Dissertations / Theses on the topic 'Multilevel teaching'

The aim of the study was to investigate how teachers of English in secondary schools experience the challenge of adapting their instruction to meet their students’ differences and needs as learners. Its ultimate purpose was to provide useful information for the development of English teaching and learning practices. As a means to achieve this, six active secondary school teachers of English, working at different schools located in Central Sweden, were interviewed. The method used to collect data was semi-structured interviews, rendering the study qualitative in nature. The concrete research questions posed were the following: What attitudes do the English teachers have towards ability grouping? How do the English teachers experience the challenge of instructing students with different needs as learners? The results indicated that there were rather divergent attitudes among the teachers towards ability grouping. Although, most participants could see that ability grouping would be advantageous in the sense that it would facilitate the teaching situation. A one-size-fits-all type of instruction seemed to be employed by most teachers in the study, where “tailoring” was used to adapt instruction. The study concluded that there were some teachers who seemed to face these challenges more effectively than others, which was also visible in the way they perceived their success in doing so.

Development of the Jordan Performance Appraisal System (JPAS) was completed in 1996. This study examined the factor structure of the classroom observation instrument used in the JPAS. Using observed classroom instructional quality ratings of 1220 elementary teachers of Grades 1-6 in the Jordan School District, this study estimated the factor structure of the data and the rater effect on relevant structural parameters. This study also tested for measurement invariance at the within and between levels across teachers of two grade-level groups (a) lower grades: Grades 1-3 and (b) upper grades: Grades 4-6. Factor structure was estimated using complex exploratory factor analysis (EFA) conducted on a subset of the original data. The analysis provided evidence of a three-factor model for the combined groups. The results of multiple confirmatory factor analyses (CFA) conducted using a different subset of the data cross-validated EFA results. Results from multilevel confirmatory factor analysis (MCFA) indicated the three-factor model fit best at both the within and the between levels, and that the intraclass correlation (ICC) was high (.699), indicating significant rater-level variance. Results from a multilevel multigroup confirmatory factor analysis (MLMG-CFA) indicated that the ICC was not significantly different between groups. Results also indicated configural, metric (weak factorial), and scalar (strong factorial) equivalence between groups. This study provided one of the first examples of how to estimate the impact of cluster-level variables such as rater on grouping variables nested at the within level. It provided an example of how to conduct a multilevel multigroup analysis on count data. It also disproved the assumption that counting classroom teaching behaviors was less subjective than using a categorical rating scale. These results will provide substantial information for future developments made to the classroom observation instrument used in the JPAS.

<p>The purpose of this essay is to find out how upper secondary English teachers should work in order to reach the weaker students. I am interested in what has been written about mixed-ability classes, the challenges they present and most of all how teachers of English need to work in such classes to reach all students, especially the weaker ones.</p><p>I have also interviewed three upper secondary teachers about how they work to reach the weaker students in their classes.</p><p>My findings are that, according to the teachers interviewed, the best way to deal with the problem is to bring back ability grouping. The literature I read mostly had negative views on this method and stressed the importance of differentiation and motivation instead. Both the literature and the teachers claimed that a good atmosphere, clear instructions, structure and setting routines were the most important factors when working with mixed ability classes.</p>

This thesis brings together five accepted, and one submitted, articles, along with a seventh in process of completion, all written and revised during a second doctoral candidacy. Quantitative, qualitative and mixed methods were used to delve into student perceptions of their socio-educational realities, regarding the role of curriculum and the influence of different teaching strategies related to the teaching of social studies or teacher training. In some articles, responses concerning the questions proposed within the studies were taken into account in conjuncture with sociodemographic variables, through multilevel modeling. In other studies with smaller sample sizes mixed methods approaches were used. Some articles compare and contrast teacher and student perspectives. Articles are organized into groups of two or three as they correspond to funding bodies and, when relevant, follow a chronological order of publication. Anonymous reviewer feedback is included and discussed in relation to the final article versions.<br>Aquesta tesi com a compendi de publicacions reuneix cinc articles acceptats i un presentat, juntament amb un setè en procés de redacció, tots set escrits i revisats durant la realització d'una segona tesi doctoral. S’han emprat mètodes quantitatius, qualitatius i mixtos per aprofundir en les percepcions de estudiants sobre les seves realitats socioeducatives, pel que fa al paper del currículum i la influència de les diferents estratègies docents relacionades amb l’ensenyament socials de les ciències socials o la formació del professorat. En alguns articles, es van tenir en compte les respostes a les preguntes proposades en els estudis en conjuntura amb variables sociodemogràfiques, mitjançant modelització multinivell. En altres, que conten amb mostres més petites, es van utilitzar mètodes mixtos. Alguns articles comparen i contrasten les perspectives dels professors i dels estudiants. Els articles s’organitzen en grups de dos o tres, ja que aquestes agrupacions corresponen als mateixos organismes de finançament i, quan és rellevant, l’ordre dels articles dins de la tesi segueix un ordre cronològic de publicació. S'inclouen i es posa en context els comentaris dels revisores i revisors anònims en relació amb les versions finals dels articles acceptats.

In recent years, an unstable funding environment for state higher education systems has led to a trend of increasing institutional fiscal autonomy in exchange for reductions in appropriations. With the growing concern that reducing state oversight will result in increased tuition and spending levels, this study was designed to provide a clearer understanding of how fiscal autonomy at public institutions impacts measures important to the state public policy goals of affordability, operating efficiency, and access. To accommodate the diversity and hierarchical structure of public institutions, this study used multilevel modeling techniques to integrate complex, interrelated institution- and state-level data. Institution-level data were provided primarily by the Delta Cost Project and State Higher Education Executive Officers (SHEEO) in the analysis of 395 public four-year institutions across sectors in 43 states. The three dependent variables measured changes in tuition revenue net of institutional grants, education and general spending, and minority student enrollment for academic years ending 2003 through 2009. In addition to other institution- and state-level characteristics and performance measures, explanatory variables included three regulatory or political descriptors: institutional tuition-setting authority, resource control, and state governance structure. Prior to this study, there was little empirical evidence to either support or counter claims that reducing state oversight would lead to increases that could threaten access, particularly for students in low-income and minority populations. This analysis did find evidence of a relationship between tuition-setting authority and institutional outcomes, however, statistical significance varied by outcome measure as well as category of tuition-setting authority. There were also other important factors related to the outcomes including level of appropriations, extent of reliance on state funding, and regional compact affiliation. Although results were mixed, this effort serves as a starting point for future research to help inform state and institutional decision-makers as they search for ways to address funding gaps without sacrificing their public agenda.

Made available in DSpace on 2016-04-28T18:23:48Z (GMT). No. of bitstreams: 1 Lidia Bravo de Souza.pdf: 1509193 bytes, checksum: 590697d98b576728bbc933d1b6add0b4 (MD5) Previous issue date: 2008-06-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation has the main purpose to describe and interpret, under the hermeneutic phenomenological approach, the experience of multilevel knowledge English language classes lived by first year Senior High School teachers and students in a federal institution. It is based on the theoretical postmodern social and cultural history principles having Vygotsky (1929/2001,1935/2003) and Bakhtin (1929/2004) as main postmodern theorists. In considering the social function of teaching English as a second language at public schools, this study is based on Celani (2002,2003,2004) and Moita Lopes (1996,1999,2001,2002,2003,2006). In order to understand the repercussions of culture and exclusion in the school context, this study is based on Sacristán (2002); and also on Souza-e-Silva (2003/2004) and Amigues (2004) to understand the institutional normative prescriptions that influence the teacher s job. Finally, it is supported by Fidalgo (2002), Rabelo (2004) and Zabala (1998) for fundamentals of evaluation in the school context. The data were collected throughout the school year of 2006, during and after English language classes of two different teachers. The participants included one pedagogical assistant, two English language teachers and seventy-one first year Senior High School students. The data included : (a) the transcriptions of audio recordings of semi-structured interviews with the teachers and the pedagogical assistant; (b) open-ended questions sent by e-mail messages to the participant teachers; (c) 18 audio-recorded classes; (d) two open-ended questionnaires answered by the participant students; (e) field notes and class observation notes. Data analysis is based on the thematization recommended by van Manen (1990), and its systematized procedures by Freire (2007). The themes emerged from the thematization were perceived as a universe in three dimensions: the institutional dimension and its prescriptions; the teaching dimension considering the challenges of the teacher as a mediator; and the students´ dimension, in their interactions with the teacher and with other students<br>Esta dissertação tem como objetivo descrever e interpretar, sob o enfoque da abordagem hermenêutico-fenomenológica, a experiência da heterogeneidade de conhecimento em língua inglesa, vivenciada por professores e alunos do primeiro ano do ensino médio em uma escola pública federal. A fundamentação teórica deste trabalho está ancorada: (a) nos princípios sócio-histórico-culturais pós-modernos, tendo como teóricos centrais Vygotsky (1929/2001,1935/2003) e Bakhtin (1929/2004); (b) em Celani (2002,2003,2004) e Moita Lopes (1996,1999, 2001, 2002, 2003, 2006), os quais contribuem com a visão de ensino-aprendizagem de inglês como língua estrangeira na escola pública e sua função social, aliada à uma postura crítica de saber global, respeitando os contextos locais; (c) em Sacristán (2002) para entender os reflexos da cultura e da exclusão no ambiente escolar; (d) e para compreender a influência das prescrições do trabalho do professor e do coletivo de trabalho no ensino, baseia-se nos estudos de Souza-e-Silva (2003/2004) e Amigues (2004). Recorro a Fidalgo (2002), Rabelo (2004) e Zabala (1998) para os fundamentos em avaliação no contexto escolar. Os dados para a pesquisa foram coletados ao longo do ano letivo de 2006 durante e após as aulas de língua inglesa em duas classes de primeiro ano do ensino médio. Participaram desta pesquisa 71 alunos(as), duas professoras de língua inglesa e uma assistente de coordenação. Os registros textuais foram gerados a partir de: (a) transcrições das gravações de entrevistas semi-estrutradas com as professoras, e com a assistente de coordenação; (b) questões semi-abertas enviadas pelo correio eletrônico para as professoras; (c) áudio-gravação e observação de 18 aulas; (d) dois questionários semi-abertos respondidos pelos alunos em sala; (e) registros de campo. A interpretação de dados ocorreu de acordo com o processo de tematização recomendada por van Manen (1990) e sua sistematização por Freire (2007). Os temas identificados delinearam o fenômeno da vivência da heterogeneidade de conhecimento em Língua Inglesa como um universo em três dimensões: a dimensão institucional e suas prescrições; a dimensão docente, quanto aos desafios do professor em sua função mediadora; e a dimensão discente, revelando o aluno na sua interação com o professor e com os outros alunos

Depuis des décennies, toutes les analyses convergent vers l’idée d’une relative inefficacité des systèmes éducatifs d’Afrique subsaharienne. Décrochage, redoublements, effectifs pléthoriques, faible qualité des acquis d’élèves, insuffisance et obsolescence des structures d’accueil, du matériel didactique et des enseignants, dont parfois les niveaux et qualité de formation restent quelque peu incertains, inadaptation des programmes d’enseignement. Bref, tels sont quelques uns des maux qui minent lesdits systèmes et confirment les constats établis par de nombreux rapports. Face à ce constat de faiblesse, les autorités éducatives, soutenues par l’aide internationale se sont mobilisées dans plusieurs pays en vue d’améliorer leurs systèmes respectifs aux plans qualitatif, quantitatif mais aussi d’équité car, il ne faut pas l’oublier, dans ces systèmes, le dimorphisme structurel et contextuel les rend fortement inégalitaires. Devant cette crise, l’une des solutions entrevues, avec effets à court et moyen terme, a consisté à revoir fondamentalement les programmes d’enseignement. Dans ce contexte, l’approche par les compétences qui constitue l’une des grandes évolutions de la recherche éducative de ces trois dernières décennies, a été retenue comme plus apte à répondre aux besoins éducatifs fondamentaux des populations scolarisées. Pour en cerner les contours et en apprécier le bienfondé, une analyse objective des résultats desdites réformes, dont certaines ont débuté depuis 1998 était nécessaire. Ainsi, cette recherche a pour objectif d’évaluer aussi bien la pertinence que le niveau d’efficacité des réformes curriculaires mises en œuvre dans trois pays d’Afrique francophone à savoir : le Bénin, le Gabon et Madagascar. Prenant appui sur les données issues du programme d’analyse des systèmes éducatifs d’Afrique francophone (PASEC) ainsi qu’une enquête ad hoc menée au Gabon, l’étude tente de cerner les déterminants de l’efficacité éducative à partir de l’analyse comparative des performances et d’une étude séquentielle des pratiques d’enseignement. Si les résultats ressortent des transformations réelles du point de vue des pratiques pédagogiques, les indicateurs de performances scolaires restent quant à eux assez décevants. Pour autant, avec les mesures d’accompagnement d’envergure qu’ont initiées les autorités éducatives de certains pays, on peut s’attendre à de bien meilleurs résultats dans le temps<br>For decades, all analyzes converge on the idea of the relative inefficiency of education systems in sub-Saharan Africa. Dropout, repetition, overstaffing, low quality of learning student failure and obsolescence of facilities, teaching materials and teachers, including sometimes the levels and quality of education remain somewhat uncertain, inadequate educational programs. In short, these are some of the ills that plague these systems and confirm the findings made by many reports. Given this weakness finding, educational authorities, supported by international aid mobilized in many countries to improve their systems to qualitatively, but also quantitatively equity because we must not forget in these systems, the structural and contextual dimorphism makes them highly unequal. Faced with this crisis, one of the interviews solutions with short and medium-term effects has been to fundamentally rethink the curriculum. In this context, the competencies approach constitutes one of the major developments in educational research of the past three decades, was selected as most suitable to meet the basic educational needs of school populations. To define its contours and appreciate the merits, an objective analysis of the results of these reforms, some of which began in 1998 was necessary. Thus, this research aims to assess both the relevance that the level of effectiveness of curricular reforms implemented in three Francophone African countries namely: Benin, Gabon and Madagascar. Drawing on data from the educational systems analysis program in Francophone Africa (PASEC) and an ad hoc survey in Gabon, the study attempts to identify the determinants of educational effectiveness from the comparative performance analysis and a sequential study of teaching practices. If the results come out real transformations from the perspective of teaching practices, school performance indicators are in turn quite disappointing. However, with major support measures what initiated the educational authorities in some countries, we can expect much better results in time

Despite problems with methodology and interpretation of results, student evaluations of instruction provide useful data for administrative decisions. This study specified and tested an Hierarchical Linear Model that can be used to ameliorate some of these problems. The study examined the student ratings of 3,689 university courses taught by 260 instructors that were collected over an 11-year period in an education faculty. A longitudinal hierarchical linear model was used to investigate whether individual instructors' scores were stable over time and in a variety of contexts. The model was also used to examine the effects of exogenous course and instructor variables on the scores. Results showed that the effects of the course-level variables class size, course level, percentage offemales in the class and percentage of students taking the course as an elective were significant. Together these variables accounted for approximately 20% of the withininstructor variance and 17% of the between-instructor variance. The effects of the instructorlevel variables rank, sex and number of course taught were not significant, although the sex of the instructor was substantively related to both the average score and the course level. Scores increased significantly over time, but with less reliability. The years of experience of the instructor who taught the course was also significant. The analysis also illustrated the utility of this model for score adjustment and recommendations were made with respect to the use of the scores for summative evaluation.

The assessment of teaching plays an important role within the Italian university. In 1993, the norm 537 / 93 established a national and local university evaluation system having the duty to monitor the productivity of research and of teaching. In accordance with this norm, Italian universities created theirNV (Nucleo di Valutazione) and began to operate in the wide and complex set of assessment activities. This has contributed to the collection of material relating to di ff erent aspects: the evaluation of university research, Students Evaluation of Teaching (SET), the analysis of student career by the universities. The presence of a rating system has encouraged the formalization of “quality procedures” that are based on an internal and an external activity. The former refers to the process of maintaining and improving the quality,the latter to periodic quality assessment. A meaningful assessment,internal or external, requires the collection of points of view of those who participate in an important way to the training process. So it is necessary to take into account not only the opinions of professional trainers (teachers at various levels and roles) but also students’ opinions. The SET takes into account students’ opinions through an evaluation form (questionnaire): this contains a set of compulsory items for all universities and it is structured in sections concerning several aspects of university courses (teaching,management aspects, class facilities, etc...) The main purpose of this study is to measure the concept of quality of teaching in the opinion of students at the University of Palermo. This concept is considered a latent variable that cannot be directly observable and measurable. In order to measure the latent variable the construct needs to be operationalized in terms of a certain number of dimensions, which are measured through a set of indirect variables or a battery of items. In the psychometrical and psychological literature, multi-item Likert type scales are the main tools for measuring an underlying theoretical concept, which is not directly observable. So we can assess the quality of university courses obtaining an approximation of the true measure by indirect measurements provided by students’ ratings. Rating is an indicator of the level of the specific attribute that it is supposed to be measured by that item. Obviously, it is necessary to emphasize that the result depends on subjective factors, since each student is influenced by his / her own needs and expectations, which on the other hand depend on the di ff erent cultural backgrounds and the di ff erent socio-economic conditions. Apart from the methodological nature of the results, we should not forget that the point of view from which the evaluation originates is the opinion of students. So, due to the presence of heterogeneity of the opinions of students, you cannot expect to arrive at a measure of the quality of teaching based on a system of shared values.

博士<br>國立臺南大學<br>教育經營與管理研究所博士班<br>101<br>This dissertation aims to establish multilevel teaching criteria for English textbooks in senior high schools in Taiwan. This research also explores how textbooks can facilitate multilevel teaching by following MTC (Multilevel Teaching Criteria). Face-to-face interviews were conducted with seven high school teachers, as well as with two cram school teachers. Four high school textbook publishers were contacted by both e-mail and phone. The purpose is to determine their opinions concerning MTC and English textbooks. “Help students raise questions of individual interest and find ways to answer or apply them.” is the general criterion of MTC. The specific categories of MTC include Curriculum goals (Motivation and Interaction as two subcategories) and Textual Complexity (comprehensibility and diversity as two dimensions). After elaborating on MTC3, the researcher summarizes publishers’ practices, teachers’ opinions and gives suggestions regarding content development for textbooks: publishers focused their resources on the intermediate or upper-intermediate level, diverse of genes and topics, integration of strategies, language and the contents, and more relevance among tasks. She subsequently comments on other issues related to stakeholders such as reexamining the required vocabulary from Grade One to Grade Twelve, making textbook review more flexible to encourage scaffolding on students’ versions, and facilitate content and language integrated learning by issuing a common theme for the same grade level textbooks of all subjects.

博士<br>國立臺南大學<br>教育學系教育經營與管理碩博士班<br>107<br>The study aims to explore the influence of students’ positive emotions, classroom climate on learning self-efficacy and establish research mode by taking classroom climate as mediating variable and Teacher’s teaching beliefs as moderating variable to understand the influence relation among the variables and the contextual effect . The study objects were teachers and students of public elementary school in Kaohsiung, a small sampling 52 classes, a total of 52 teachers and 1124 students . Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between the class and student. The results found: 1. Students’ positive emotions has positive impact on learrning self-efficacy. 2. Classroom climate has impact on learning self-efficacy. 3. Teacher’s teaching beliefs has impact on learning self-efficacy. 4. Teacher’s teaching beliefs has impact on classroom climate. 5. Teacher’s teaching beliefs will affect the effect of learning self-efficacy through the intermediary of classroom climate. 6. Teacher’s teaching beliefs has moderating effect between students’ positive emotions and learning self-efficacy. Accoring to the the results of the study, the teachers of elementary school should attach importance of students’ positive emotion management, create a good classroom climate, strengthen the teachers' teaching beliefs to facilitate students' learning self-efficacy. Finally, based on the findings, the study can also be taken as a reference for the teachers of elementary schools, student counsellors, school adminstration, education authorities, and the future researchers in the future.

博士<br>國立臺南大學<br>教育學系教育經營與管理碩博士班<br>103<br>The study aims to explore the influence of students’ aesthetics experience, Creative Self-Efficacy on creativity and establish research mode by taking teachers’ creativity teaching as moderating variable, and creativity component theory, creativity system theory and creative self-efficacy as theory basis to understand the influence relation among the variables and the contextual moderating effect of teachers’ creativity teaching. The research subjects are graduation students and advisors in design major of universities and colleges, with 50 groups of graduation teams as the samples composed of 50 advisors and 338 students. Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between the teachers and students. The study firstly sets up an “Aesthetic Experience Scale” including “pleasant sensation to aesthetic”, “aesthetic attitude”, “understanding to aesthetic”, as well as “an experience” before exploring the correlation among the variables. “Creative Self-efficacy Scale” including “creative thinking”, “creative finished products”, contend against negative evaluation”; “Teaching for Creativity” including “promotion of creative intentions“ and “improvement on creativity skills”. In the findings of the research results, the students’ pleasant sensation to aesthetic, an experience and creative thinking have positive effect on creativity. Aesthetic attitude has positive effect on creative thinking. Pleasant sensation to aesthetic has negative effect on creative thinking and creative finished products. Understanding to aesthetic and an experience have positive influence on contend against negative evaluation. Students’ pleasant sensation to aesthetic and an experience can indirectly affect creativity through the mediating effect of creative thinking. The teachers’ promotion of creative intentions has positive effect on students’ pleasant sensation to aesthetic. The teachers’ promotion of creative intentions has negative effect on students’ understanding to aesthetic and an experience. The teachers’ improvement on creativity skills can indirectly affect students’ creative finished product by the mediating effect of aesthetic experience. It can be learned from the research results that aesthetic experience plays a critical role in the creativity research and can be explored before pre variables. In terms of teachers’ creativity teaching, college teachers’ creativity teaching should be put more emphasis on, so as to establish appropriate mode and index for creativity teaching, and to enhance students’ and teachers’ cognition to creativity teaching.

碩士<br>國立臺灣師範大學<br>英語學系<br>97<br>This study aimed to explore two experienced EFL elementary school teachers’ beliefs and classroom practices in teaching large multilevel classes. Three research questions were addressed: (1) What are the teachers’ beliefs and practices toward teaching English in large multilevel classes? (2) What difficulties do the teachers encounter in the process of teaching? (3) What effective classroom teaching strategies are identified by the teachers to maximize students’ learning in large multilevel classes? Various forms of data were collected to enhance the validity of the study namely, questionnaires, interviews, classroom observations, and the researcher’s reflective journals. Findings showed that both teachers insisted on following the Nine-year Integrated Curriculum Guidelines and focused their teaching on the needs of the majority. Though students’ varied English proficiency and other contextual factors hindered the teachers in practicing effective teaching, both teachers were still striving to conduct meaningful communicative activities such as pair work, group work, and multilevel homework. Results of this study highlight the importance of teachers’ beliefs concerning their classroom practices. Besides, several difficulties have been indicated by the teachers in the process of teaching such as classroom management, inadequate teaching materials, and parents’ inappropriate attitude towards students’ learning. Finally, it is believed that successful implementation of effective teaching practices relies on the teachers’ competence and perseverance in balancing their practices between benefiting the majority and facilitating the individual. Pedagogical implications for frontline teachers, parents, school administrators, teacher training programs, and educational authorities are discussed.

碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>107<br>The purpose of this study was to examine the effects of learning interest and teacher’s effective teaching on scientific literacy of Junior High school students. Moreover, the study analyzed the influence of learning interest on student scientific literacy by taking teacher’s effective teaching as moderating variable. The data were obtained from 6,938 students of 213 schools in Taiwan, who participated in the Programme for International Student Assessment (PISA). To clarify the context effect of teacher’s effective teaching on student scientific literacy, and the cross level interaction effect between teacher’s effective teaching and learning interest, A multi-level model was used for data analysis. The results of this study indicated: learning interest as well as teacher’s effective teaching could positively predict student scientific literacy of junior high school. At last, this study presents a discussion on the implications and educational practices, and provides suggestions for future research.

碩士<br>國立臺灣師範大學<br>工業教育學系<br>96<br>This study proposes a teaching performance model for elementary school teachers from the perspective of multilevel self-efficacy. There are four main constructs in the model, namely, in turn, computer self-efficacy, information literacy self-efficacy, information literacy, and teaching performance. The main subjects of this study are the elementary school teachers who took part in the test project for the elementary and middle school teachers hold by the bureau of education belong to the Taoyuan country government in Taiwan. The results of this study are illustrated as below. 1.No difference exists between the male and female or the senior and junior elementary school teachers in the factors of computer self-efficacy, information literacy, and teaching performance. However, in the information literacy self-efficacy, the differences are significant. It illustrates the concept of information literacy self-efficacy is very different from three other constructs. 2.The fit indexes of the teaching performance model proposed by this study are all good. In the proposed model, computer self-efficacy influences information literacy self-efficacy significantly, and both the computer self-efficacy and information literacy self-efficacy influence the information literacy significantly. The information literacy also influences the teaching performance significantly. 3.The opinion for computer self-efficacy and information literacy self-efficacy should be estimated separated, namely, multilevel self-efficacy, was empirically tested and supported by this study. 4.Through analysis, this study supported that the construct of information literacy should be evaluated as a second-order factor. 5.Information literacy plays a important role in the relationship for the influence of computer self-efficacy on teaching performance or information literacy self-efficacy on teaching performance. It demonstrates that the construct of information literacy is not only important for teaching implementation, but also for the further reseach to pay much attention to it.

Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.<br>This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.<br>This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.<br>The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.

這項研究的目的旨在探討香港15歲學生在科學素養上的性別差異及這些差異如何影響男女生在選擇以科學作為升學及職業的動機。<br>本研究的數據取自2006年在本港舉行的香港學生能力國際評估計劃(Programme for International Student Assessment)。該計劃的4645學生樣本取自146所學校，包括：官立、資助及私立學校，以兩階段分層隨機抽樣的方法選取。<br>學生能力國際評估計劃如其他大型國際評估一樣，其評估框架採用多維試題架構。本研究採用配合該試題架構及樣本結構的多維試題功能（MDIF）及多層中介變項（MLM）兩個研究方法，去了解15歲男女學生在科學素養(認知和情感)上的性別差異及這些差異如何影響男女生在選擇以科學作為升學及職業的動機。比較常用的均差t-檢定，MDIF具備提高各次級量尺的精確度特質，因而可以更有效和準確地計算出男女學生在科學素養上的性別差異。MLM則以Eccles (1983) 的成功期望價值理論為學理基礎去分析和了解這些性別差異如何影響男女生在選取與科學相關的升學途徑和擇業的動機。<br>要完成MLM的研究，我們必須先使用單組驗證性因子分析(Single-Group CFA)驗證經濟合作與發展組織(OECD)所建構的六項情意因素，包括：「科學上的自我概念」、「科學的個人價值」、「科學的興趣」、「對科學的喜好」、「學習科學的工具性動機」和「將來工作而學習科學的動機」，以便了解使用這些源自西方社會的情意因素在本土研究的可行性及效度。接着使用本土數據去調整這六項情意因素結構。最後利用多組驗證性因子分析(Multiple-Group CFA)去確定這些因素結構對男女生是否都適用(即測量等同檢驗Measurement Invariance Test)。<br>由單組驗證性因子分析結果得知，六項情意因素，除了要對「科學的興趣」因素作較大幅度的修改外，其他五項因素都具有良好的心理測量特性。而多組驗證性因子分析的結果亦顯示，六項情意因素都能通過測量等同檢驗，亦即這六項因素結構對男女生都適用。<br>研究結果顯示除了「鑑定形成科學議題」能力外，本港15歲的男生在「解釋科學現象」及「科學證」等科學認知層面上優於女生。在科學情意發展上，男生比女生亦有更好的發展，其效應值(effect size)更高於認知層面。<br>MLM的研究結果與Eccles的成功期望價值理論預測結果吻合，也就是說，男女生在面向未來升學選科和擇業動機上呈現明顯的性別差異，而這些差異主要是透過情意因素(中介變項)間接影響男女生的選擇意向。就這些因素而言，女生在選取科學作為未來升學途徑和職業動機明顯地較男生為弱。<br>整體而言，驗證性因子分析結果和MLM的研究結果支持源自西方社會的Eccles成功期望價值理論具備跨文化效度，在香港華人社會的研究結果與西方結果基本吻合。<br>最後，本文作者將根據本研究的結果，向科學教育的工作者、教師、父母、課程發展人員、政策的制定者和考核機構提供一些可行的建議，希望藉此改善香港男女生在科學生涯規劃上的性別差異。<br>The aim of this study is to investigate the effect of gender differences of 15-year-old students on scientific literacy and their impacts on students' motivation to pursue science education and careers (Future-oriented Science Motivation) in Hong Kong.<br>The data for this study was collected from the Program for International Student Assessment in Hong Kong (HKPISA). It was carried out in 2006. A total of 4,645 students were randomly selected from 146 secondary schools including government, aided and private schools by two-stage stratified sampling method for the assessment.<br>HKPISA 2006, like most of other large-scale international assessments, presents its assessment frameworks in multidimensional subscales. To fulfill the requirements of this multidimensional assessment framework, this study deployed new approaches to model and investigate gender differences in cognitive and affective latent traits of scientific literacy by using multidimensional differential item functioning (MDIF) and multilevel mediation (MLM). Compared with mean score difference t-test, MDIF improves the precision of each subscales measure at item level and the gender differences in science performance can be accurately estimated. In the light of Eccles et al (1983) Expectancy-value Model of Achievement-related Choices (Eccles' Model), MLM examines the pattern of gender effects on Future-oriented Science Motivation mediated through cognitive and affective factors.<br>As for MLM investigation, Single-Group Confirmatory Factor Analysis (Single-Group CFA) was used to confirm the applicability and validity of six affective factors which was, originally prepared by OECD. These six factors are Science Self-concept, Personal Value of Science, Interest in Science Learning, Enjoyment of Science Learning, Instrumental Motivation to Learn Science and Future-oriented Science Motivation. Then, Multiple Group CFA was used to verify measurement invariance of these factors across gender groups.<br>The results of Single-Group CFA confirmed that five out of the six affective factors except Interest in Science Learning had strong psychometric properties in the context of Hong Kong. Multiple-group CFA results also confirmed measurement invariance of these factors across gender groups.<br>The findings of this study suggest that 15-year-old school boys consistently outperformed girls in most of the cognitive dimensions except identifying scientific issues. Similarly, boys have higher affective learning outcomes than girls. The effect sizes of gender differences in affective learning outcomes are relatively larger than that of cognitive one.<br>The MLM study reveals that gender effects on Future-oriented Science Motivation mediate through affective factors including Science Self-concept, Enjoyment of Science Learning, Interest in Science Learning, Instrumental Motivation to Learn Science and Personal Value of Science. Girls are significantly affected by the negative impacts of these mediating factors and thus Future-oriented Science Motivation. The MLM results were consistent with the predications by Eccles' Model.<br>Overall, the CFA and MLM results provide strong support for cross-cultural validity of Eccles’ Model. In light of our findings, recommendations to reduce the gender differences in science achievement and Future-oriented Science Motivation are made for science education participants, teachers, parents, curriculum leaders, examination bodies and policy makers.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Wong, Kwan Yin.<br>Thesis (Ed.D.)--Chinese University of Hong Kong, 2012.<br>Includes bibliographical references (leaves 158-182).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstract also in Chinese.<br>ABSTRACT --- p.i<br>ACKNOWLEDGEMENTS --- p.v<br>TABLE OF CONTENTS --- p.vi<br>LIST OF TABLES --- p.xi<br>LIST OF FIGURES --- p.xiii<br>ABBREVIATIONS --- p.xiv<br>Chapter CHAPTER ONE --- INTRODUCTION<br>Chapter 1.1 --- Background of the study --- p.1<br>Chapter 1.1.1 --- Gender-equity in global content of education --- p.2<br>Chapter 1.1.2 --- Gender differences in science performance and affective learning --- p.8<br>Chapter 1.1.3 --- Gender differences in variability of science performance --- p.11<br>Chapter 1.1.4 --- PISA background --- p.13<br>Chapter 1.2 --- Weaknesses of previous gender studies --- p.13<br>Chapter 1.2.1 --- Weaknesses of measurement models based on total score --- p.13<br>Chapter 1.2.2 --- Weaknesses of unidimensional measurement models --- p.14<br>Chapter 1.2.3 --- Strength of multidimensional IRT models --- p.14<br>Chapter 1.2.4 --- Strength of multilevel models --- p.14<br>Chapter 1.3 --- Research questions --- p.16<br>Chapter 1.4 --- Significance of the study --- p.17<br>Chapter 1.4.1 --- For gender-equity educational policies in Hong Kong --- p.17<br>Chapter 1.4.2 --- For local economic growth --- p.18<br>Chapter 1.4.3 --- For gender-inclusive science curriculums, assessments & teachers' training --- p.19<br>Chapter 1.4.4 --- For academic discourse in gender-equity --- p.20<br>Chapter 1.5 --- Structure of the thesis --- p.20<br>Chapter 1.6 --- Summary --- p.21<br>Chapter CHAPTER TWO --- LITERATURE REVIEW<br>Chapter 2.1 --- Defining scientific literacy by historical review --- p.22<br>Chapter 2.1.1 --- Cognitive domain of scientific literacy --- p.22<br>Chapter 2.1.2 --- Affective domain of scientific literacy --- p.30<br>Chapter 2.1.2.1 --- Taxonomy of affective domain elements in science education --- p.30<br>Chapter 2.1.2.2 --- Science self-concept --- p.31<br>Chapter 2.1.2.3 --- Motivation in science learning --- p.31<br>Chapter 2.2 --- Gender differences in scientific literacy --- p.33<br>Chapter 2.2.1 --- Defining gender: the nature versus nurture debate --- p.33<br>Chapter 2.2.2 --- Gender differences in cognitive learning outcomes --- p.33<br>Chapter 2.2.3 --- Gender differences in affective learning outcomes --- p.38<br>Chapter 2.2.4 --- Gender differences in science educational and occupational choices --- p.40<br>Chapter 2.3 --- Factors attributing gender differences --- p.44<br>Chapter 2.3.1 --- Biological contributions --- p.44<br>Chapter 2.3.1.1 --- Evolutionary psychology perspectives --- p.44<br>Chapter 2.3.1.2 --- Brain structural perspectives --- p.45<br>Chapter 2.3.1.3 --- Brain functional perspectives --- p.45<br>Chapter 2.3.1.4 --- Hormonal perspectives --- p.46<br>Chapter 2.3.2 --- Sociocultural contributions --- p.46<br>Chapter 2.3.2.1 --- Gender-role --- p.47<br>Chapter 2.3.2.2 --- Schooling and family conditions --- p.47<br>Chapter 2.3.3 --- Item characteristics attributing to gender differences --- p.49<br>Chapter 2.3.3.1 --- Scientific content --- p.49<br>Chapter 2.3.3.2 --- Item format --- p.49<br>Chapter 2.3.4 --- Expectancy-value model of achievement-related choices in science --- p.50<br>Chapter 2.3.4.1 --- Self-concept of ability as mediator of gendered choices --- p.51<br>Chapter 2.3.4.2 --- Subjective task values as mediators of gendered choices --- p.52<br>Chapter 2.4 --- Local research on gender differences in scientific literacy . --- p.52<br>Chapter 2.4.1 --- Gender differences in science performance --- p.52<br>Chapter 2.4.2 --- Gender differences in affective domain --- p.56<br>Chapter 2.5 --- Summary --- p.57<br>Chapter CHAPTER THREE --- RESEARCH DESIGN AND METHODS<br>Chapter 3.1 --- PISA 2006 database --- p.58<br>Chapter 3.2 --- Conceptual framework of present study --- p.60<br>Chapter 3.3 --- Conceptualization and operationalization of scientific literacy --- p.62<br>Chapter 3.3.1 --- Cognitive domain --- p.61<br>Chapter 3.3.2 --- Affective domain --- p.63<br>Chapter 3.3.2.1 --- Science Self-concept --- p.65<br>Chapter 3.3.2.2 --- Personal Value of Science --- p.67<br>Chapter 3.3.2.3 --- Interest and Enjoyment of Science Learning --- p.68<br>Chapter 3.3.2.4 --- Motivation to Learn Science --- p.72<br>Chapter 3.4 --- Conceptualization and operationalization of Parental SES --- p.74<br>Chapter 3.5 --- Multidimensional Differential Item Functioning (MDIF) --- p.75<br>Chapter 3.5.1 --- The item response (IRT) model --- p.75<br>Chapter 3.5.1.1 --- DIF model for gender differences studies --- p.77<br>Chapter 3.5.1.2 --- Effect size by DIF --- p.79<br>Chapter 3.5.1.3 --- Item fit statistics --- p.79<br>Chapter 3.6 --- Model testing in SEM . --- p.80<br>Chapter 3.7 --- Summary --- p.80<br>Chapter CHAPTER FOUR --- GENDER DIFFERENCES IN STUDENTS’ COGNITIVE & AFFECTIVE LEARNING OUTCOMES<br>Chapter 4.1 --- Gender differences in students' cognitive outcomes --- p.81<br>Chapter 4.1.1 --- Gender differences in science performance dimensions --- p.81<br>Chapter 4.1.1.1 --- Gender differences in science performance dimensions measured by MSD --- p.82<br>Chapter 4.1.1.2 --- Gender differences in science performance dimensions measured by MDIF --- p.84<br>Chapter 4.1.2 --- Gender differences in content domains --- p.86<br>Chapter 4.1.2.1 --- Gender differences in content domains measured by MSD --- p.86<br>Chapter 4.1.2.2 --- Gender differences in content domains measured by MDIF --- p.87<br>Chapter 4.1.3 --- Gender differences in item formats --- p.89<br>Chapter 4.1.4 --- Gender variability in science performance --- p.90<br>Chapter 4.1.4.1 --- Gender variability measured by variance ratio (B/G) --- p.90<br>Chapter 4.1.4.2 --- Gender variability measured by number of students against each ability estimate --- p.92<br>Chapter 4.2 --- Gender differences in students' affective learning outcomes measured by MSD --- p.95<br>Chapter 4.3 --- Gender differences in science achievement related choices measured by MSD . --- p.98<br>Chapter 4.4 --- Gender differences in students' affective learning outcomes measured by DIF --- p.99<br>Chapter 4.5 --- Gender differences in science achievement related choices measured by DIF --- p.100<br>Chapter 4.6 --- Summary --- p.101<br>Chapter CHAPTER FIVE --- THE FINDINGS BY EXPECTANCY-VALUE MODEL OF ACHIEVEMENT-RELATED CHOICES<br>Chapter 5.1 --- Pearson correlations between affective factors and gender --- p.104<br>Chapter 5.2 --- Gender differences by revised Expectancy-value Model --- p.106<br>Chapter 5.2.1 --- Grouping homogeneity --- p.106<br>Chapter 5.2.2 --- Mediation effect of Science Performance --- p.106<br>Chapter 5.2.3 --- Mediation effect of Science Self-concept --- p.109<br>Chapter 5.2.4 --- Mediation effect of Interest in Science Learning --- p.112<br>Chapter 5.2.5 --- Mediation effect of Enjoyment of Science Learning --- p.113<br>Chapter 5.2.6 --- Mediation effect of Interest and Enjoyment of Science Learning --- p.116<br>Chapter 5.2.7 --- Mediation effect of Attainment Value --- p.117<br>Chapter 5.2.8 --- Mediation effect of Utility Value --- p.119<br>Chapter 5.2.9 --- Mediation through Attainment Value and Utility Value --- p.121<br>Chapter 5.2.10 --- Full models of gender effects on Future-oriented Science Motivation --- p.122<br>Chapter 5.3 --- Summary --- p.126<br>Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS<br>Chapter 6.1 --- Database and data analysis --- p.129<br>Chapter 6.2 --- Major findings --- p.130<br>Chapter 6.2.1 --- Multidimensional DIF model --- p.130<br>Chapter 6.2.2 --- Multilevel Mediation using Expectancy-Value Model --- p.134<br>Chapter 6.3 --- Revisiting conceptual model --- p.137<br>Chapter 6.4 --- Implications for policy and practice --- p.139<br>Chapter 6.4.1 --- Implications for policy makers --- p.139<br>Chapter 6.4.2 --- Implications for school administrators, teachers and textbook authors --- p.140<br>Chapter 6.4.3 --- Implications for parents and students --- p.140<br>Chapter 6.5 --- Limitations and recommendations for future research --- p.143<br>Chapter 6.5.1 --- Limitations of the study --- p.143<br>Chapter 6.5.2 --- Recommendations for future research --- p.144<br>Chapter Appendix A --- Handling missing values --- p.146<br>Chapter Appendix B --- Booklet effects --- p.149<br>Chapter Appendix C --- Wright map for science performance dimensions --- p.151<br>Chapter Appendix D --- Gender differences in scientific performance measured by MDIF --- p.152<br>References --- p.158

This research investigated the importance of students' intrinsic motivation, perceptions of teacher support in mathematics classrooms, and perceptions of student-teacher relations in the school on 15-year-old mathematics literacy in Canada in separate models while controlling for students' gender and socioeconomic status. In order to provide a clear national picture of the effects of these variables, a large-scale dataset was used in the analysis. With the use of hierarchical linear modeling, school-level variables were used to explain between-school variability in mathematics literacy, and variability in school slopes of each contextual student-level variable in separate models. Consistent with prior research, all three contextual student-level variables were significant positive predictors of mathematics literacy. 20% of the variability in mathematics literacy was attributed to schools. Principals' perceptions of teacher behaviors affecting students' learning was a significant school correlate in all three between-school variability models, suggesting the important role teachers play in students' educational outcomes.

School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend to achieve lower on scientific literacy). When the variables that comprised each of the cultural, social, and economic components of SES were regressed on scientific literacy for the PISA sample, cultural capital accounted for 16% of the variance in scientific literacy scores compared to 14% for social capital, 13% for the composite Economic Social and Cultural Status (ESCS), and 12% for economic capital. In the HLM null models, the intraclass correlations for the all countries except for Germany ranged from .16 to .29 (Germany’s was between .57 and .68). In the final models, at level-1 country, immigrant status tended to negatively influence achievement (i.e., non-native students are predicted to have lower performance), while science self-efficacy and science self-concept positively influenced achievement. The student level ESCS variable also impacted achievement positively. At the school level, level-2, school mean ESCS or school proportion of immigrants were found to significantly influence the level-1 predictors; however, a good deal of variability across nations was observed. The findings from this study demonstrate that there are some distinct national differences in the relationships between science self-beliefs, immigrant status and academic achievement.

In this study, the effects of student and school level variables on the mathematics achievement of 15 year old students in Canada and Japan were investigated. Participants included 27,953 students from Canada and 4,707 students from Japan. The student level variables used in this analysis included student sex, perceived teacher support, and socioeconomic status, and the school level variables included principals' perceptions of both. student and teacher morale and commitment, and student and teacher related factors affecting school climate. Hierarchical linear modeling was used to analyze data from the Programme for International Student Assessment 2003. The proportion of variance in mathematics scores attributable to schools was 20%, in Canada and 54% in Japan. In both countries, higher ratings by principals on both student commitment and morale, and student-related factors affecting school climate were linked to higher mathematics achievement. Implications for educators and suggestions for future research are discussed.

Depuis des décennies, toutes les analyses convergent vers l’idée d’une relative inefficacité des systèmes éducatifs d’Afrique subsaharienne. Décrochage, redoublements, effectifs pléthoriques, faible qualité des acquis d’élèves, insuffisance et obsolescence des structures d’accueil, du matériel didactique et des enseignants, dont parfois les niveaux et qualité de formation restent quelque peu incertains, inadaptation des programmes d’enseignement. Bref, tels sont quelques uns des maux qui minent lesdits systèmes et confirment les constats établis par de nombreux rapports. Face à ce constat de faiblesse, les autorités éducatives, soutenues par l’aide internationale se sont mobilisées dans plusieurs pays en vue d’améliorer leurs systèmes respectifs aux plans qualitatif, quantitatif mais aussi d’équité car, il ne faut pas l’oublier, dans ces systèmes, le dimorphisme structurel et contextuel les rend fortement inégalitaires. Devant cette crise, l’une des solutions entrevues, avec effets à court et moyen terme, a consisté à revoir fondamentalement les programmes d’enseignement. Dans ce contexte, l’approche par les compétences qui constitue l’une des grandes évolutions de la recherche éducative de ces trois dernières décennies, a été retenue comme plus apte à répondre aux besoins éducatifs fondamentaux des populations scolarisées. Pour en cerner les contours et en apprécier le bienfondé, une analyse objective des résultats desdites réformes, dont certaines ont débuté depuis 1998 était nécessaire. Ainsi, cette recherche a pour objectif d’évaluer aussi bien la pertinence que le niveau d’efficacité des réformes curriculaires mises en œuvre dans trois pays d’Afrique francophone à savoir : le Bénin, le Gabon et Madagascar. Prenant appui sur les données issues du programme d’analyse des systèmes éducatifs d’Afrique francophone (PASEC) ainsi qu’une enquête ad hoc menée au Gabon, l’étude tente de cerner les déterminants de l’efficacité éducative à partir de l’analyse comparative des performances et d’une étude séquentielle des pratiques d’enseignement. Si les résultats ressortent des transformations réelles du point de vue des pratiques pédagogiques, les indicateurs de performances scolaires restent quant à eux assez décevants. Pour autant, avec les mesures d’accompagnement d’envergure qu’ont initiées les autorités éducatives de certains pays, on peut s’attendre à de bien meilleurs résultats dans le temps<br>For decades, all analyzes converge on the idea of the relative inefficiency of education systems in sub-Saharan Africa. Dropout, repetition, overstaffing, low quality of learning student failure and obsolescence of facilities, teaching materials and teachers, including sometimes the levels and quality of education remain somewhat uncertain, inadequate educational programs. In short, these are some of the ills that plague these systems and confirm the findings made by many reports. Given this weakness finding, educational authorities, supported by international aid mobilized in many countries to improve their systems to qualitatively, but also quantitatively equity because we must not forget in these systems, the structural and contextual dimorphism makes them highly unequal. Faced with this crisis, one of the interviews solutions with short and medium-term effects has been to fundamentally rethink the curriculum. In this context, the competencies approach constitutes one of the major developments in educational research of the past three decades, was selected as most suitable to meet the basic educational needs of school populations. To define its contours and appreciate the merits, an objective analysis of the results of these reforms, some of which began in 1998 was necessary. Thus, this research aims to assess both the relevance that the level of effectiveness of curricular reforms implemented in three Francophone African countries namely: Benin, Gabon and Madagascar. Drawing on data from the educational systems analysis program in Francophone Africa (PASEC) and an ad hoc survey in Gabon, the study attempts to identify the determinants of educational effectiveness from the comparative performance analysis and a sequential study of teaching practices. If the results come out real transformations from the perspective of teaching practices, school performance indicators are in turn quite disappointing. However, with major support measures what initiated the educational authorities in some countries, we can expect much better results in time

This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups. The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study.<br>Teacher Education<br>D.Ed. (Education Management)

Schools are increasingly expected to prevent and decrease violence, substance use, and other problem behaviors linked to academics and prepare students to be contributing members of society. One approach with proven success in promoting positive outcomes related to a broad range of student behaviors and personal characteristics is social-emotional learning, also known as positive youth development or social-emotional and character development (SECD) programs. Currently, little is known about the relationship between SECD and these outcomes in low-income, urban, minority populations. The present studies (a) examine key methodological design issues in conducting a cluster-randomized trial with such populations, and (b) assess whether an intervention designed to promote SECD was effective in improving the SECD developmental status of children from this population. Data for this study come from the Chicago cluster-randomized controlled trial (CRCT) of Positive Action (PA). The trial was longitudinal at the school level with a place-focused intent-to-treat design at the student level. This CRCT collected data on children in grades 3 through 8, for a total of 6 years and 8 data collection points. Manuscript #1 focuses on the design, sample, planned analyses, and a latent class analysis (LCA) of mobility patterns. Specifically, the setting and recruitment of schools is described, as well as the process by which schools were matched into pairs and randomized into PA or control, including the list of criteria for school eligibility and variables used for matching. Additionally, this paper thoroughly describes the primary analyses to test for program effects using three-level growth curve models (time nested within students nested within schools), as well as several sensitivity analyses that will also be conducted when evaluating this program. Further, this manuscript discusses secondary tests of meditation and moderation, which will assist in the understanding of how the program works (mediation) and for whom (moderation). Finally, this paper also provides several descriptive statistics and characteristics of the students and teachers in this sample. In terms of baseline equivalency, PA and control schools did not significantly differ on matching variables before or during the trial. Minimal differences were found on baseline reports from students, teachers, and parents; half of these differences favored PA students and half favored control students. Manuscript #2 focuses on the intervention effects on the student-, teacher-, and parent-reported social-emotional outcomes assessed during the Chicago CRCT, following the analytic procedures outlined in the first paper and focusing on the effectiveness of PA on social-emotional outcomes. Results indicate that PA had a significant effect on student self-reports of prosocial interactions, honesty, self-development, self-control, respect for parents and teachers, empathy, altruism, positive actions/feelings, negative moral center, and aggressive problem solving. Additionally, it was found that PA had marginal effects on teacher-reported responsibility. Minimal differences by gender were found; no differences by mobility status were found. Together, these two papers involved a sample of students in a high-risk setting; generating improvements can be particularly difficult in urban areas. The empirical evidence of effectiveness of a SECD program in a high-risk population, as demonstrated in the present study, should serve as a call to action for policymakers and school officials who are increasingly challenged to positively impact not only academic achievement, but also behavior and character development.<br>Graduation date: 2012

This Master thesis with a title Specifics of teaching Handicrafts at a multileveled school is focused on creating several teaching proposals for the subject Handicrafts at a multileveled school. The emphasis is put on the differentiation between the levels of difficulty for individual classes. The theoretical part includes findings on a level of thinking of primary-school pupils and their abilities to learn. The thesis also covers the essence of constructivism which is primarily the base of the educational field of Man and the world of work contents of this educational field and its goals. The next chapter includes the characteristics of the subject Handicrafts and of the term technical literacy, which are closely connected. The last chapter mentions alternative features of the multileveled school for which the compiled activities are designed. In the practical part, there are five different teaching proposals for the individual classes of the multileveled school from Year 3 to Year 5 and the execution of four of these proposals is given. The practical part ends with answers to several questions looking into the opinions of teachers from two South Bohemian multileveled schools on the implemented classes.