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Relevant bibliographies by topics / Educational relationships

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Academic literature on the topic 'Educational relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Educational relationships"

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Magill, Michael K., Randall D. France, and Katharine A. Munning. "Educational Relationships." Medical Teacher 8, no. 2 (1986): 149–54. http://dx.doi.org/10.3109/01421598609010741.

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Steutel, Jan, and Ben Spiecker. "Authority in Educational Relationships." Journal of Moral Education 29, no. 3 (2000): 323–37. http://dx.doi.org/10.1080/03057240050137373.

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CIUCHI, Oana Mariana. "Educational Relationships and Interactions." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 01–10. http://dx.doi.org/10.18662/upasw/25/31.

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Given that the topic proposed by this paper is widely debated by both the sociology of education and the management of the classroom, as disciplinary branches of education, this is a synthetic approach from both disciplinary perspectives of the types of relationships and interactions which are outlined in the educational institutions and in the educational environment. Considering the context of the multiple challenges and socio-political changes to which the Romanian education system has had to adapt, in the recent decades, it is found that the interpersonal relationships and interactions established between educational actors are true “sources” and “resources” that ensure its functionality.

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Molinari, Luisa, Giannino Melotti, and Francesca Emiliani. "Children’s rights in educational relationships." European Journal of Psychology of Education 17, no. 2 (2002): 139–55. http://dx.doi.org/10.1007/bf03173255.

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Ganesh, L. S., and R. Rajagopalan. "Identifying temporal relationships in educational planning." Socio-Economic Planning Sciences 20, no. 4 (1986): 233–36. http://dx.doi.org/10.1016/0038-0121(86)90014-5.

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Palou, Juli, and Montserrat Fons. "Otherness and educational relationships in vulnerable contexts." Educar 54, no. 1 (2018): 67. http://dx.doi.org/10.5565/rev/educar.917.

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Griffiths, Morwenna. "Educational Relationships: Rousseau, Wollstonecraft and Social Justice." Journal of Philosophy of Education 48, no. 2 (2014): 339–54. http://dx.doi.org/10.1111/1467-9752.12068.

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Wikeley, Felicity, Kate Bullock, Yolande Muschamp, and Tess Ridge. "Educational relationships and their impact on poverty." International Journal of Inclusive Education 13, no. 4 (2009): 377–93. http://dx.doi.org/10.1080/13603110802141045.

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Johnson, G. M. "Vision, Educational Level, and Empowering Work Relationships." Journal of Visual Impairment & Blindness 89, no. 2 (1995): 112–19. http://dx.doi.org/10.1177/0145482x9508900206.

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Machinists (blind, sighted, and visually impaired) answered questions about trust, resource sharing, and empowerment in their work relationships. Employees with low vision were the least trusting and trusted, received the fewest shared resources, and reported proportionately more disempowering relationships. The more educated employees, regardless of their visual status, gave and received trust and resources more readily, saw more of their relationships as empowering, and were seen as empowering by others.

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Karimovna, Mom'inova Oftobxon. "The Factors That Form Students' Creative Relationships In The Educational Process." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 133–39. http://dx.doi.org/10.37547/tajssei/volume03issue05-24.

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To effectively organize the educational process as a skilled educator, it is well aware of the professional qualities required for teachers, able to organize the learning process effectively on the basis of creative, modern pedagogical technologies and we can tell the teacher to bring. This article explores the factors forming the creative attitude to the educational process.

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Dissertations / Theses on the topic "Educational relationships"

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Magill-Cuerden, Julia. "Educational relationships : a study in midwifery." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10019239/.

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At its inception in 1902, formal midwifery training developed within hospital midwifery services. With the development of a theoretical base, training became education during the 1980s. During a period of economic and societal changes in the 1990s, midwifery education was incorporated into higher education, separating education from health service practice. There were consequences for midwifery education especially the structure of pedagogical relationships. This thesis looks at key sets of relationships in midwifery education between the three main groups of actors: academics, clinicians and students. In so doing, the inquiry utilises a grounded theory approach and embraces disciplines of education, social sciences, social psychology, management and philosophy. The study confirms the importance of relationships between the key actors as part of a student's learning experiences. However, these relationships have become more problematic as a result of the organisational separation between the academic and professional components. A framework is proposed to describe educational relationships in midwifery. The framework has six dimensions; (i) a core component of personal traits, (ii) a secondary component of social and communication abilities and four subsidiary components of (iii) professional expertise, (iv) personal knowledge, (v) education knowledge and skills and (vi) a vision for practice. Realisation of the components by one person of another within the three groups aids mutuality in understanding. General principles are offered that include notions of encounter, exchange, rules, boundaries, reciprocity and reinforcement that aid in constructions of relationships. Though these conditions, in themselves, aid the formation of learning relationships, two processes occur in these relationships through encounters, that is, complementation (a unity of meanings between actors) and complementarity (a matching of understandings). These require a forum for encounters. A model of education is proposed that offers just such a forum aiding positive encounters to promote learning between the three groups of actors. Features of this model are the development of teachers within clinical practice, accreditation of practitioners as educators and the education of students primarily in clinical situations with interactive learning.

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Roeuny, Sondra. "Understanding the Value of Relationships in Developing Sustainable Community Change." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256597.

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<p> Since the 1980s, community leadership development programs (CLDPs) across the United States have been developing the capacities of citizens to become effective local leaders. Generally, CLDPs focus on three key areas: building and enhancing the leadership skills of their participants; increasing participants’ awareness and knowledge about their communities; and cultivating the participants’ relationships with each other and with other community leaders. However, when it comes to evaluation studies about the impact of CLDPs, most of the scholarly work has focused on assessing the change in the leadership skills of the programs’ participants. Only limited research focuses on how CLDPs impact the ability of local leaders to work together over time to achieve collective action. </p><p> This research study investigated a type of CLDP, the American Leadership Forum-Great Valley Chapter program (ALF-GVC). Through the lens of social network theory and the relational capacity framework, it examined how relationships that are cultivated during the ALF-GVC program impact the ways in which its senior fellows work together to address community issues. Insights from the collective experience of 30 research participants revealed that the ALF-GVC program does impact the relational capacity of its senior fellows. Specifically, evidence supports that the ALF-GVC program helps create a positive internal working environment for senior fellows. The program was associated with increasing the size, diversity, cooperation, and cohesion of the research participants’ networks. As such, by expanding our understanding of how local leaders build relationships and the ways in which those relationships impact how they work together over time to address community issues, the findings from this research study contribute to the literature and practice, all of which can be used to help sustain and strengthen civic engagement in the United States. </p>

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Harley-McClaskey, Deborah. "Beginning and Sustaining Agency Relationships." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4709.

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Al-Hosni, Mohammed. "Ministry of Education of Oman : examinations marks and their relationships with educational indicators." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26520/.

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This study aims to provide a comprehensive view of the national educational system, and then to determine the values of some internationally-used indicators within Oman's schools, and their effects upon student performance in the 12 th grade examinations. From this analysis, the relationships between each variable and the optimal values for overall improvements in the total examination marks of students in the 12 th grade are derived. In pursuing this aim, the research conducts the first statistical analysis of ten educational indicators using data gathered by the Omani Ministry of Education. A logistic regression method is adopted to study repetition, drop-out, and promotion rates, using data pertaining to the school years 2006/2007-2007/2008. The analysis in this respect includes all governmental schools' students in grades 1-12. A linear mixed model is then used to explore data for the school years 2005/2006-2007/2008, relating to class size, school size, student/teacher ratio, teacher/class ratio, student age, student gender, and school gender mix. For these indicators, the analysis includes all the 12th grade students. The results reveal that girls are more likely to promote to the following grades than are boys, since they have low drop-out and repetition rates. This phenomenon causes the average student age of 12th grade girls to be less than that of boys. Grade 12 emerges as having the highest dropout rate, and grade 5 has the highest repetition rate. The distribution of the total marks of the 12 th grade students displays a long left tail, reflecting the fact that many students have low total marks. School size and class size are identified as having a negative effect upon the total examination mark. As the school size increases, so too do classes, but they are not allowed to become too large. The student age has the greatest significant effect on student performance among all the variables, student gender coming second in this ranking. Students who are young for their academic year are performing better than those who are older for the year, and girls perform better than boys. The research concludes that the basic education system in the Sultanate of Oman is in good health but that room for development and improvement does exist.

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Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Bullock, Kathleen M. "Whose learning? : investigations into educational relationships in the classroom." Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432406.

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Bussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology<br>Ph.D.<br>A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.<br>Temple University--Theses

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Mabe, Monika J. "The effects of attachment and alliances within the family on student/teacher relationships and disruptive behavior." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3592.

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This study focuses on the effect that attachment status and negative alliances within the family has on disruptive behavior ratings and on the closeness or conflict a child feels with their teacher and the teacher’s subsequent ratings of the severity of Oppositional Defiant Disorder. Structural equation modeling was used to determine the impact attachment status, alliances within the family, and disruptive behavior had on the closeness or conflict a teacher felt with their student and the subsequent ratings of the child’s oppositional behavior. Negative alliance in the family was not a strong predictor of a child’s disruptive behavior or Oppositional behavior in the classroom. However, the closeness or conflict that a teacher feels with a student was a stronger predictor of a child’s negative behavior. This indicates that when the teacher feels more closeness to the child, the child’s behavior is rated as less disruptive, and as conflict increases, teachers rate the child’s behavior as more disruptive. This study provides further evidence that a child’s behavior is shaped by a multitude of factors throughout their childhood including their attachment with their caregiver in their first years of development, their experience with negative alliances in the family, and their relationship with their teacher.

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Landgraf, Bradley. "Funding Inequity and the Achievement Gap| Statistical Relationships and Administrator Perceptions." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272279.

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<p> The gaps of school funding and student achievement are particularly pronounced in Illinois, raising statewide concerns about the inequity of school funding and the injustice of the achievement gap. While Illinois educators generally recognize the differences in funding levels and achievement levels in Illinois schools, studies to determine the relationships between the two are lacking. This study examines the relationship between per pupil spending and student achievement in Illinois elementary schools. This study also examines the relationship between student achievement and racial composition of the school and between student achievement and poverty level of the school. Additionally, relationships between per pupil spending and racial composition of the school and per pupil spending and poverty level of the school are examined. Finally, this study investigates the perceptions of principals on how funding inequity in their school affects student achievement.</p>

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Jones, Martin Heywood. "Striving towards success peer group relationships and ninth graders' self-regulated learning /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274265.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2810. Adviser: Joyce M. Alexander. Title from dissertation home page (viewed April 8, 2008).

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Books on the topic "Educational relationships"

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Gandz, Jeffrey. Changing relationships in educational bargaining. Education Relations Commission, 1986.

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Educational relationships: A study in midwifery. Nursing Praxis International, 2004.

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Arora, Sharad Raj. Sibling relationships: Psychological and educational implications. Commonwealth Publishers, 1989.

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Sanga, Kabini. Re-thinking aid relationships in Pacific education. He Pārekereke, Institute for Research and Development in Māori and Pacific Education, Victoria University, 2005.

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Weissglass, Julian. Ripples of hope: Building relationships for educational change. Center for Educational Change in Mathematics and Science, University of California, 1998.

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Strom, Paris. Adult learning and relationships. Information Age Pub., 2011.

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The impact of technology on relationships in educational settings. Routledge, 2012.

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Turner, Jennifer. High school reform: Focusing on rigor, relevance, and relationships. Educational Research Service, 2005.

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Sparks, Dennis. Leading for results: Transforming teaching, learning, and relationships in schools. Corwin Press, 2005.

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Leading for results: Transforming teaching, learning, and relationships in schools. 2nd ed. Corwin Press, a Sage Publications Co., 2007.

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Book chapters on the topic "Educational relationships"

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McNaughton, Marie-Jeanne. "Relationships in Educational Drama." In Key Concepts in Theatre/Drama Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-332-7_20.

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Mabunda, Pinkie Louisa, and Veronica McKay. "Educational Curriculum and Multispecies Relations." In From Polarisation to Multispecies Relationships. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6884-2_16.

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Griffin, Des. "Early Childhood: A World of Relationships." In Explorations of Educational Purpose. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01994-9_5.

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Griffiths, Morwenna. "Educational Relationships: Rousseau, Wollstonecraft and Social Justice." In Re-Imagining Relationships in Education. John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118944707.ch11.

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Šimko, Marián, and Mária Bieliková. "Discovering Hierarchical Relationships in Educational Content." In Advances in Web-Based Learning - ICWL 2012. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33642-3_14.

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Lyons, Claire W., and Ann Higgins. "The Role of Emotions and Interpersonal Relationships in Educational Reform." In Interpersonal Relationships in Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_8.

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Cots, Josep Maria, and Josep Maria Díaz. "Constructing Social Relationships and Linguistic Knowledge through Non-Native-Speaking Teacher Talk." In Educational Linguistics. Springer US, 2005. http://dx.doi.org/10.1007/0-387-24565-0_6.

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Cole, David R. "Building Relationships Through Deleuzian Teaching and Learning Practice and Affect." In Educational Life-Forms. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-612-0_6.

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Ishimaru, Ann M. "Educational and Community Leadership." In The Wiley Handbook of Family, School, and Community Relationships in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch23.

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Lomos, Catalina. "The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_4.

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AbstractVarious empirical studies have established the positive relationship between teacher professional community (PC) and participative decision-making (PDM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relationship using data from 35,000 secondary teachers in 22 European countries. Taking an exploratory approach, the study investigates the relationship between the presence of PC and the school actors involved in PDM. We are particularly interested in the level of active participation in decision-making by teachers, the school governor or counsellor, and by students, and the relative presence of PC. We find this relationship to be significant and positive, but varying in strength according to the actors involved in decision-making. Furthermore, the relationship is stronger across all countries studied when teachers are significantly involved in decision-making as opposed to when school counsellors or governors are more involved. Regarding student involvement in decision-making, its relationship with PC proved stronger when students could influence school rules or help choose teaching and learning materials. The relationships measured and compared across countries were tested for robustness by applying a test for measurement invariance of the PC latent concept and discussing its implications for the relationships of interest. After other relevant robustness checks, we conclude that, across all European countries studied, there is a positive relationship between PC and PDM in schools, with the involvement of some actors in PDM being more indicative of the presence of PC than the involvement of others.

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Conference papers on the topic "Educational relationships"

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Flekačová, Lucie, Monika Smolíková, and Dita Finková. "SELECTED ASPECTS IN EDUCATIONAL RELATIONSHIPS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end107.

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Aguilar, Diego Alonso Gómez, Roberto Therón, and Francisco García Peñalvo. "Understanding Educational Relationships in Moodle with ViMoodle." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.276.

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Randjelovic, Danijela, Jelisaveta Todorovic, and Miljana Spasic Snele. "PARENTAL EDUCATIONAL STYLES AS PREDICTORS OF PERFECTIONISM AND QUALITY OF SIBLING RELATIONSHIPS AMONG STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact040.

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"The main objective of this study was to examine the relationship between parental educational styles, perfectionism in children, and the quality of adult sibling relationships. Additionally, the goal is to determine whether parental educational styles represent a significant predictor of perfectionism and quality of relationship between adults. The research was conducted on a sample of 200 respondents, students of the Faculty of Philosophy, the Faculty of Economics and the Faculty of Sciences and Mathematics in Niš. EMBU questionnaires were used to examine the parental educational styles, the Multidimensional Perfectionism Scale (MPS), and the KOBS Questionnaire on the quality of relationships with siblings in adulthood. The starting hypotheses have been partially confirmed and new questions have been raised about these constructs and their relationship. Statistically significant predictors of different aspects of perfectionism that were measured were a) significant predictors for the aspect of Parental Expectations were the following parental educational styles Overprotective mother (?=0.375, p=0.003) and Father’s Favoritism (?=-0.186, p=0.035), b) a significant predictor for the aspect of Organization was the following educational style Mother’s Emotional Warmth (?=0.335, p=0.031); c) significant predictors for Parental Criticism were the following educational styles Father’s Rejection (?=0.254, p=0.009) and Mother’s Emotional Warmth (?= -0.437, p=0.000), d) the significant predictor of Personal Standards was Overprotective mother (?= 0.307; p=0.042), e) significant predictors for Concern over Mistakes, were the following educational styles Parental Inconsistency (?=0.160; p=0.048) and Mother’s Emotional Warmth (?= -0.308, p=0.027), f) significant predictors of Doubts about Actions were the following educational styles, Parental Inconsistency (?=0.235, p=0.007), Overprotective mother (?= 0.304, p=0.035) and Mother’s Favoritism (?=0.222, p=0.028). When it comes to the quality of relationship between brothers and sisters, parental educational styles are also significant predictors of various aspects of those relationships. We are pointing out the most important results. Statistically significant predictors of the subscale Competition between siblings were the educational styles Father’s Rejection (?=0.469, p=0.000), Mother’s Favoritism (?=0.475, p=0.000), Father’s Favoritism (?=-0.196, p=0.029), and Mother’s Emotional Warmth (?=-0.313, p=0.019). Statistically significant predictors for the subscale Closeness or Warmth between siblings were the following educational styles Mother’s Rejection (?=-0.456, p=0.006) and Father’s Emotional Warmth (?=0.391, p=0.002). Statistically significant predictors for subscale the Conflict between siblings were the following educational styles Father’s Rejection (?=0.355, p=0.003) and Mother’s Favoritism (?=0.337, p=0.000). These results show that both rejection and favoritism by the parents contribute to the development of less desired relationships between siblings. Overprotective parents, inconsistency and favoritism of a child contribute to less desired aspects of perfectionism. Additional analysis of connection between perfectionism and relationship between siblings revealed that the less desired aspects of perfectionism are connected with bad relationships between siblings. The only exception is the aspect of Organization as it is connected with emotional and instrumental support, familiarity, closeness and admiration between siblings."

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Karalash, Maria, and Ulrike Baumol. "Stakeholder Relationships within Educational Ecosystems – a Literature Review." In 32nd Bled eConference Humanizing Technology for a Sustainable Society, June 16 – 19, 2019, Bled, Slovenia. Univresity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-280-0.7.

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Pacholík, Viktor, and Martina Nedelova. "Support of Social Relationships in Children’s Groups by means of Physical Activities." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.46.

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Romero-Iribas, Ana. "Could We Think About Friendship Relationships Without Emotions? The Other-Oriented Emotions." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.2.

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Shakirova, Liliana Rafikovna, Marina Viktorovna Falileeva, Alexander Vitalevich Kirillovich, Evgeny Konstantinovich Lipachev, Olga Avenirovna Nevzorova, and Vladimir Nikolaevich Nevzorov. "OntoMath^Edu – Educational Mathematical Ontology: Structure and Relationships." In 21th Scientific Conference “Scientific Services & Internet – 2019”. Keldysh Institute of Applied Mathematics, 2019. http://dx.doi.org/10.20948/abrau-2019-84.

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Toto, G. A. "THE EFFECTS OF EDUCATIONAL TECHNOLOGY ON SOCIAL RELATIONSHIPS AND LEARNING." In III International Conference on Eurasian scientific development: new methods and solutions. Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/iii-conf-eurasia-pp-3-19-23.

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Huang, Xiaoqing, Qi Liu, Chao Wang, et al. "Constructing Educational Concept Maps with Multiple Relationships from Multi-Source Data." In 2019 IEEE International Conference on Data Mining (ICDM). IEEE, 2019. http://dx.doi.org/10.1109/icdm.2019.00132.

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Tsai, Pei-Shan. "The Relationships Among Students' Online Argumentation Processes, Information Searching Behaviors and Achievements." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00019.

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Reports on the topic "Educational relationships"

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Godinet, Nancy. Special education labeling relationships with learning disabled student self-concept. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.792.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8986.

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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.

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Cory, Charles H., Paul P. Foley, and Stephanie Booth-Kewley. Relationship of Mental and Educational Levels of Navy Male Enlisted Personnel to Job Outcome Criteria. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada383974.

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Bartik, Timothy J., and Brad Hershbein. Degrees of Poverty: The Relationship between Family Income Background and the Returns to Education. W.E. Upjohn Institute, 2018. http://dx.doi.org/10.17848/wp18-284.

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Rossman, Daniel, Meagan Wilson, Rayane Alamuddin, Julia Karon, Jenna Joo, and Catharine Bond Hill. Measuring a Liberal Education and its Relationship with Labor Market Outcomes: An Exploratory Analysis. Ithaka S+R, 2020. http://dx.doi.org/10.18665/sr.313872.

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Crawford, Claire, and Ellen Greaves. A comparison of commonly used socio-economic indicators: their relationship to educational disadvantage and relevance to Teach First. Institute for Fiscal Studies, 2013. http://dx.doi.org/10.1920/re.ifs.2013.0079.

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Tofaris, Elizabeth, ed. ESRC-FCDO Research for Policy and Practice: Education Accountability Relationships Between Schools, Communities, and Government in India. REAL Centre, University of Cambridge and The Impact Initiative, 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii353.

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.

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Barcellos, Silvia, Leandro Carvalho, and Patrick Turley. The Effect of Education on the Relationship between Genetics, Early-Life Disadvantages, and Later-Life SES. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28750.

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