context of Latin America are discussed. Therelationship between equality and equity is analyzed. the complementaritybetween scholar equity and systemic equity is discussed; the concept of equity showing it as dynamic and changing in accordance with social and educational contexts is examined; it is argued on the need for equity in transit from primary education to senior high school. Finally, the passage of equity focused exclusively on coverage towards equity in educational quality is examined.
En la actual sociedad conocimiento y crecimiento económico se condicionan. En estecontexto, en educación el debate sobre el concepto de equidad ha cobrado fuerza.El presente documento tiene como propósito contribuir a dicho debate, para ellose discuten una serie de tensiones y transiciones en torno a la equidad educativa enAmérica Latina. Se discute la relación entre igualdad y equidad; se analiza la complementariedad entre equidad escolar y equidad sistémica; se examina el concepto de equidad mostrándolo como dinámico y cambiante en concordancia con los contextos sociales y educativos; se argumenta sobre la necesidad de la equidad en el tránsito de educación primaria hacia la secundaria alta, por último, se examina el paso de la equidad enfocada exclusivamente en la cobertura hacia la equidad en la calidad educativa
Na sociedade de hoje o conhecimento eo crescimento econômico são interdependentes. Devido a isso, o conceito de equidade ganhou impulso no debate educacional. Este artigo tem o propósito de contribuir para este debate. São discutidas as tensões e transições em torno da eqüidade educacional no contexto da América Latina. A relação entre igualdade e equidade é analisada. Discute-se a complementaridade entre equidade acadêmica e equidade sistêmica; O conceito de equidade mostrandoo como dinâmico e em mudança de acordo com contextos sociais e educacionais é examinado; Argumenta-se sobre a necessidade de equidade no trânsito do ensino primário para o ensino médio. Por fim, examina-se a passagem da equidade focada exclusivamente na cobertura de equidade na qualidade educacional.
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Books on the topic "Education index"

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Sheffield, P. W. British education index. Leeds: LUP, 1990.

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W, Sheffield Philip, Johnstone J. R. V, and Hiley Pat M, eds. British education index. Leeds: Brotherton Library, University of Leeds, 1991.

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W, Sheffield Philip, ed. British education index. Leeds: BEI, 2004.

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W, Sheffield Philip, ed. British education index. Leeds: Leeds University Press, 1998.

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W, Sheffield Philip, Johnstone J. R. V, and Hiley Pat M, eds. British education index. Leeds: Brotherton Library, University of Leeds, 1992.

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W, Sheffield Philip, and Hiley Pat M, eds. British education index. Leeds: Leeds University Press, 1995.

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W, Sheffield Philip, and Hiley Pat M, eds. British education index. Leeds: Leeds University Press, 1994.

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Library, British. British education index 1984. London: The British Library, 1985.

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V, Johnston J. R., Marder Joan V. 1928-, and Librarians of Institutes and Schools of Education., eds. British education theses index. Leicester: Librarians of Institutes and Schools of Education, 1986.

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British Library. Bibliographical Services Division. British education index 1986. London: British Library. BibliographicalServices Division, 1986.

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Book chapters on the topic "Education index"

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Saisana, Michaela. "Education Index." In Encyclopedia of Quality of Life and Well-Being Research, 1816–19. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_840.

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"Education." In Trefethen's Index Cards, 83–92. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814360708_0009.

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"INDEX." In Education, 389–98. Columbia University Press, 2022. http://dx.doi.org/10.7312/suar20434-026.

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"Index." In Chemistry Education, 735–54. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.index.

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"Index." In Education Nation, 277–96. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118269398.index.

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"Index." In Education Policy, 160–70. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118680544.index.

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"Entrepreneurial education and skills." In SME Policy Index, 171–82. OECD, 2018. http://dx.doi.org/10.1787/9789264305328-14-en.

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"Index." In Levinas, Subjectivity, Education, 212–20. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118312360.index.

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"Index." In Mechanical Engineering Education, 387–93. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118568774.index.

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"Index." In Researching Medical Education, 293–96. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118838983.index.

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Conference papers on the topic "Education index"

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"Author index." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228226.

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"Author index." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236272.

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"Author index." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593436.

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"Author index." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028907.

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"Author index." In Microelectronic Systems Education Conference. IEEE, 2003. http://dx.doi.org/10.1109/mse.2003.1205297.

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"Author Index." In 33rd Annual Frontiers in Education. IEEE, 2003. http://dx.doi.org/10.1109/fie.2003.1263395.

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"Author Index." In 33rd Annual Frontiers in Education. IEEE, 2003. http://dx.doi.org/10.1109/fie.2003.1264777.

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"Index." In Third National Congress on Civil Engineering Education. Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/9780784405901.in.

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Indrawati, Ulya Hasna Ghassani, and Husni Amani. "Measuring Smart Education Readiness Index." In ICBIM '18: The 2nd International Conference on Business and Information Management. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3278252.3278277.

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"Author Index." In 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings. IEEE, 2001. http://dx.doi.org/10.1109/fie.2001.963940.

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Reports on the topic "Education index"

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Walker, Jo, Matthew Martin, Emma Seery, Nabil Abdo, Anthony Kamande, and Max Lawson. The Commitment to Reducing Inequality Index 2022. Development Finance International, Oxfam, October 2022. http://dx.doi.org/10.21201/2022.9325.

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The 2022 Commitment to Reducing Inequality (CRI) Index is the first detailed analysis published looking at governments’ policies and actions to fight inequality during the first two years of the pandemic. This fourth edition of the CRI Index reviews the spending, tax and labour policies and actions of 161 governments during 2020–2022. COVID-19 has increased inequality worldwide, as the poorest people were hit hardest by both the disease and its profound economic impacts. Yet the CRI 2022 Index shows clearly that most of the world’s governments failed to mitigate this dangerous rise in inequality. Despite the biggest global health emergency in a century, half of low-and lower-middle-income countries saw the share of health spending fall during the pandemic, half of the countries tracked by the CRI Index cut the share of social protection spending, 70% cut the share of education spending, while two-thirds of countries failed to increase their minimum wage in line with gross domestic product (GDP). Ninety-five percent of countries failed to increase taxation of the richest people and corporations. At the same time, a small group of governments from across the world bucked this trend, taking clear actions to combat inequality, putting the rest of the world to shame. See also the CRI Index website: www.inequalityindex.org
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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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McNaught, Tim. A Problem-Driven Approach to Education Reform: The Story of Sobral in Brazil. Research on Improving Systems of Education (RISE), March 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/039.

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For more than two decades, the Brazilian municipality of Sobral has focused intensively on improving the quality of its public education system; the resulting success has been remarkable. In 2005, the Brazilian federal government started calculating a Basic Education Development Index (IDEB in Portuguese), which measures the quality of education in schools across the country. In the inaugural results in 2005, 1,365 municipalities had a better score for primary education than Sobral. By 2017, Sobral made national news by ranking number one in the entire country for both primary and lower secondary education (Cruz and Loureiro, 2020). These results are even more impressive when considering that Sobral is located in the northeastern state of Ceará, which is the fifth poorest state in Brazil in terms of GDP per capita (Cruz and Loureiro, 2020). The case of Sobral exhibits many elements that are similar to Problem Driven Iterative Adaptation (PDIA), an approach wherein problems are key to driving change (Andrews et al., 2015). The PDIA approach relies on reformers to identify problems that matter, break them down into their root causes, identify entry points, act, stop to reflect, and then iterate and adapt their way to a solution.1 This process of constant feedback and experimentation by local actors allows for the development of a solution that fits the local context. This paper explores the transformation of Sobral’s education system through the lens of PDIA2 , with an emphasis on the early reform period of 2000-2004. Many excellent papers have been written, in Portuguese and English, about the case of Sobral; this paper draws heavily on this existing literature.3 The paper is also supported by interviews from key individuals who either were closely involved with the reform efforts or have studied them. The paper follows the narrative of the Sobral story, starting in 1997, and uses boxes and other diagrams to view the reform efforts through the lens of PDIA. Finally, the paper explains how the reform efforts grew and scaled over the years, not only within Sobral, but also to other municipalities in Ceará and across Brazil.
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Martin, Matthew, Jo Walker, Kwesi W. Obeng, and Christian Hallum. The West Africa Inequality Crisis: Fighting austerity and the pandemic. Development Finance International, Oxfam, October 2021. http://dx.doi.org/10.21201/2021.8045.

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The COVID-19 pandemic has revealed and worsened the depth of inequality in West Africa. It has pushed millions into poverty. There is no end in sight due to the obscene global vaccine inequality, which means that less than 4% of West Africans had been fully vaccinated against COVID-19 as at September 2021, compared with 52% in the United States and 57% in the European Union. In 2021, when COVID-19 infections are rising in West Africa, the critical support health and socioeconomic programmes put in place by most governments in 2020 are being rolled back and replaced with austerity. Many governments are following advice from the IMF and World Bank, reminiscent of the severe cuts in spending imposed under the structural adjustment policies of the 1980s and 1990s. However, as this paper argues, the pandemic offers West African governments a once-in-a-generation opportunity to invest heavily in inequality-busting policies by boosting public spending (especially on healthcare, education and social protection), making tax systems more progressive, and tackling joblessness and precarious work. This report uses the Commitment to Reducing Inequality Index (CRII) framework devised by Oxfam and Development Finance International to assess the policies of West African governments. Visit the CRI Index website to learn more: www.inequalityindex.org.
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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

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The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
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Beuermann, Diether. The Short and Long-Run Effects of Attending the Schools that Parents Prefer. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004416.

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Using meta-analysis we document that (across several contexts) attending sought-after public secondary schools does not tend to improve student test scores. We argue that this fact does not preclude the possibility that these schools could lead to gains in the future. We explore this notion using both administrative and survey data from Barbados. We show that preferred schools have better peers but do not improve short-run test scores. However, the same students at the same schools have more postsecondary school completion and improved adult well-being (based on an index of educational attainment, occupational rank, earnings, and health). These long-run benefits are larger for females, who also experience reduced teen motherhood.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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