Relevant bibliographies by topics / Founder of school

Contents

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

Academic literature on the topic 'Founder of school'

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

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Journal articles on the topic "Founder of school"

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Sadovnik, Alan R., Susan F. Semel, Ryan W. Coughlan, Bruce Kanze, and Alia R. Tyner-Mullings. "PROGRESSIVE EDUCATION IN THE 21ST CENTURY: THE ENDURING INFLUENCE OF JOHN DEWEY." Journal of the Gilded Age and Progressive Era 16, no. 4 (2017): 515–30. http://dx.doi.org/10.1017/s1537781417000378.

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This essay examines three schools in New York City—the City and Country School founded in 1914—and two founded in 1974 and 1984—Central Park East Elementary School 1 and Central Park East Secondary School—with respect to how they reflected Deweyan pedagogic practices and Dewey's belief in democratic education.1 It analyzes whether such pedagogic practices can be maintained over time. City and Country, founded by Caroline Pratt, reflected many of Dewey's ideas and remains true to its founder's vision today. CPE 1 founded by Deborah Meier with five teachers reflected the progressive ideas of its founder, many of which were consistent with Deweyan philosophy. It remains progressive although there have been recent attempts to make it more traditional. CPESS, founded by Deborah Meier, reflected both Deweyan philosophy and the ideas of Theodore Sizer. After Meier left in the 1990s, the school became less progressive and eventually was closed and then reopened as a traditional high school. These histories indicate that Dewey's work on education was at the core of all of these schools’ philosophies and practices. Although there have been uneven successes in keeping Dewey's progressive practices alive, they demonstrate that Dewey's work is relevant and is being practiced today.
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Dimitrijevic, Brana. "Dr. Svetozar Markovic: The founder of the school hygiene in Serbia." Archive of Oncology 18, no. 4 (2010): 120–22. http://dx.doi.org/10.2298/aoo1004120d.

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Dr. Svetozar Markovic (1860-1916) graduated from the Medical School in Paris, France (1894) and was the founder of the schools hygiene in Serbia. He founded the Society for School Hygiene and People's Enlightenment (1906); he also established the Svetlost (1908), a periodical that was regularly published for six years, until the beginning of the World War I (1914). He was involved in introducing high standards in schools based on medical science, with a purpose of maintaining, and not ruining the health of students. He was a pioneer in this field of work.
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Gejdoš, Miroslav. "OUTLINE OF EDUCATION IN ŽILINA." International Journal of Legal Studies ( IJOLS ) 9, no. 1 (2021): 215–25. http://dx.doi.org/10.5604/01.3001.0015.2294.

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In the article, the author gives an outline of education in Žilina since the 14th century. The city of Žilina is the founder of kindergartens, primary schools and primary schools with kindergar-tens, the Spektrum Leisure Centre and the Pivovarská 1 Leisure Centre, school service centres, and 3 primary art schools. The largest art school is the Ladislav Árvay Elementary School of Art, founded in 1927. The author maps the development of education and the character of educa-tion after the revolutionary year of 1989.
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O’Brien, Thomas V. "Perils of Accommodation: The Case of Joseph W. Holley." American Educational Research Journal 44, no. 4 (2007): 806–52. http://dx.doi.org/10.3102/0002831207308646.

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This study examines accommodationism, a tactic of racial uplift used by black school founders and teachers in the Jim Crow South. For founders, accommodationism was a dangerous process of collaboration, resistance, and compromise. The subject under study is Joseph Winthrop Holley. Born in South Carolina, Holley studied in the North at Phillips Academy and Lincoln University. Despite a liberal education, Holley returned to the South and founded a Bible and industrial school. Holley was the most conservative founder of his day. His life and work take us beyond the Washington–Du Bois paradigm and help to clarify the work and meaning of accommodationism. The study also evaluates the degree to which conservative forms of schooling became a means for social control.
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Ismagilov, Maksum F., and Nail K. Amirov. "V.M.Bekhterev and the Kazan Neurological School." Neurology Bulletin XXIX, no. 1-2 (1997): 5–13. http://dx.doi.org/10.17816/nb79860.

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The outstanding role in development of home and the world neurology by professor V.M. Bekhterev, having founded the basis of the modem integrative science of the nervous system is shown. The purpose of this work is to awake interest of the medical society to the personality of V.M. Bekhterev, a founder of the Kazan neurological school, a scientist and a doctor, to his works of the Kazan period of his activity.
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Warren, James. "Epicurus' dying wishes." Proceedings of the Cambridge Philological Society 47 (2001): 23–46. http://dx.doi.org/10.1017/s0068673500000687.

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It is now a recognised phenomenon in the study of ancient philosophy – especially of the Hellenistic period – that the various philosophical schools disseminated or fabricated stories about the life of their chosen founder which were supposed to embody the theories – especially the ethical theories – to which that school subscribed. This may be termed ‘biodoxography’: the presentation and manipulation of purportedly biographical anecdotes in order to illustrate a particular philosophical stance. This biodoxography could be used for various and sometimes conflicting ends. While a particular philosophical school might attempt to publicise and embody in the image of its founder what it thought was an attractive model for living, opponents of that school were encouraged by this very biodoxographical practice to scrutinise the details of a chosen figure-head's conduct in order to produce possible conflicts with the proposed doctrine. The greater the emphasis laid on the founder's life as a model and paradigm of a particular philosophy, the greater the profit in finding some contradiction between his behaviour and the doctrine of the school.
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Latief, Hilman, Anidah Robani, Mohd Fauzi Kamarudin, and Rozikan Rozikan. "Becoming the State-Funded Madrasah or Retaining Autonomy: The Case of Two Madrasahs in Kelantan." QIJIS (Qudus International Journal of Islamic Studies) 9, no. 1 (2021): 1. http://dx.doi.org/10.21043/qijis.v9i1.7620.

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<p>Malaysia witnessed the rise of Islamic education more than a century ago, partly evidenced by the establishment of traditional Islamic education institutions called pondok or madrasah. Starting in the nineteenth century, Islamic pondok schools spread in Malaysia, founded by ‘ulama (Islamic scholars) who gained financial support from the community. As time went by, many pondok, previously supported by civil society, began to face financial difficulties because of the changing political landscape, economic situation, the death of their founders, and changes in government policy. This paper investigates the experiences of two madrasahs in the state of Kelantan in Malaysia and the strategies they have adopted to resolve their financial issues. This paper argues decisions and strategies regarding financing were influenced by several factors, including the degree of attachment felt by the current asatidz (teachers) to the history of their pondok, their desire to preserve the legacy of the madrasah founder, and the level of economic pressure they experienced. The primary choice was between relinquishing ownership to the state by becoming a state (funded) school or remaining a self-governed school with limited access to state funds. </p>
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Hutagalung, Ahmad Ichsan Yafi, and Bayu Suratman. "Peran Pendiri Sekolah dalam Mengembangkan Kinerja Guru di KB Fun Islamic School Suronegaran Purworejo." Southeast Asian Journal of Islamic Education 2, no. 1 (2019): 33–50. http://dx.doi.org/10.21093/sajie.v2i1.1764.

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This research describes the role of school founders in developing teacher perpformance at KB Fun Islamic School Suronegaran Purworejo. The purpose of this article is to determine the role of the founder of the KB Fun Islamic School Suronegaran Purworejo in developing teacher assignments. This article was written using the quality method with a descriptive approach based on observations and interviews with school Suronegaran Purworejo. Based on research conducted developing teacher performance conducted by school founders through as a motivator, conducting evaluations, and providing training to tachers such as “GURAME” training or seminars and teachers are also given the oppurtunity to do internships at other PAUD institutions. Thus, adding to the experience of the teacher both in learning planning, implementation, and the success of learning achievement in KB Fun Islamic School.
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MacEachren, Zabe. "The Canadian Forest School Movement." LEARNing Landscapes 7, no. 1 (2013): 219–33. http://dx.doi.org/10.36510/learnland.v7i1.639.

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This article documents the rationale and benefits of Forest Schools, while also describing why the organization Forest School Canada was formed. It is based on interviews with two people: Heather Andrachuk, a new teacher in a forest school, and Marlene Powers, a founder of two forest schools and the executive director of Forest School Canada. Narrations from these two women are used to describe the ethos and the pedagogy that results from working within Forest Schools and the origins of Forest School Canada (2013). It also briefly outlines the way Forest Schools serve as an approach to environmental education for early childhood through the development of a sense of attachment to nature.
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Laici, Chiara, and Lorenza Orlandini. "“Avanguardie Educative”: paths of innovation for schools." Research on Education and Media 8, no. 1 (2016): 53–61. http://dx.doi.org/10.1515/rem-2016-0007.

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Abstract This article presents “Avanguardie Educative” (http://avanguardieeducative.indire.it/), a cultural movement founded to gather the most significant experiences of organizational and educational innovation in Italian schools and encourage transformation of the traditional lecture-based school model. With the aim of supporting an innovation process that has emerged from bottom -up reasoning, INDIRE (National Institute for Documentation, Innovation and Educational Research) and 22 founder member schools (advanced schools) have produced a manifesto based on seven pillars that inspired the “Gallery of 12 Ideas” -experiences of innovation re-elaborated by researchers based on experience gained in certain Italian schools, which, some time ago, began to gradually change the organization, school time and space for teaching in ways that would encourage pupils to take an active role in teaching -learning processes. The Avanguardie Educative movement currently includes 416 schools that are trying out the ideas, with support from the advanced schools and INDIRE, aided by a blended coaching process designed to build a professional community of practice.
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Dissertations / Theses on the topic "Founder of school"

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Cheng, Hong Hocking. "Faculty as founder? : an examination of faculty's role in biomedical start-ups." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33079.

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Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.<br>Includes bibliographical references (leaves 56-57).<br>Executive Summary: In this thesis, I examine faculty inventors' involvement in university spin-off firms formed to commercialize their inventions. In particular, I analyze the association between a faculty inventor's various roles in commercializing his/her invention and the performance of the ensuing fledging ventures. The study is based on a group of spin-off firms from MIT in the biomedical/life science sector between 1976 and 2003. Structured questionnaires were distributed to the 110 faculty inventors identified by the technology licensing office (TLO) in April 2005, yielding 31 valid responses covering 60 companies.<br>by Hong Hocking Cheng.<br>S.M.
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Ho, Eliza. "From xin guohua (new national painting) to the founder of the Lingnan School : transformation of the representations of Gao Jianfu and his art by a regional discourse." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1232554641.

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Oh, Sang Jin. "A study of the foundry industry dynamics/." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59145.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 76-79).<br>In the process of industrial evolution, it is a general tendency that companies which specialize in a specific value chain have emerged. These companies should construct a business eco-system based on their own platform to compete successfully with vertically integrated companies and other specialized companies. They continue to sustain their competitive advantage only when they share their ability to create value with other eco-system partners. The thesis analyzes the dynamics of the foundry industry. Through the top-down approach (how the semiconductor industry trends have influenced the foundry industry), the foundry market size is expected to grow continuously as the semiconductor industry becomes more horizontal due to exponential increase in IC manufacturing/design cost and focusing strategy on design or manufacturing capabilities. In addition, the bottom-up approach (how companies in the foundry industry compete with each other) indicated that previous key success factors such as time to market, economies of scale and learning curve effect are not necessary conditions any more in this industry. Rather, the success of a foundry company is mainly driven by successful management of eco-system partners based on leading process platform. However, sustainability of platform leadership in the foundry industry can always be threaten by continuous innovation in a technology driven industry, hold-up problem with eco-system partners and change of regulations. These factors are expected to make the foundry industry extremely dynamic despite first mover advantages.<br>by Sang Jin Oh.<br>S.M.
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黃偉 and Wai Wong. "Expections for a newborn dargon: a case studyin a newly founded 'through train' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962634.

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Wong, Wai. "Expections for a newborn dargon a case study in a newly founded 'through train' school /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501029.

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Reddy, Linda A. "The prevalence of aggressive and disruptive behaviors found in elementary school children." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277245.

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An epidemiological survey of the frequency and severity of aggressive and disruptive behaviors found in elementary school classrooms was conducted. One hundred and forty regular education and special education teachers from the area surrounding Tucson, Arizona rated 12 classroom behavior problems for 3,135 male and female, Anglo and Hispanic students. Teachers' ratings were found to differ according to student ethnicity and gender. Anglos were rated as displaying more severe behavior problems in the classroom than Hispanics and males were rated as displaying more severe behavior problems than females. Consistent with these findings, different factor structures were identified for teacher ratings of male and female, and Anglo and Hispanic students. Implications of these findings for educators, administrators, and school psychologists are discussed.
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Jeffreys, Edward D. "Factors found when integrating computer technology in a small rural school district." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1407.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains xi, 99 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 81-91).
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Beck, Albert R. "An examination and analysis of the providentialism found in Christian school history textbooks." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Njie, Astou. "Entrepreneurial learning in Swedish secondary schools : The new-found game plan." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39235.

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TOLEDO, MARIA LEONOR PIO BORGES DE. "BETWEEN THE EXPOSED AND THE HIDDEN, MARKS AND VESTIGES FOUND IN CHILDHOOD EDUCATION SCHOOLS YARDS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23390@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>A tese trata dos pátios de escolas de Educação Infantil da rede pública de oito municípios do Estado do Rio de Janeiro. Analisa estes espaços considerando não apenas o aparente e o exposto de suas características físicas, mas também os vestígios que falam de quem circula e como circula por esses espaços. A estratégia metodológica, sustentada no diálogo com Walter Benjamin, foi a criação de uma coleção de fotografias dos pátios. Tomando a singularidade como possibilidade de compreensão da totalidade, as fotos evidenciam a situação da Educação Infantil no Estado do Rio de Janeiro. O primeiro capítulo traça o contorno do objeto de pesquisa: rememora as conquistas da Educação infantil nos últimos quinze anos, apresenta a atual situação da Educação Infantil no Estado do Rio de Janeiro e traz a discussão sobre a implicação dos espaços escolares nas relações entre crianças e entre crianças e adultos. Por fim, problematiza as práticas pedagógicas e concepções de conhecimento e de infância que opõem os espaços interno e externo. O segundo capítulo descreve a metodologia da pesquisa e discute o uso de fotografias como recurso metodológico. O terceiro capítulo apresenta, em seus contextos, as nove escolas que compõem o campo/coleção. O quarto capítulo desvincula as escolas de seus contextos e, tomando as escolas como peças da coleção, delineia aspectos de aproximação e distanciamento entre os pátios e os documentos orientadores da Educação Infantil. O capítulo 5 traz as conclusões, que apontam a precariedade das escolas de Educação Infantil e a necessidade da tomada de ações nos âmbitos da gestão municipal, da formação e supervisão de professores.<br>The thesis is about the courtyards of Early Childhood Education public schools, from eight cities in Rio de Janeiro State. It analyzes these spaces considering not only the apparent and exposed by their physical characteristics, but also the traces that reveals who circulates in these spaces. In dialogue with Walter Benjamin, the methodological strategy was to create a collection of photographs of the courtyards. Taking singularity as possibility to comprehend totality, the photos show the situation of Rio de Janeiro´s Early Childhood Education. The first chapter draws the study object: remember the achievements of Early Childhood Education in the last fifteen years, presents the current situation of Early Childhood Education in the State of Rio de Janeiro and discuss the impact of school spaces in the relationships between children and between children and adults. Finally, reflects about pedagogical practices and conceptions of knowledge and childhood, opposing inner and outer spaces. The second chapter describes the research methodology and discusses the use of photographs as a methodological resource. The third chapter presents, in their contexts, the nine schools that composes the thesis field / collection. The fourth chapter, taking schools as pieces, outlines aspects of closeness and distance between the courtyards and guiding documents of Early Childhood Education. Chapter 5 brings the conclusions, pointing the bad conditions of Early Childhood Schools and the necessity of taking action in three areas: municipal management and teacher´s training and supervision.
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Books on the topic "Founder of school"

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Founded on the rock, Jesus Christ: Autobiography of the co-founder and history of the renowned Savannah Christian Preparatory School. Bonaventture Books, 2007.

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Harris, J. Henry. Robert Raikes: The founder of Sunday school 1780 : the story of how Sunday school began. Pleasant Word, 2008.

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Harris, J. Henry. Robert Raikes: The founder of Sunday school 1780 : the story of how Sunday school began. Pleasant Word, 2008.

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Ann Trevenen Jenkin (Appendix A: Emily Trevenen), ed. The Unknown Founder: The story of Helston Grammar School from 1550-1972. Kelynen, 1996.

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The social gospel of E. Nicholas Comfort: Founder of the Oklahoma School of Religion. University of Oklahoma Press, 1997.

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Undaunted faith--: The life story of Jennie Dean : missionary, teacher, crusader, builder, founder of the Manassas Industrial School. Manassas Museum, 1994.

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Gottlieb, Leon S. Gold-mining surgeon: Hugh Huger Toland, M.D., founder of the University of California, San Francisco, School of Medicine. Sunflower University Press, 1985.

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Anna, Watkins, and Georgetown University. School of Foreign Service., eds. Footnotes to history: Selected speeches and writing of Edmund A. Walsh, S.J., founder of the School of Foreign Service. Georgetown University Press, 1990.

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Stand for the best: What I learned after leaving my job as CEO of H&R Block to become a teacher and founder of an inner city charter school. Jossey-Bass, A Wiley Imprint, 2008.

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Augustin, Palát, ed. Jaroslav Průšek, 1906-1980: Prameny k životu a dílu zakladatele pražské sinologické školy = Jaroslav Průšek, 1906-1980 : sources on the life and work of the founder of the Prague School of Sinology. Masarykův ústav a Archiv AV ČR, 2011.

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Book chapters on the topic "Founder of school"

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Krabbe, Jacob Jan. "Schmoller, Founder of the “Younger” Historical School." In Historicism and Organicism in Economics: The Evolution of Thought. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1689-0_7.

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Skowron, Andrzej, Mihir Kr Chakraborty, Jerzy Grzymała-Busse, et al. "Professor Zdzisław Pawlak (1926-2006): Founder of the Polish School of Artificial Intelligence." In Rough Sets and Intelligent Systems - Professor Zdzisław Pawlak in Memoriam. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30344-9_1.

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Butler, William E. "Teaching Law and Semiotic Sensitivity In the Life and Career of John Reed, Founder of the Dickinson School of Law." In The Semiotics of Law in Legal Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1341-3_5.

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Kotov, Evgeny, Anaid Nazarova, and Sergey Vorotnikov. "The Founder of Russian School of a Robotics (to the 100 Anniversary Since the Birth of Academician E. P. Popov)." In Advances on Theory and Practice of Robots and Manipulators. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07058-2_58.

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Davidson, Mary R. "An Aesthete in the Foundry: Henry Green’s Living." In Writers of the Old School. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-11827-4_3.

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Hoskins, Bryony, Lihong Huang, and Cecilia Arensmeier. "Socioeconomic Inequalities in Civic Learning in Nordic Schools: Identifying the Potential of In-School Civic Participation for Disadvantaged Students." In IEA Research for Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66788-7_5.

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AbstractThis chapter provides an analysis of the complex role of Nordic schools in both enhancing and reducing socioeconomic inequalities in civic competences. A multilevel analysis method was used to examine the IEA International Civic and Citizenship Education Study (ICCS) 2009 and 2016 data of all four Nordic countries. The results show that unequal access to civic learning (in-school civic participation and open classroom climate) exist in all Nordic countries. We found differences in access within schools in which students with more advantages experienced greater opportunities to participate. Additionally, we found differences between schools. Those schools that had an intake with a higher proportion of socioeconomically advantaged students tended to provide more civic learning opportunities and open classroom climates. Inequalities in access to civic learning activities manifested itself in different ways in schools across the Nordic countries. There is some evidence that this happens more regularly in Sweden than Finland, though Norway recorded the highest levels of unequal access inside schools, and no Nordic country provides equal access to all the forms of civic learning we studied. At the same time, however, there were forms of civic learning in Nordic schools that were found to reduce socioeconomic inequalities in civic competences. The results showed that when disadvantaged students gained access to civic learning, they mostly appeared to benefit either the same or more from the experience than their more advantaged peers. A unique contribution of this chapter to the field of citizenship education is that we found that in-school civic participation can compensate for a disadvantaged background for developing future electoral participation and civic knowledge in students from disadvantaged backgrounds.
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da Rosa, Sylvia, Marcos Viera, and Juan García-Garland. "A Case of Teaching Practice Founded on a Theoretical Model." In Informatics in Schools. Engaging Learners in Computational Thinking. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63212-0_12.

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Rowe, Jeremy, and Eric Margolis. "On Using Found Object Photographs in School Research." In Visual Research Methods in Educational Research. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137447357_3.

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Allen, Kelly-Ann, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick. "School Belonging: The Importance of Student and Teacher Relationships." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_21.

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AbstractSchool belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensions within higher education, and future directions. Considering the importance of student–teacher relationships towards a student’s sense of school belonging, and the empirical base that points to both short- and long-term outcomes, implications for widespread benefits are possible for schools that prioritize and value positive relationships between staff and students.
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Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.

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AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
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Conference papers on the topic "Founder of school"

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Prikhodko, Viatcheslav, and Tatiana Polyakova. "Adolf Melezinek as the founder of the Klagenfurt School of Engineering Pedagogy." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318230.

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Бабанов, С. А. "75 years since the birth of honored scientist of the Russian Federation, Professor V. V. Kosarev – founder of Samara scientific and pedagogical school of occupational pathologists." In Modern problems of occupational medicine: The all-Russian scientific-practical conference devoted to the 80th anniversary of academician N.H. Amirov. Kazan state medical University; FSBSI “RIOH”, 2019. http://dx.doi.org/10.31089/978-5-6042929-0-7-2019-1-14-17.

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Gencer, Ayşen Hiç, and Özlen Hiç. "A.Smith and the Classical School, K.Marx and the Marxist Socialism, J.M.Keynes and the Keynesian Revolution and the Subsequent Developments." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.01166.

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Adam Smith is known as the founder of economics as a social science and also of economic liberalism (or termed as capitalism after Karl Marx) based on principles of non-intervention and non-protection by the governments to perfectly competitive markets. Over time, economic theory and resulting economic regime evolved: Interventions to improve the welfare of workers; infant-industry argument for limited trade protection; and most importantly, following the 1929 Great Depression, John Maynard Keynes and his macroeconomic system giving rise to less-than-full- employment equilibrium, hence the need for macro-economic level state interventions by means of monetary and fiscal policies. Evidently, liberal economic regime was modified but remained in essence; hence, it proved to be flexible and resilient. On the other hand, Marxist socialism, the doctrinaire challenge to capitalism, had virtually collapsed in the 1990's. The move of even the developing countries towards outward orientation and market economy at the national level is in line with Adam Smith's views; so is the establishment of the European Union and the like at the regional level, as well as the more recent move towards globalisation.
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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, et al. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health
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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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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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von Hellens, Liisa, Kaylene Clayton, Jenine Beekhuyzen, and Sue Nielsen. "Perceptions of ICT Careers in German Schools: An Exploratory Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3348.

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This paper reports on an exploratory investigation of the perceptions of information and communication technology (ICT) as a field of study and work in German secondary schools. A total of 160 students from five secondary schools in Lower Saxony participated in the study in February 2007, and four teachers of the students were interviewed. The investigation is part of the research carried out by the authors within the Griffith University Women in Information Technology (WinIT) project, which has been studying the problem of low female participation since 1995. In this paper we discuss German school students’ (male and female) and their teachers’ views of ICT, its use at school and home, their influences in using technology, and their ideas about working with technology in the future. We drew on the challenges faced and opportunities available to teachers in the study to put this in context. We found that many senior secondary students have not decided what they want to do when they finish school, suggesting that the environment is ripe for them to receive relevant and useful information that may help them to choose to study tertiary ICT courses. By dispelling negative ICT perceptions and allowing students to make an informed choice as to whether to take up a career in ICT, we can hopefully encourage more students into this ever-growing and exciting industry.
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Pan, Yu, Pan Han, Jing Huang, and Haibo Dong. "Effect of Formation Pattern on Schooling Energetics in Fish-Like Swimming." In ASME 2020 Fluids Engineering Division Summer Meeting collocated with the ASME 2020 Heat Transfer Summer Conference and the ASME 2020 18th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/fedsm2020-20316.

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Abstract In the present study, an immerse-boundary-method-based in-house numerical solver is employed to investigate the effects of school pattern on energetics in fish-like swimming. Following Weihsys theory, two-dimensional diamond schools are formed for numerical simulations. The effects of the lateral distance and the longitudinal distance have been investigated to reveal the energetic saving mechanism in a fish school. It is found that the energetic performance in a narrow diamond school (2dy = 0.4) is very different from that in a wide school. In the wide school, the beneficial effect will decay gradually with the increase of longitudinal distance; however, in the narrow school, the variation of the effect is needed to divide into three phases. When the longitudinal spacing is small (2dx = 0.4 ∼ 2), the variation of power efficiency is complex. It increases sharply when 2dx changes from 0.4 to 1.2, then decrease. When the longitudinal distance is larger than two, the variation of energetics in a narrow diamond school has the same trend as that in a wide school. It is because, in the narrow school, the channeling effect is harmful to the energetics of individuals and plays an important role when the longitudinal distance is small. However, the detrimental effect will decay quickly with the increase of the longitudinal distance. Besides, when the longitudinal distance is large (2dx &amp;gt; 3.4), the narrow school shows a better power efficiency than the wide school. It is because, at this time, the fishes at the rear of school are still located at the instructive vortex wake produced by fishes in the front. These findings will give insight on how to form a power-efficient robotic school under water.
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Reports on the topic "Founder of school"

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Gagnon, Douglas, Eleanor Jaffee, and Reeve Kennedy. Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students. University of New Hampshire Libraries, 2016. http://dx.doi.org/10.34051/p/2020.257.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Chen, Liming, David Raitzer, Rana Hasan, Rouselle Lavado, and Orlee Velarde. What Works to Control COVID-19? Econometric Analysis of a Cross-Country Panel. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200354-2.

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The paper examines the effects of nonpharmaceutical interventions on transmission of the novel coronavirus disease (COVID-19) as captured by its reproduction rate 𝑅t. Using cross-country panel data, the paper finds that while lockdown measures have strong effects on 𝑅t, gathering bans appear to be more effective than workplace and school closures. Ramping up the testing and tracing of COVID-19 cases is found to be especially effective in controlling the spread of the disease where there is greater coverage of paid sick leave benefits. Workplace and school closures are found to have large negative effects on gross domestic product compared with other measures, suggesting that a more targeted approach can be taken to keep the epidemic controlled at lower cost.
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Busso, Matías, Juan Pablo Chauvin, and Nicolás Herrera L. Rural-Urban Migration at High Urbanization Levels. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002904.

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This study assesses the empirical relevance of the Harris-Todaro model at high levels of urbanization a feature that characterizes an increasing number of developing countries, which were largely rural when the model was created 50 years ago. Using data from Brazil, the paper compares observed and model-based predictions of the equilibrium urban employment rate of 449 cities and the rural regions that are the historic sources of their migrant populations. Little support is found in the data for the most basic version of the model. However, extensions that incorporate labor informality and housing markets have much better empirical traction. Harris-Todaro equilibrium relationships are relatively stronger among workers with primary but no high school education, and those relationships are more frequently found under certain conditions: when cities are relatively larger; and when associated rural areas are closer to the magnet city and populated to a greater degree by young adults, who are most likely to migrate.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value &lt; .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Aromi, Daniel, María Paula Bonel, Julian P. Cristia, et al. Research Insights: How Much Has Human Mobility Been Reduced by Social Distancing Policies in Latin America and the Caribbean? Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003135.

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The lockdowns implemented in Latin America and the Caribbean in March 2020 reduced the share of people who travel more than 1 km (about 0.6 miles) per day by 10 percentage points during the 15 days following its implementation. The effects of the lockdowns declined over time: the effect amounted to 12 percentage points during the first week and to 9 percentage points during the second week of the implementation of the lockdowns. In contrast, school closures reduced mobility by only 5 percentage points, and no effects were found for bar and restaurant closures or the cancellation of public events. The results suggest that lockdowns are a tool that can produce reductions in mobility quickly. This is important given the expectation that reduced mobility slows the spread of COVID-19.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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