Relevant bibliographies by topics / Education, Secondary – Research

Contents

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

Academic literature on the topic 'Education, Secondary – Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Education, Secondary – Research"

1

Gabel, Dorothy L., K. V. Samuel, Stanley Helgeson, Joseph Novak, and John Butzow. "Research interests of secondary science teachers." Journal of Research in Science Teaching 23, no. 2 (1986): 145–63. http://dx.doi.org/10.1002/tea.3660230206.

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Carter, Erik W., Matthew E. Brock, Kristen Bottema-Beutel, Audrey Bartholomew, Thomas L. Boehm, and Jennifer Cease-Cook. "Methodological Trends in Secondary Education and Transition Research." Career Development and Transition for Exceptional Individuals 36, no. 1 (2013): 15–24. http://dx.doi.org/10.1177/2165143413475659.

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Dill, Michael J., Emily D. Yunker, Katherine Brandenburg, and Marie Caulfield. "Secondary Data Sources for Health Professions Education Research." Academic Medicine 91, no. 12 (2016): e7. http://dx.doi.org/10.1097/acm.0000000000001437.

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García Gracia, Maribel. "Truancy in primary and secondary education. Some research results." Educar 33 (June 7, 2013): 159. http://dx.doi.org/10.5565/rev/educar.267.

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Rusch, Frank R., Jeff McNair, and Lizanne DeStefano. "Research Priorities in Secondary Special Education and Transitional Services." Career Development for Exceptional Individuals 11, no. 2 (1988): 99–110. http://dx.doi.org/10.1177/088572888801100204.

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Birzea, César. "Secondary Education in Romania: Overall View and Research Trends." European Education 25, no. 2 (1993): 66–70. http://dx.doi.org/10.2753/eue1056-4934250266.

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Magić, Jasna, and Simon Maljevac. "Research for action: Challenging homophobia in Slovene secondary education." Journal of LGBT Youth 13, no. 1-2 (2016): 28–45. http://dx.doi.org/10.1080/19361653.2015.1087931.

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Paul, Jean-Jacques. "Technical secondary education in Togo and Cameroon — research note." Economics of Education Review 9, no. 4 (1990): 405–9. http://dx.doi.org/10.1016/0272-7757(90)90023-x.

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Savelides, Socrates, Athanassios Mihiotis, and Nikitas-Spiros Koutsoukis. "Crisis management for secondary education: a survey of secondary education directors in Greece." International Journal of Educational Management 29, no. 1 (2015): 18–43. http://dx.doi.org/10.1108/ijem-11-2013-0168.

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Purpose – The Greek secondary education system lacks a formal crisis management system. The purpose of this paper is to address this problem as follows: elicit current crisis management practices, outline features for designing a formal crisis management system in Greece. Design/methodology/approach – The research is based on a survey conducted with the directors of secondary education and the interpretation of the survey results. Due to the echelon structure of secondary education the directors are experienced educators with plenty of experience. They are in a unique setting to be able to combine the managerial perspective with field experience, both of which are important for managing crises. Findings – First, events of sociopolitical nature are considered as important crisis triggers. Second, there is tendency to expect extended involvement of the state. Third despite the lack of a formal system, current practices are relevant and tend to mimic formal systems. Research limitations/implications – In practice the lack of a formal system does not impede crisis management to be applied in secondary education units. Originality/value – There is no other survey on crisis management at the directors’ level that we are aware of. The findings outline existing practices from a tactical perspective, and can serve as a guide for designing a formal crisis management system that is suited for secondary education in Greece.
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Sousa, David A. "Brain Research Can Help Principals Reform Secondary Schools." NASSP Bulletin 82, no. 598 (1998): 21–28. http://dx.doi.org/10.1177/019263659808259804.

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Dissertations / Theses on the topic "Education, Secondary – Research"

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Stockmann, Dustin. "Action Research Using Entomological Research to Promote Hands-On Science Inquiry in a High-Poverty, Midwest Urban High School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241269.

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<p> The purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students&rsquo; hands-on learning in a high-poverty, urban, secondary setting.</p><p> In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting.</p><p> The study&rsquo;s purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus.</p><p> Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is needed.</p>
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.

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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Kim, Minyong. "Teaching, Learning, and Research as a Spiritual Journey." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582.

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Termini, Lorraine. "Student voice in high school| An action research study." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570738.

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<p>This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development module completed by two other teachers in the school. The researcher-administrator documented personal changes throughout the process. Data was collected through student and adult questionnaires, student and adult interviews, action plans, observations, field notes, and the researcher-administrator&rsquo;s reflective journal. Data was coded for themes and triangulated to obtain results. The reflective journal was used to analyze the researcher-administrator&rsquo;s growth. The researcher-administrator derived two themes as important to both students and teachers engaged in the study: student growth and collaboration. Students in the study believed that by having a voice, personal and school change occurred. Teachers involved in the study believed the action research projects implemented made them more effective. The researcher-administrator&rsquo;s views changed during the study in three major areas: personally, conceptually, and in the development of a Living Educational Theory. There were four outcomes to this action research study: students engaged in this study reported self-growth; students valued their roles as change agents; teachers engaged in the study reported self-reflection helped to make positive changes in practice; and the researcher-administrator evolved as a person and school administrator. </p><p> <i>Keywords:</i> student voice, action research, data collection, themes </p>
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Lindahl, Rebecca. "Research-Based Characteristics of Professional Learning Communities at the High School Level." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/859.

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An educational problem facing high schools in 2 Midwestern school districts is that few local contextual experiences exist for developing professional learning communities that contain research-based characteristics. Identifying such experiences is important to school leaders and teachers. The purpose of this study was to examine 2 local high school professional learning communities to identify research-based characteristics such as practice-based discussions and a focus on learning and results. Constructivism and social change theory provided the theoretical foundation. A single research question sought the presence of research-based characteristics. The characteristics formed the conceptual framework and emerged from many voices in the field. Qualitative case study research methods guided the study; each high school served as a case. Interviews with 10 educators, observations of 4 team meetings, and examination of artifacts from the sites were conducted to collect data. Data analysis included coding information from interviews, meetings, and artifacts; developing individual case narratives; and constructing a cross-case analysis. A key finding was that all research-based characteristics were present in each school. One conclusion reached was that strong administrative leadership contributed positively to the presence of characteristics. Another was that operating from a learning model (e.g., AIW [Authentic Intellectual Work] or DuFour) contributed positively as well. Several recommendations are included and focus on following a model under strong administrative leadership. Given the findings, positive implications for social change include more effective teaching, more authentic collaboration in schools, and a culture of teacher excellence.
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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.

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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Davidson, Rosemary McBryan. "Researching the Real| Transforming the Science Fair through Relevant and Authentic Research." Thesis, University of Missouri - Saint Louis, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621184.

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<p> This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. </p><p> The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. </p><p> Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. </p><p> Integrating journalistic practices into the research projects of these honors chemistry students also brought about positive changes in the attitude of the students toward science. The pedagogy implemented was successful at increasing the engagement of the participants in their own learning processes as well as increased interest in science. Moreover, the teacher researcher has expanded her skill set and is transitioning toward a more student-centered classroom. While this study focused on 116 honors chemistry students over the course of three years, it identified changes in practices that can be taken up and examined more broadly by science teachers who include science fairs as part of their curriculum.</p>
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Jeter, Andrew L. "High school peer tutor alumni research project." Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242959.

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<p> This study examines the perceived intellectual and dispositional takeaways for high school alumni who had been peer tutors in their secondary context. The research question which drove this study was, &ldquo;What abilities, values, and skills do tutors develop from their experience as peer tutors and how, if at all, have they used those abilities, values, and skills in their lives beyond high school?&rdquo; The findings come from the completed surveys of 63 high school tutor alumni who all tutored at a large, public suburban high school with a diverse population, and who represent a cross-section of the school&rsquo;s population. The survey was adapted from one made available by the Peer Writing Tutor Alumni Research Project (PWTARP), a national project which seeks to better understand the developmental process of students who engage in the work of peer tutoring during their undergraduate university experience. I collected this data between 2010 and 2013 in my role as the program coordinator and although I knew these tutors very well, their responses were anonymous. Participants named 25 skills, abilities, and values they developed. Participants also indicated, through the survey&rsquo;s four Likert-scale questions, that they found their tutor experiences were important or influential to their development after high school. This study used the grounded theory method of initial and focused coding for analysis of the data generated by the survey&rsquo;s open-ended responses. These responses generated 180 pages of text. During the analysis 132 initial codes were applied to 2,231 excerpts from the survey responses. The 132 initial codes were grouped into 34 focused codes. These focused codes were further consolidated into 11 categories that describe the learned skills, innate abilities, and developed values of respondents. These analytic categories are descriptive in nature and constitute the major findings of this study. These categories include writing, reading, collaboration, adaptability, patience, perseverance, confidence, maturity, leadership, bravery, and joie de vivre.</p>
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Ishibashi, Midori. "Applications of postmodern pedagogy in a high school art class: A qualitative action research study." Thesis, The University of Arizona, 2001. http://hdl.handle.net/10150/278779.

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This qualitative study analyzed the use of postmodern pedagogy in a first-year art teacher's classroom. The unit studied was a printmaking and bookmaking lesson that emphasized collaboration, student empowerment, and art as a form of communication. The three primary postmodern goals were: to instill in students a desire for empowerment; to spark a desire to change stereotypes and misconceptions of teenagers through personal narratives; to counter the perception of artists as solitary geniuses through collaboration. For my personal goals as a teacher, I hoped to create a safe and authentic learning environment through the implementation of postmodern strategies. The study was successful in reaching all but two of its goals. Students' weakest areas were using art as a form of communication and dispelling stereotypes. In all other aspects however, the results of the study indicate that students and teacher alike responded positively to the postmodern elements of the lesson.
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Lo, Chi-chun Rita. "An action research on a developmental guidance programme in a Hong Kong Secondary School." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042812.

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Books on the topic "Education, Secondary – Research"

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Weinstein, Carol Simon. Secondary classroom management: Lessons from research and practice. 2nd ed. McGraw-Hill, 2003.

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Weinstein, Carol Simon. Secondary classroom management: Lessons from research and practice. McGraw-Hill, 1996.

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Educational Research Workshop (1992 Valletta, Malta). Research into secondary school curricula: Report of the Educational Research Workshop held in Malta, 6-9 October 1992. Swets & Zeitlinger, 1994.

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Tasker, Mary. Smaller structures in secondary education: A research digest. Human Scale Education, 2003.

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Tamas, Kozma. Research into secondary education: The results from Hungary. Educatio Pub., 1993.

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Shulman, Rhona. Changing perspectives in the transition years: Pilot project research report, 1991-1992. North York Board of Education, 1992.

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Using secondary data in educational and social research. Open University, 2008.

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Ingrid, Novodvorsky, ed. Middle and secondary classroom management: Lessons from research and practice. 4th ed. McGraw_Hill, 2011.

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Robert, Stradling, and Council of Europe, eds. Research into secondary education: Report of the Colloquy of Directors of Educational Research Institutions held in San Marino, 9-13 September 1991. Swets & Zeitlinger, 1993.

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Baines, Bridget. Profiling in TVEI: A research report. Centre for Assessment Studies, University of Bristol School of Education, 1989.

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Book chapters on the topic "Education, Secondary – Research"

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Using secondary data in educational research." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-28.

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Hughes, Phillip W. "Reforming Secondary Education and the Education of Adolescents." In International Handbook of Educational Research in the Asia-Pacific Region. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_85.

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Wu, Yingkang, and Jinfa Cai. "Supporting Secondary Mathematics Teacher Educators in China: Challenges and Opportunities." In Research in Mathematics Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_17.

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Pervin, Nargis, Rohit Nishant, and Philip J. Kitchen. "Food for Thought: Managing Secondary Data for Research." In Navigating the Education Research Maze. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39853-2_12.

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Sparrow, Elena B., Leslie S. Gordon, Martha R. Kopplin, et al. "Integrating Geoscience Research in Primary and Secondary Education." In Geoscience Research and Outreach. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6943-4_14.

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Ucan, Ayse Demirel. "Research Methodology." In Improving the Pedagogy of Islamic Religious Education in Secondary Schools. Routledge, 2019. http://dx.doi.org/10.4324/9780429055706-4.

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Apotheker, Jan. "The Project IRRESISTIBLE: Introducing Cutting Edge Science into the Secondary School Classroom." In Research in Chemistry Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59882-2_9.

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Pennegård, Eva. "Science Teaching Through the Lenses of Students: Lower Secondary School." In Contributions from Science Education Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17219-0_17.

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Zwozdiak-Myers, Paula Nadine. "Action research." In A Practical Guide to Teaching Physical Education in the Secondary School. Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-22.

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Bernholt, Sascha, and Lars Höft. "Developmental Patterns of Students’ Understanding of Core Concepts in Secondary School Chemistry." In Contributions from Science Education Research. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74490-8_9.

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Conference papers on the topic "Education, Secondary – Research"

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Domaratskaya, Anna Nikolaevna. "From non-formal education to secondary education." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113854.

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Przybylla, Mareen. "Situating Physical Computing in Secondary CS Education." In ICER '16: International Computing Education Research Conference. ACM, 2016. http://dx.doi.org/10.1145/2960310.2960351.

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Mališová, Daniela, and Jana Štrangfeldová. "EVALUATION OF EFFICIENCY IN SECONDARY EDUCATION." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.111.

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The state of Slovak education is influenced by several negative factors. In terms of human capital, we have seen the decline of pupils for demographic reasons and lack of interest in the work of teachers. This paper aims to evaluate the efficiency of secondary education on the example of selected secondary schools. The main method of the paper is multicriteria analysis. The subject of research is the efficiency of selected secondary schools. The 10 Business Academies attended by pupils aged 15-19 years and established in the Banská Bystrica and Žilina self-governing regions will be the subject of research. For the analysis we use panel data collected for the school years 2013/2014 - 2017/2018. The contribution of the paper is to create an evaluation of the efficiency of the surveyed schools and to propose solutions for schools that achieved below-average results. The findings may serve as a basis for assessing the efficiency of the Business Academies for comparison with competitors, as well as for the founders of these secondary schools.
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Sentance, Sue, Jane Sinclair, Carl Simmons, and Andrew Csizmadia. "Teacher Research Projects in Computing." In WiPSCE '16: 11th Workshop in Primary and Secondary Computing Education. ACM, 2016. http://dx.doi.org/10.1145/2978249.2978271.

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Ross, Mike, and Valerie Otero. "Challenging traditional assumptions of secondary science through the PET curriculum." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789724.

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Burde, Jan-Philipp, Thomas Wilhelm, Martin Hopf, et al. "Evaluating secondary school students’ interest and conceptual understanding of circuits." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.burde.

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Karamitrou, Amalia. "ORGANIZATION AND MANAGEMENT OF EDUCATION, EDUCATIONAL POLICY AND EVALUATION OF THE INSTITUTION OF GREEK SECONDARY INTERCULTURAL EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2718.

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Kim, Tae-Sun, and Beom-Ki Kim. "Secondary Students' Cognitive Process for the Line Graph from Graph Components." In 2002 Physics Education Research Conference. American Association of Physics Teachers, 2002. http://dx.doi.org/10.1119/perc.2002.pr.008.

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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.
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Kastl, Petra, and Ralf Romeike. "Towards agile practices in CS secondary education with a design based research approach." In the 9th Workshop in Primary and Secondary Computing Education. ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670776.

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Reports on the topic "Education, Secondary – Research"

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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
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Domínguez, Patricio, and Krista Ruffini. Research Insights: How Do Longer School Days Affect Students' Economic Well-Being in Adulthood? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003284.

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Many Latin American countries and cities have substantially lengthened the school day over the past generation. Chile, for example, increased the school day by 30 percent between 1997 and 2010. While evidence on lengthening these additional instructional resources points to positive effects in the short term, we know little about whether these reforms affect students long-term economic outcomes once they enter the labor market. This project finds longer elementary and secondary school days substantially improve economic well-being by increasing educational attainment, delaying childbearing, and increasing earnings in young adulthood.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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