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1
Booker, Toby Kevin. "The impact of charter schools in Texas." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1769.
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Marquis, William P. "What schools contribute to education : a comparative study of Catholic and public high school students using a value-added approach." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1265297914.
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Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.
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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher.
Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently.
Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship.
Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Durnford, Alice Blaker. "School management and educational performance an analysis of 14 public schools in the Western Cape." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5781.
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Includes abstract.Includes abstract.
Education has come to the fore in development policy and as such has sparked a great deal of research on the relative importance of educational inputs. While school resources and family attributes are often the focus of such work, there are a number of papers exploring the significance of the impact of school management on learner test results. However, much of the quantitative research is inconclusive. This is largely due to the non-standardized and subjective measurements of management that have been used. This dissertation proposes the use of the Institutional Analysis and Design framework of Ostrom and colleagues (1990; 1994; 2005; 2009) as a means of benchmarking school management. The core components of the IAD framework are used to create a series of management indices for a sample of schools in the Western Cape. The paper finds, through a series of statistical approaches, that management is a significant input into the school production function and may be more important than other, previously emphasized, inputs.
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Zuze, Tia Linda. "Equity and effectiveness in East African primary schools." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5671.
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Researchers and policy makers agree that studying the relationship between school qualityand academic achievement will benefit public investment in education. An important turningpoint in educational delivery in Africa came during the 1990 World Conference on Educationfor All where renewed commitments to quality basic education were made. Against thisbackground, interest in how African education systems are progressing has increased. Thisthesis contributes to this understanding in three important ways. The first and broadestobjective is to assess the role of comparative studies in setting educational standards. Thesecond relates to how schools within three East African education systems can contribute tothe academic success of students whatever their background. The third is to investigate whichschools most effectively ensure a meaningful educational experience for children who faceeconomic and social hardships. Data are sourced from the second wave of a cross-nationalsurvey of schools in Southern and Eastern Africa. Hierarchical Linear Modelling is used toanalyse data on schools and students in Kenya, Tanzania and Uganda.The results demonstrate that, although valuable for establishing general patterns of effects,comparative studies should be followed by further investigation of the salient issues at workwithin individual countries. Contrary to earlier studies in developing countries, anunambiguous positive relationship between socioeconomic status and student performancewas evident across this region. Compositional, structural and organisational characteristics ofEast African primary schools were found to be related to academic achievement. Academicallysupportive relationships between students and household members benefited studentperformance in Kenya and Tanzania. In line with the school effectiveness theory, resourceavailability proved to be consistently related to educational quality and its equitable distributionin Uganda. An important finding relating to gender was that characteristics of schools thatimproved quality did so more effectively for boys than for girls and therefore increased themale academic advantage. The implication is that the climate for learning in East Africanprimary schools is better suited to educating boys.The study recommends that future surveys pay closer attention to how student attitudes tolearning are shaped so that schools can play a more effective role in motivating students. Totease out exactly how the educational environment influences learning, it is also recommendedthat more longitudinal studies be pursued by the educational research community. That thepace of educational reform is often painfully slow makes the use of longitudinal data to track itscourse all the more necessary.
6
Yesilirmak, Muharrem. "Essays on local public goods and private schools." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2424.
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World is becoming more and more fiscally decentralized over time. Share of central government spending in total government spending declined from 75% to 65% between 1975 to 1995 in the world. Motivated by this, this thesis is concerned about two problems related to our current understanding of fiscally decentralized economies. In the first chapter, an explanation is given for the observed household income sorting pattern across municipalities where each municipality provides its own local public good. In the second chapter, an equilibrium existence result is provided for an economy where both local public schools and private schools coexist.
In the first chapter, I quantitatively explain the empirical household income distribution across municipalities. In the data, poor and rich households live together with varying fractions in all municipalities although there are large public expenditure differentials. To explain data, I construct a multi-community general equilibrium model at which heterogeneous income households probabilistically choose among communities where municipalities are comprised of several communities. The indivisibility in the choice set of households gives them the incentive to assign non-degenerate probabilities to each community which in turn gives rise to an income distribution resembling to that in data. The calibrated model is then used to analyze two public policies, uniform property tax rate and uniform housing supply across municipalities, with respect to their effects on income sorting.
The second chapter provides a median voter theorem for an economy where public and private schools coexist. Since households can opt out of public education, preferences over income tax rates are not single peaked leading possibly to nonexistence of majority voting equilibrium and decisive voter. Because of this, policy analysis of such economies proved difficult. To solve this nonexistence problem, I assume, consistently with empirical evidence, that private schools behave as monopolistically competitive firms with decreasing average costs over enrollment. In my model, there are a finite number of different quality private schools each having a different tuition. Public school spending is financed by income tax revenue collected from all households. The tax rate is determined by majority voting. I argue that preferences over tax rates are single peaked and therefore a majority voting equilibrium exists. Moreover median income household is the decisive voter. These results hold for any income distribution function and any finite number of private schools.
7
Hoxby, Caroline Minter. "Markets and schooling : the effects of competition from private schools, competition among public schools, and teachers' unions on elementary and secondary schooling." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12001.
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Mupier, Robert M. Ramsey David D. "Economic education in the secondary schools of Zaire a problem-driven approach /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510427.
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Thesis (D.A.)--Illinois State University, 1994.Title from title page screen, viewed March 28, 2006. Dissertation Committee: David D. Ramsey, Michael A. Nelson (co-chairs), Ram D. Singh. Includes bibliographical references (leaves 293-301) and abstract. Also available in print.
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Bettinger, Eric P. (Eric Perry) 1972. "The effects of charter schools and educational vouchers on students." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9008.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, 2000.Includes bibliographical references (p. 101-104).
This thesis evaluates whether two market-based educational reforms, charter schools and educational vouchers, have led to better student outcomes for both the students who participate them and for students in public schools around them. In Chapter l, I estimate the effects of Michigan charter schools on student achievement for both the students attending them and students at neighboring public schools. Adjusting for previous test scores, I find that charter students do no better and may actually do worse than public school students. I also find that Michigan charter schools have had little or no effect on test scores in neighboring public schools. In Chapter 2, I estimate the effects of Colombia's high school voucher program. Between 1992 and 1997, the Colombian government awarded vouchers to over 100,000 poor students. Most of these vouchers were awarded randomly. Using the randomization to eliminate selection bias, I estimate the effects of the vouchers on participating students. The results suggest voucher winners had higher grade completion, lower repetition rates, a higher probability of taking the college entrance exam, and higher test scores. In Chapter 3, I study the effects of private school scholarships on disadvantaged, elementary students in Michigan. I find that the scholarship did not have a significant effect on the likelihood that a student attends private schools. Students who applied for this scholarship were planning to attend private schools anyway.
by Eric P. Bettinger.
Ph.D.
10
Taylor, Stephen. "The performance of South African schools : implications for economic development." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5150.
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Thesis (PhD (Economics)--University of Stellenbosch, 2010.ENGLSIH ABSTRACT: At the time of South Africa‟s transition to democracy the school system was envisaged to be a powerful vehicle for nation-building and transformation. The chronic low performance of the South African school system has subsequently become the subject of widespread public concern. This thesis examines the distribution of cognitive achievement amongst South African children and the factors influencing it, especially socio-economic status, and asks what the implications of this are for future economic development. The methodologies employed are predominantly quantitative as various sources of data are examined in order to collect evidence pertaining to the question above. Chapter 1 lays down a conceptual framework for understanding the role of schooling in economic development. The point is made that although education is often envisaged as a vehicle for development and mobility out of poverty, the home socio-economic status of children impacts significantly on their educational outcomes. Chapter 2 reviews recent and relevant literature to establish main currents of thinking regarding the influence of socio-economic status on educational outcomes. Chapter 3 follows this with an empirical examination of the influence of socio-economic status on reading achievement amongst South African children. The results indicate that the relationship between socio-economic status and educational achievement in South Africa is particularly strong by international standards. Furthermore, the historical divisions within the school system remain key to understanding continuing inequalities in educational outcomes. The socio-economic status of students is crucial in determining which part of the school system students enter; then for those entering the historically disadvantaged system the chances of achieving high quality educational outcomes are small, regardless of their home background. The main priority in the latter part of chapter 3 and thereafter is the attempt to identify factors that improve cognitive achievement, given the socio-economic context of schools and their students. In chapter 4, this search is taken up by examining a rich collection of data regarding school and teacher practices in South African primary schools. In chapter 5 this is done by analysing trends in the ability of high schools to convert demonstrated grade 8 achievement into matric outcomes. An additional perspective is provided through a comparison of the performance of South Africa‟s independent and public schools in Chapter 6. The final chapter summarises the results from these various approaches and highlights several key areas on which, it is recommended, attempts to improve South Africa‟s schools should focus. These include the management of school resources, teacher work ethic, time management and planning within schools, curriculum coverage, the accuracy of assessment and feedback to students, and parent commitment to education. Improving these areas within the large and struggling part of the South African school system will be decisive for the country‟s economic development.
AFRIKAANSE OPSOMMING: Ten tye van Suid-Afrika se demokratiese oorgang is die skoolstelsel as ʼn sterk instrument vir nasiebou en transformasie gesien. Die kroniese swak vertoning van die Suid-Afrikaanse skoolstelsel het sedertdien tot wye openbare besorgdheid gelei. Hierdie proefskrif ondersoek die verdeling van kognitiewe prestasie onder Suid-Afrikaanse kinders en die faktore wat dit beïnvloed, veral sosio-ekonomiese status, asook die implikasies daarvan vir toekomstige ekonomiese ontwikkeling. Die metodologie wat gebruik word, is hoofsaaklik kwantitatief, want verskeie databronne word ondersoek om getuienis in te win rakende bogenoemde vraagstuk. Hoofstuk 1 stel ʼn konseptuele raamwerk daar om die rol van onderwys in ekonomiese ontwikkeling te verstaan. Die punt word gemaak dat, alhoewel onderwys dikwels as ʼn instrument vir ontwikkeling en uitstyging uit armoede gesien word, die sosio-ekonomiese status van kinders se huislike omgewing hulle onderwysuitkomste beduidend beïnvloed. Hoofstuk 2 bied ʼn oorsig van onlangse en relevante literatuur om die hoofstrome van denke oor die invloed van sosio-ekonomiese status op onderwysuitkomste aan te dui. Hoofstuk 3 volg dit op met „n empiriese ontleding van die invloed van sosio-ekonomiese status op leesvaardigheid onder Suid-Afrikaanse kinders. Die resultate dui daarop dat die verband tussen sosio-ekonomiese status en onderwysuitkomste volgens internasionale standaarde in Suid-Afrika besonder sterk is. Verder is die historiese verdelingslyne binne die skoolstelsel van sleutelbelang om voortgesette ongelykheid in onderwysuitkomste te verstaan. Die sosio-ekonomiese status van studente bepaal grootliks tot watter deel van die skoolstelsel kinders toegang kry. Vir daardie kinders wat in die histories-afgeskeepte deel van die stelsel beland, is die waarskynlikheid van hoë gehalte onderwys klein, ongeag hulle gesinsagtergrond. Die klem in die laaste gedeelte van hoofstuk 3 en daarna val daarop om faktore te identifiseer wat kognitiewe uitkomste verbeter, gegewe die sosio-ekonomiese konteks van skole en studente. In hoofstuk 4 word hierdie speurtog voortgesit deur ʼn ryk verskeidenheid data rakende skole en onderwysers se praktyke in Suid-Afrikaanse laerskole te ondersoek. In hoofstuk 5 word dit gedoen deur ʼn analise van die vermoë van hoërskole om graad 8-vlak prestasie in graad matriekuitkomste te omskep. ʼn Vergelyking van die prestasie van Suid-Afrika se onafhanklike skole met openbare skole in hoofstuk 6 bied verdere perspektief hierop. Die finale hoofstuk som die bevindinge van hierdie verskillende benaderings op en belig sekere sleutelaspekte waarop pogings om Suid-Afrika se skole te verbeter klem behoort te lê. Dit sluit in bestuur van skoolhulpbronne, onderwysers se werksetiek, tydsbestuur en beplanning binne skole, dekking van die kurrikulum, die akkuraatheid van assessering en terugvoer daaroor aan studente, en ouers se betrokkenheid by onderwys. Verbetering op hierdie gebiede binne die groot, sukkelende deel van die Suid-Afrikaanse skoolstelsel sal deurslaggewend wees vir die land se ekonomiese ontwikkeling.
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Leepile, Gosetsemang. "Assessing home economics coursework in senior secondary schools in Botswana." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25325.
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The aim of this research was to explore how examiners achieve and maintain high quality assessment during marking and moderation of the BGCSE (Botswana General Certificate of Secondary Education) Home Economics coursework in Botswana. In 2000, localization of the Cambridge Overseas School Certificate (COSC) to the Botswana General Certificate of Secondary Education (BGCSE) took place as per the recommendations of the Revised National Policy on Education (RNPE) document. This new certificate system, marked locally, allows for varied modes of assessment, with more emphasis being placed on continuous assessment. This also means that the assessment is school-based, with teachers centrally involved. As is procedure with this kind of assessment, it is subjected to moderation. However, implementation of this new assessment approach exposed, among other challenges, challenges in establishing dependability of teachers’ assessment, possible increase in teacher workload, teachers’ lack of expertise and confidence in undertaking the assessment scheme. This study, among other things, considers the forms of moderation used by the BGCSE to establish consistency in school-based assessment (SBA) and in so doing, it identifies that a dual form of moderation is used. The main research questions guiding this investigation were: - How are teachers and moderators trained so that they may be competent examiners?
- How is quality assured during marking of coursework?
- How does the examining body (BEC) Botswana Examination Council ensure that the examiners adhere to the quality control mechanisms?
Dissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
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Gile, Elizabeth K. "Does Increased Access to the Arts in High Schools in the Los Angeles Unified School District Affect Graduation Rates?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/972.
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Determining whether the arts are beneficial to a student’s education is a widely, and hotly debated topic every year in the United States, with many studies published each year demonstrating the impact that the arts have on various educational outcomes, from increased test scores to higher graduation rates. This paper examines previous research on the efficacy of incentives and how students’ participation in extracurricular activities, from sports to the arts, could impact graduation rates. It also develops a model for analyzing the present value of a high school education to a student using a discounted present value analysis and conducts an empirical analysis of 77 high schools in the Los Angeles Unified School District over 4 different school years to determine a relationship between the number of art classes offered and graduation rates. The results of the analysis do not support the hypothesis that an increase in the number of art classes offered per student will increase graduation rates, and actually suggests the opposite.
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Jansson, Carolina. "Location Decisions of Independent Schools in Sweden- Does ideology matter?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415295.
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The Swedish school voucher reform in 1992 gave rise to independent schools and free choice of school for students. Since 1997, local governments have the opportunity to utter their opinion regarding the establishment of an independent school. General known predictions forecast that parties on the left-wing on the political scale dislike outsourcing more than parties on the right-wing. This thesis aims to find causal effects of local political ideology on the location decisions of independent schools. A perspective that hasn’t been prioritised in previous studies of the school voucher reform. As empirical strategy, I use a difference-in- differences approach on the share of independent schools in each municipality before and after the reform of 1997. Data is on the municipality level and consists of 288 municipalities for the years 1993-2008. The results indicate that independent schools establish relatively less frequently in left-leaning municipalities, and the distinction to other municipalities increases after the reform. The difference in the share of independent schools is 2,16 percentage points more negative in left-leaning municipalities than in other municipalities after 1997.
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Jansson, Carolina. "Location Decisions of Independent Schools in Sweden : Does Ideaology Matter?" Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415570.
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The Swedish school voucher reform in 1992 gave rise to independent schools and free choice of school for students. Since 1997, local governments have the opportunity to utter their opinion regarding the establishment of an independent school. General known predictions forecast that parties on the left-wing on the political scale dislike outsourcing more than parties on the right-wing. This thesis aims to find causal effects of local political ideology on the location decisions of independent schools. A perspective that hasn’t been prioritised in previous studies of the school voucher reform. As empirical strategy, I use a difference-in-differences approach on the share of independent schools in each municipality before and after the reform of 1997. Data is on the municipality level and consists of 288 municipalities for the years 1993-2008. The results indicate that independent schools establish relatively less frequently in left-leaning municipalities, and the distinction to other municipalities increases after the reform. The difference in the share of independent schools is 2,16 percentage points more negative in left-leaning municipalities than in other municipalities after 1997.
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Margo, Robert A. "Disenfranchisement, school finance, and the economics of segregated schools in the United States South, 1890-1910." New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/11785265.html.
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Eiby, Patricia J., and n/a. "Student perceptions regarding outcomes of home economics education." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060707.101701.
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The aim of this study was to establish the differences
in perception of competence in processes practised in
Home Economics education as expressed by students of
Home Economics and those who have not studied Home
Economics.
The research method consisted of applying a
questionnaire to five hundred senior students enrolled
in high schools in Brisbane, Queensland. The survey
items were designed to test students perception and
source of competence and the value they place on Home
Economics knowledge expressed in terms of life skills.
To augment the study, teachers of Home Economics were
surveyed to establish the emphasis they place on
processes during teaching, their perception of sources
of students' skills and the value they place on life
skills taught during Home Economics classes.
The questions focused upon management and design skills
and interpersonal interaction competence.
Results indicated that students of Home Economics
perceived an enhanced level of competence in life skills
at all stages of the design and management processes.
Home Economics students also perceived competence in
practices of caring and a significant number of
behaviours implicit in interpersonal interaction when
compared with non Home Economics students.
Students of Home Economics perceived the school, the
home and their friends as positive sources for skill
development in management, design and interpersonal
interaction. Non Home Economics perceived the home as
the only resource for management skills, but they do not
perceive school, home or friends as resources for
acquiring design skills. However, they target the
school, their friends and home as sources for interpersonal
skill development.
Teachers of Home Economics perceived the school, home
and student's friends as a source of management and
interpersonal skills but responded negatively to the
home as a source of design skills.
Home Economics students, non Home Economics students and
teachers of Home Economics placed a high value on Home
Economics knowledge expressed as life skills.
This study provides useful insights for curriculum
design in Home Economics education.
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Ogburn, Julia J. "Every Child Left Behind: The Effects of No Child Left Behind on Private School Enrollment." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/260.
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The No Child Left Behind Act of 2001 is designed to help create a national minimum standard in the United States‘ public education system by requiring states to implement accountability systems. I examine the effect of No Child Left Behind on private school enrollment using a difference in differences model. Using data from the Private School Universe Survey, conducted by the National Center for Education Statistics, which is a survey conducted every two years and is mandatory for each American private school‘s administration to complete, I can evaluate the movement between public and private schools during the period when the requirements of No Child Left Behind were being implemented. I hypothesize that public schools have moved resources away from high achieving students toward the marginal students causing the high achieving students to enroll in private schools. Hence, private school enrollment will have increased due to No Child Left Behind. I find through my regressions that this hypothesis is true; the percentage of school-aged children in private schools increases after the signing of the No Child Left Behind Act.
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McManus, Sarah J. "Teaching Food Literacy in Queensland Secondary Schools." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/407557.
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The World Health Organization (2020a) labels childhood obesity as ‘one of the most serious public health challenges of the 21st Century’ (para. 1). Schools are avenues for obesity intervention through food literacy education, the delivery of which occurs in Health and Physical Education and in Design and Technologies (Home Economics) in the Australian Curriculum (Australian Institute of Health & Welfare, 2017; Ronto et al., 2017a). In this study, home economics as the subject for the delivery for food literacy education is the focus. An exploratory mixed methods case study was engaged using an online survey instrument for data collection during February-March 2021. The research questions explored Australian curriculum and school-based influences and constraints on years 7-10 Queensland secondary school food literacy programs, how Home Economics teachers, who are members of the Home Economics Institute of Australia (Queensland), currently deliver food literacy through the Australian Curriculum, and the changes in the Australian Curriculum, and school-based support, they require to deliver effective holistic food literacy programs. SPSS and Leximancer were used to analyse quantitative and qualitative data respectively, followed by data convergence to address the research questions. Key findings reveal that 80% of respondents agreed that the current Design and Technologies curriculum needs to be changed, furthermore 61% agreed that school-based change was required to support effective, holistic food literacy education. Curriculum mandated practical food education and transition of nutrition into home economics subjects were core themes in the responses. This study contributes to the growing body of research signifying the value of home economics to deliver school-based food literacy education. It contributes to this evidence base by exploring in depth the influences and constraints experienced by home economics teachers to undertake this work. Given the role of home economics educators as key to addressing the childhood obesity crisis, this study reveals the challenges that serve as impediments to this crucial work.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Holmberg, Johan. "The Relative Efficiency of Swedish Secondary Schools : An estimation using Stochastic Frontier Analysis." Thesis, Umeå universitet, Nationalekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137601.
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The question of public education is of importance for a society and its citizens as education is contributing to the stability of a democratic society and affects the expected future income levels for the individuals receiving it. A significant share of the Swedish GDP is devoted to the provision of educational services which raises the necessity of monitoring the use of these resources. This thesis endeavoured to estimate a production possibility frontier and the relative efficiency of Swedish upper secondary schools. To accomplish this then Stochastic Frontier Analysis was implemented. Data on student results, teacher ratio and students’ socioeconomic characteristics for individual schools during the scholastic years of 2006/2007 through 2015/2016 gathered from the Swedish National Agency for Education was used in this study. The effects of competition on school performance and the relative efficiency of public and independent schools were two factors of interest in the thesis. The results of the analysis point toward a possible positive relationship between local school competition and student results, that Swedish secondary schools could have high average levels of technical efficiency and that the type of the principal organiser might be of minor importance for school efficiency.
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Wamalwa, Fredrick Masinde. "Formation of children's human capital in Kenya: The role of teachers, private schools and the family." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27068.
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In this thesis, we contribute to knowledge about the human capital formation of children in Kenya in three interrelated essays. We focus on Kenya due to the declining learning outcomes the country is experiencing, in the wake of increasing public spending in the education sector. The first essay examines the effect of teacher subject knowledge, pedagogical skill, teacher effective instruction time and teacher classroom practices on grade 4 language and maths test scores. Our results show that a one standard deviation increase in the teacher's knowledge in language (maths) increases student test scores by 0.075 (0.126) of a standard deviation in language (maths). An additional hour of teacher effective instruction time increases student achievement by 0.051 and 0.059 score standard deviations in language and maths, respectively. The second essay estimates the size of the effect of private school attendance on literacy (language) and numeracy (maths) skill acquisition among children drawn from lower primary grades (grades 2-4) in Kenya. Using a household survey data, we apply different estimation techniques (OLS, fixed effects and propensity score matching) to deal with the potential endogeneity of school choice. We find positive and significant effects of private school attendance on both language and maths achievements across all the estimation techniques. For instance, the household fixed effects yield a private school premium of 0.13 to 0.21 score standard deviation in maths and language, respectively. The third essay examines the effect of the gender and order of birth of a child on intra-household investments in, and educational outcomes of, children in Kenya. We measure the intra-household education investment in children by the household's decision to enrol a child in a private school. We define educational outcomes by two variables: completed years of education and relative grade progression. We control for the potential endogeneity of child's gender, birth order, family size and household level unobservables using household fixed effects model. We find no female advantage in terms of private school enrolment. However, there is a consistent female advantage in terms of completed years of education and relative grade progression. We find significant negative birth order effects on private school enrolment, completed years of education and relative grade progression.
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Gupta, Romanshi. "Sanitation, Ek Prem Katha: The Impact of Sanitation on Education in Indian Government Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1260.
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The Total Sanitation Campaign is an initiative launched by the Government of India in 1999 to accelerate sanitation coverage throughout the country. This thesis measures the impact of the Total Sanitation Campaign on education in Indian government schools. I assess whether access to toilets, access to water or access to both toilets and water impact the following parameters of education: literacy, current enrollment in school or completed years of education. Data is sourced from the Indian Human Development Survey (IHDS) 2005, sorted for the nineteen major states in India and aggregated at a district level for each state. The analysis employs two separate probit regression models to assess sanitation facilities’ impact on literacy and current enrollment in school, and a robust linear model to assess sanitation facilities’ impact on completed years of education. The models control for age, sex, caste, religion, household location, household size and household income. The results indicate that sanitation facilities positively impact education based on the age, sex and caste of the sample population. These findings present implications for future policymaking in order to improve access to and participation in education.
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Thor, Fredrik. "Grade Leniency and Competition : A study of Swedish Compulsory Level Municipality Schools." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415528.
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In Sweden, there has been an increased discrepancy between increasing merit ratings and decreasing results in international surveys such as PISA. At the same time, since the 1990s, Sweden has had several reforms that resulted in increased competition, decentralization and trust-based evaluations. Several studies have shown that grade leniency depends on school provider as well as level of competition between schools. This study focuses on how grade inflation in municipality schools for 9th graders is affected when an independent school is established nearby, using a fixed-effects model at the municipality level but with control variables at the individual level. I study all Swedish 9th graders between 2003-2017. An alternative specification with school fixed effects is also presented. I find that grades are set more leniently in competitive municipalities and that grade deviance is highly correlated with socio-economic factors. It is also concluded that the effect size is small in comparison to the average provider difference and individual level characteristics. The study extends the literature by focusing on grade inflation amongst municipality schools, and by focusing on the change in grade inflation rather than the average effect over time in terms of provider differences.
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Thomas, Christie Jane. "Forces influencing home economics curriculum change in British Columbia secondary schools 1912-1985." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26615.
Full textAbstract:
The purposes of this study were to describe the changes that have occurred in home economics curricula in the province of British Columbia during the period 1912 - 1985, to identify the forces that have influenced these changes and to determine the role of home economics professionals in this process of curriculum change. Documents concerning the six major home economics curriculum revisions were analyzed using Cuban's (1979) four curricular determinants: social, political and economic movements; political-legal decisions; influential groups; and influential individuals.
Four major changes in the home economics curriculum were noted. These included an expansion of the central focus on concerns of the home and family to include vocationalism in the workplace and community interaction; expansion and contraction in the educational relevance and status of home economics education; the evolution of home economics as a course of study for females to one which is coeducational; and changes in the format of the curriculum documents.
The major determinants found to influence these changes were broad social, political and economic movements, especially trends in educational philosophy. There were other movements, such as social movements and changes in economic conditions, which also had an impact. The major secondary force influencing curriculum change was political-legal decisions. These decisions defined the nature of education and of intended curriculum change and determined the process of curriculum change. While both groups and individuals have had an influence on the home economics curriculum through advocacy and/or implementation of educational policies, these efforts have been subject to potential veto by the Department (Ministry) of Education. As bureaucratization in education in B.C. has increased, there was an apparent decline in the influence of individuals.
In this study, B.C. home economics professionals assumed a role in the process of home economics curriculum change through making recommendations, implementing educational policy and in some cases, mediating educational policy. The influence of home economics professionals has been as individuals or as members of groups rather than as policy-makers.
Some suggestions for further study have been made.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Reed, Jerry Lee III. "You Are What Others Eat: Informal Economics and Social Hierarchy in Middle Schools." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587302015966842.
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Peng, Tzu-Chin Martina. "Evaluating mandated personal finance education in high schools." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199290276.
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Jawawi, Rosmawijah. "Conceptions of economics pre-service teachers' use of subject knowledge in teaching economics and commerce at secondary schools in Brunei Darussalam." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019880/.
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Böhmer, Bianca. "Testing Numeric: Evidence from a randomized controlled trial of a computer based mathematics intervention in Cape Town high schools." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/18599.
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This thesis presents the results of randomized controlled trial conducted to evaluate a Grade 8 after-school mathematics intervention. The programme employed student coaches to facilitate classes in which Khan Academy resources were used to teach basic numeracy. Large gains of 0.321 standard deviations were observed on basic numeracy outcomes for learners who were selected to be on the programme. Similarly, learners in treatment also scored 0.246 standard deviations higher on core Grade 8 curriculum questions at endline. The improvements in mathematics outcomes were evident for learners throughout the distribution and treatment learners outperformed control group learners on every subsection of the mathematics test. There was also no significant differential treatment effect by gender, race, home language, baseline typing speed or cognitive development. However, treatment learners with better English literacy at baseline scored significantly higher than learners in the bottom third on core grade 8 curriculum questions. Additionally, despite close contact between control and treatment learners, no statistically significant evidence of spillover was detected.
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Zahirovic-Herbert, Velma. "School quality, house prices, and liquidity the effects of public school reform in Baton Rouge /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-05062007-174909/.
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Thesis (Ph. D.)--Georgia State University, 2006.Title from title screen. Geoffrey K. Turnbull, committee chair; Laura O. Taylor,Terry V. Grissom, Douglas J. Krupka, committee members. Electronic text (152 p. : ill., col. maps) : digital, PDF file. Description based on contents viewed Oct. 4, 2007. Includes bibliographical references (p. 144-151).
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Turnbull, Susan G. "Clothing studies in New Brunswick secondary schools : teacher assessment of future content/." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740720934.
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Long, Keith William. "The teaching of economics : an investigation into the aims, texts, and assessment of the senior secondary economics curriculum in Western Cape schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/17357.
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Bibliography: pages 319-332.This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".
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Kallberg, Johanna. "Limit comparison-shopping? : The effect of new establishments of independent upper-secondary schools on public school costs." Thesis, Umeå universitet, Nationalekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123213.
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In the 1990s, an educational reform changed the Swedish school market. The reform allows anyone with permission from the Swedish Schools Inspectorate to establish an independent school. The main objective of this paper is to examine how new establishments of independent upper-secondary schools affect the public school’s costs per student during the time period 2005 to 2014. Using application data, we can separate municipalities in which independent schools have been established and where they have not. This data allows us to estimate a Difference in Difference model where the treatment is a new establishment. The results reveal three key findings: first, on average, municipalities experience a cost decrease if new independent schools are established. Second, a common trend exists in the pre-period between the two types of municipalities. Third, decomposing the total public school cost per student, the establishment of new upper-secondary schools reduces teaching, equipment and healthcare costs. Further research should examine the political objectives on the municipality level for new establishments. In the future it may be important, from a policy perspective, that if municipalities are given a veto right in the establishment process, market competition will be determined based on political preferences.
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Jaroenkornburi, Sumonchat, of Western Sydney Nepean University, and School of Teaching and Educational Studies. "The changing role of Home Economics education in primary schools in contemporary Thai society." THESIS_XXX_TES_Jaroenkornburi_S.xml, 2000. http://handle.uws.edu.au:8081/1959.7/479.
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This study investigated the changing role of home economics education in primary schools in contemporary Thai society. Two main questions were set to guide the study : What home economics subject matter should be taught in primary schools in contemporary Thai society? How should it be taught? Both qualitative and quantitative methodologies were employed. A qualitative research approach was used in collecting data from several sources, including published documents relevant to home economics education in Thai primary schools and those relevant to Thai society during the period 1960-2000; observations of Thai primary school Housework classrooms during the 1997-1998 academic year; and interviews with prominent Thai home economists, primary school principals and Housework teachers, and involved parents of primary school children. A quantitative research approach was used to examine the perceptions of home economics education in Thai primary schools of the Housework teachers, and to examine the lifestyles of Thai primary school children. Expectations about the changing role of home economics education in Thai primary schools were investigated. It was concluded that the role of home economics needs to shift from a technical skills orientation to a practical problem solving emphasis. According to this new role, home economics education in Thai primary schools will not only provide for the children's technical skills but also provide an opportunity to develop a group of life skills, namely- critical thinking, decision making, individual/family resource management, and problem solving. Through the acquisition of these life skills children will be better equipped to manage their everyday life in a rapidly changing Thai society. Finally, based on its major conclusions, the study draws implications for future action by several groups of stakeholders (policy makers, curriculum developers, teacher educators, personnel in schools, and professional associations) required to bring about important changes in home economics education in Thai primary schoolsDoctor of Philosophy (PhD)
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Vilares, Sofia Nascimento. "Analysis of the progress of lifelong learning strategies of Portuguese Economics and Management Schools." Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11819.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsLifelong learning (LLL) is becoming increasingly relevant to today’s society, not only to individuals, but also to higher education institutions (HEIs). This is due to the fact that external forces such as globalization and technological change are pressuring individuals to constantly update their knowledge, and HEIs, to respond to societal and market demands. To engage in LLL strategizing HEIs have to overcome some barriers while at the same time assure the response to labor market and students’ needs. Therefore, more and more HEIs have to engage in strategy making in a way more similar to the one of business world. Portuguese HEIs are facing even greater external forces’ pressure due to the economic crisis the country is going through, which has implied state funding cuts but also low available income to families. The main aim of this master thesis was to study empirically the LLL strategy content and process of Portuguese economics and business schools and departments. This was assessed through semi-structured interviews performed to the schools. Further, there was the aim to understand the perspective over LLL of potential students as it affects the LLL strategy making, and, so, would be valuable in the provision of recommendations to the schools. This was assessed through a survey. The study allowed the conclusion that there is an increasing market-orientation from the schools, and a stakeholder-orientation, with increasing relevance given to corporate partners, Alumni and students’ opinion.
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Jaroenkornburi, Sumonchat. "The changing role of Home Economics education in primary schools in contemporary Thai society." Thesis, View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/479.
Full textAbstract:
This study investigated the changing role of home economics education in primary schools in contemporary Thai society. Two main questions were set to guide the study : What home economics subject matter should be taught in primary schools in contemporary Thai society? How should it be taught? Both qualitative and quantitative methodologies were employed. A qualitative research approach was used in collecting data from several sources, including published documents relevant to home economics education in Thai primary schools and those relevant to Thai society during the period 1960-2000; observations of Thai primary school Housework classrooms during the 1997-1998 academic year; and interviews with prominent Thai home economists, primary school principals and Housework teachers, and involved parents of primary school children. A quantitative research approach was used to examine the perceptions of home economics education in Thai primary schools of the Housework teachers, and to examine the lifestyles of Thai primary school children. Expectations about the changing role of home economics education in Thai primary schools were investigated. It was concluded that the role of home economics needs to shift from a technical skills orientation to a practical problem solving emphasis. According to this new role, home economics education in Thai primary schools will not only provide for the children's technical skills but also provide an opportunity to develop a group of life skills, namely- critical thinking, decision making, individual/family resource management, and problem solving. Through the acquisition of these life skills children will be better equipped to manage their everyday life in a rapidly changing Thai society. Finally, based on its major conclusions, the study draws implications for future action by several groups of stakeholders (policy makers, curriculum developers, teacher educators, personnel in schools, and professional associations) required to bring about important changes in home economics education in Thai primary schools
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Jaroenkornburi, Sumonchat. "The changing role of home economics education in primary schools in contemporary Thai society /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030627.104911/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000."A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy ... School of Teaching and Educational Studies, University of Western Sydney, Nepean, August, 2000" Bibliography : leaves 196-207.
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Brown, Lariece Monique. "Two essays on school quality the impact of school quality on house prices and household location /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155680187.
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Lines, David. "Values and the curriculum : economics and business education at different stages in the development of young people." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10006621/.
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This thesis presents an account of curriculum initiatives in the related fields of economics and business education between the years 1982 to 1998. These developments are placed in the context of a national curriculum for schools in England and Wales, rapid changes in the post-16 education and training environment and alterations in working practices brought about by the information and communication revolution. The work employs a pluralist methodology based on fitness for purpose. Thus, the national scene largely relies on documentary sources, whilst the case studies are examined through the use of interviews and questionnaires as well as secondary data. In one example the author is a participant observer. The central theme is the relationship between business education curricula and values: the account of curriculum developments are subject to analysis both of the values that have underpinned or guided their contents and the contribution that their configurations of business education can make to values education. It introduces the notion of 'congruence' in curriculum development, a term used to describe the interface between curriculum, values and the development of young people. The thesis is in the most part an original contribution to the study of curriculum and curriculum development. In identifying the key concept, 'values', and analysing the degree of 'congruence' achieved by curriculum developers, the thesis is able to contribute to the literature on values education and the development of young people. In particular, the final chapter shows the potential of business education to promote in young people an understanding that values underpin and help to explain the workings of the economic world. The main conclusions are two-fold. First, that value positions underpin curriculum developments but that they are not always made explicit, even in subjects dealing with business and economic systems. Second, that business education curricula need to demonstrate more overtly their role in encouraging the critique of values alongside more fact based enquiry. The research shows that development of young people is only considered as a by-product of other aims and objectives, which results in a missed opportunity. The holistic perspective examining the intellectual and emotional needs of a 'complete' student and what this means at various stages of the educational process (from 14 years-old), is rarely considered when curriculum change is contemplated.
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Spaull, Nicholas. "Equity & efficiency in South African primary schools : a preliminary analysis of SACMEQ III South Africa." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20184.
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Thesis (MComm)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The many and varied links between student socioeconomic status and educational outcomes have been well documented in the South African economics of education literature. The strong legacy of apartheid and the consequent correlation between education and wealth have meant that, generally speaking, poorer learners perform worse academically. The links between affluence and educational quality in South Africa can partially explain this outcome since the poor receive a far inferior quality of education when compared to their wealthier counterparts. This disadvantages them in the labourmarket and entrenches their poverty. This thesis uses the recent Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ III) dataset for South Africa to answer three important questions: (1) Is South African primary education efficient? (2) Is South African primary education equitable? and (3) What are the main factors that have a significant effect on student mathematics and reading performance in Grade 6. The thesis shows that a high proportion of the country’s learners are functionally illiterate and functionally innumerate. The research confirms previous findings that socio-economic status, and particularly school socioeconomic status, is important when understanding student success or failure. Other factors which significantly affect student performance are homework frequency, grade repetition, and the availability of reading textbooks. In contrast, teacher-subject knowledge was found to have only a modest impact on Grade 6 performance. Policy interventions associated with the findings are also highlighted. The study concludes that South Africa is still a tale of two school sub-systems: one which is wealthy, functional and able to educate students, while the other is poor, dysfunctional, and unable to equip students with the necessary numeracy and literacy skills they should be acquiring in primary school. Finally, the thesis suggests that there are some options available to policy-makers which are expected to have a positive effect on learner performance.
AFRIKAANSE OPSOMMING: Die vele en diverse verbande tussen studente se sosio-ekonomiese status en onderwysuitkomste is goed gedokumenteer in die Suid-Afrikaanse literatuur oor die ekonomie van onderwys. Die sterk nalatenskap van apartheid en die gevolglike korrelasie tussen onderwys en rykdom beteken dat armer leerlinge in die algemeen akademies swakker vaar. Die verband tussen welvaart en onderwysgehalte in Suid-Afrika kan hierdie uitkoms gedeeltelik verklaar, omdat arm mense ʼn veel swakker gehalte van onderwys ontvang as rykes. Dit plaas hulle in ʼn swakker posisie in die arbeidsmark en bevestig daarmee hulle armoede. Die tesis gebruik die onlangse SACMEQ III datastel vir Suid-Afrika (SACMEQ is die akroniem vir die Southern and Eastern African Consortium for Monitoring Educational Quality) om drie belangrike vrae te beantwoord: (1) Is Suid-Afrikaanse primêre skole doeltreffend? (2) Is Suid-Afrikaanse primêre onderwys regverdig verdeel? (3) Wat is die belangrikste faktore wat studente se wiskunde en leesvermoë in Graad 6 beduidend beïnvloed? Die tesis toon dat ʼn groot proporsie van die land se leerlinge funksioneel ongeletterd en ongesyferd is. Die navorsing bevestig vorige bevindinge dat sosio-ekonomiese status, en veral die sosioekonomiese status van die skoolgemeenskap, ʼn belangrike bepaler van studente se sukses is. Ander faktore wat studente se prestasie beduidend beïnvloed is hoe gereeld hulle huiswerk doen, of hulle die graad herhaal, en die beskikbaarheid van handboeke. In teenstelling daarmee is bevind dat onderwysers se vakkennis net ʼn beskeie impak op Graad 6 prestasie het. Daar is ook klem op beleidsingrypings wat uit die bevindinge spruit. Die studie kom tot die gevolgtrekking dat Suid- Afrikaanse onderwys steeds die storie van twee sub-stelsels is: een wat ryk is, goed funksioneer en in staat is om studente ʼn goeie opvoeding te bied, terwyl skole in die ander deel van die stelsel arm is, wanfunksioneel, en die vermoë ontbreek om studente toe te rus met die syfer- en leesvaardighede wat skole hulle behoort te bied. Ten slotte identifiseer die tesis opsies vir beleidmakers wat leerlinge se prestasie sou kon verbeter.
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Nazeer, Abdulla. "Teaching economics at secondary school level in the Maldives : a cooperative learning model /." The University of Waikato, 2006. http://hdl.handle.net/10289/2540.
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The dominant approach to the study of economics at secondary school level in the Maldives is teacher-centred methods based on behaviourist views of teaching and learning. Despite considerable research on the benefits of cooperative learning in economic education at the post-secondary level, very limited research has been conducted in secondary school classrooms in order to find ways of improving teaching and learning of economics. The purpose of this study was to enhance the teaching and learning of economics at secondary schools in the Maldives by trialing a cooperative learning model to enhance economics teachers' awareness of the impact that cooperative learning might have on student learning. This study explored a cooperative learning approach to teaching and learning economics in secondary schools and investigated teachers' and students' perceptions of cooperative learning. Some elements of both ethnographic and grounded theory methodologies were employed and specific data collection methods included workshops, classroom observations, interviews, video tapes and student questionnaires. Nine teachers and 232 students were involved in this study. The research was conducted in three stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male', the Maldives. Four research themes were derived from the analysis of both pre and post intervention data. These themes were teaching issues, learning issues, cooperative learning implementing issues, and students' and teachers' reactions to cooperative learning. In the pre-intervention phase, the teachers taught in a traditional manner, but after the intervention they incorporated elements of cooperative learning method to teach economics in their selected classes. The overall findings showed a considerable change in teachers' and students' attitudes and perceptions about traditional teacher-centred methods towards more student-centred methods of cooperative learning. It was evident that both teachers and students perceived cooperative learning to be an effective method of teaching. For example, the findings revealed that both teachers and students understood and could see the benefits that cooperative learning offered to the teaching and learning of economics. The students indicated that they liked working in groups and appreciated getting help from other students. In addition, the results revealed that students' interactions and involvement in classroom activities, as well as interest and motivation to learn economics, increased during the implementation of the cooperative learning model. Furthermore, this study found a mismatch between home and the traditional teacher-centred school culture in the Maldives. In contrast, the findings suggest that the principles of cooperative learning match well with the cultural values of Maldivian society. Consequently, a revised model of cooperative learning is presented that includes the aspects of culture. Jordan (1985) argued that educational practices must match with the children's culture (p. 110) and thus culturally responsive teaching can help to minimise confusion and promote an academic community of learners that enables students to be more successful learners (Gay, 2000). This study suggests that training teachers and students for cooperative learning is salient for effective implementation of cooperative learning for a positive influence on students' learning and teachers' pedagogy. However, further research should be conducted to examine other aspects of teaching and learning which may also enhance this relationship.
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Gstach, Dieter, Andrew Somers, and Susanne Warning. "Output specific efficiencies. The case of UK private secondary schools." Inst. für Volkswirtschaftstheorie und -politik, WU Vienna University of Economics and Business, 2003. http://epub.wu.ac.at/1164/1/document.pdf.
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Based on regularly published data we quantitatively assess the efficiency of UK secondary, private schools in providing quantity vs. quality of graduates on a per output basis. In economic terms the primary question is whether indeed an increase in the quantity of graduates with the observed inputs would be associated with a deterioration of average quality of graduates. The estimation framework is a new, statistically enriched type of Data Envelopment Analysis as detailed in Gstach (2002) to account for output-specific efficiencies. The results indicate that quantity clearly dominates quality as performance distinguishing criteria amongst sample schools, i.e. on average quantity efficiency is low while quality efficiency is high. The results also provide evidence that the abilities of schools to provide quantity resp. quality are positively correlated. These findings indicate considerable scope for increasing the number of graduates without sacrificing average graduation quality through improved school management. (author's abstract)Series: Department of Economics Working Paper Series
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Ross, Lauren. "The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22939.
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This paper builds on the underlying framework of Jacob and Levitt (2003) and further work by Gustafsson (2014) to determine the prevalence of cheating in South African schools using a nationally representative sample (Verification ANA) of the Annual National Assessments of 2013. This research forms part of a broader research project on 'binding constraints in education' promoted by the Programme to Support Pro-poor Policy Development (PSPPD), housed at Stellenbosch University. The adapted methodology is verified in order to ensure that the suspicious string indicators as discovered by Jacob and Levitt are indeed indicative of suspicious behaviour when applied to the South African ANA. At a national level, the data suggests that cheating or suspicious behaviour is likely to be prevalent in up to 10 percent of schools with respect to Mathematics and Language in Grades 3 and 6. The manner in which schools behave suspiciously varies significantly by province, subject and measure. As many as 37% of primary schools in the Eastern Cape, 26% of primary schools in KwaZulu-Natal and 24% of primary schools in Limpopo show some evidence of cheating in Grade 3 mathematics, compared to just 0% to 2% of primary schools in the Western Cape and Gauteng. Similar extremes are noted in the Grade 6 results. These results suggest that the mere act of assessment and measurement induces behavioural distortions such as gaming behaviour even in the absence of high-stakes.
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Faoagali, Susan. "Home economics vs food and textile technology : bridging the gap between the old and new secondary school curriculum in Samoan secondary schools." Thesis, University of Canterbury. Christchurch College of Education, 2004. http://hdl.handle.net/10092/3823.
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As a teacher educator the researcher was interested in the new Food
and Textile Technology curriculum and how teachers were implementing
it. The purpose of the study is to investigate the teacher's perspectives,
ultimately to provide direction for the researchers' own teaching
programme at the National University of Samoa (Faculty of Education)
reflected in the initial research question;
What are the teacher training implications of the new Food and Textile
Technology Curriculum in Samoa?
To answer this question two aspects were identified; the old and new
curriculum documents and the teachers perspectives. As shown by the
two main questions; • What is the difference between the old Home Economics
syllabus and the new Food and Textile Technology Curriculum
Statement
• How are teachers dealing with the new Food and Textile
Technology Curriculum Statement?
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Kouti, Artemis. "Bilingual events in CLIL geography and home economics sixth grade classrooms in two Cypriot primary schools." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3524/.
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This study is an investigation of the use of L1 in two sixth grade CLIL Geography and Home Economics classrooms in two Cypriot Primary schools. An overview of the international literature indicated that L1 is used in such classrooms for disciplining and instruction giving (Gierlinger 2007), group work (Dalton-Puffer 2007), text mediation and explanation of ideas (Buchholz 2007, Arthur and Martin 2006), off-topic talk(Nikula 2005) and label quests (Heath 1986, Arthur and Martin 2006). This study is ethnographically-informed as it employs fundamental elements of ethnography together with analysis of video-recordings of classroom interaction, a key characteristic of the micro-ethnographic approach (Erickson, 1996, 2004; Garcez,2008). The findings from 640 video recorded lessons (320 minutes of each subject) show that the functions of bilingual events span the single word to interactive exchange in length, and are evenly distributed across instructional and regulative registers (Christie 2000, Gardner 2006). The four-fold new classification identifies an expanded repertoire of word level bilingual events, including the L2>L1 label quests which are particularly important in CLIL contexts; a range of bilingual events including codeswitching for instructional purposes; a new category of events related to code management; and clear examples of regulative events such as disciplining and giving instructions that are well documented in the literature.
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Mitra, Romita. "Exploring Differences in School Quality Assurance Measures at Public, Private, and Public-Private Partnership Schools Using PISA Data:." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109065.
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Thesis advisor: Zhushan LiEducational public private partnerships (PPP), referring to the shared delivery of education services by the government and private providers, have been increasing in recent decades, especially in low- and middle-income countries (LMIC). Yet to date, there has been limited research on their role in the education landscape, in part due to the difficulty of classifying PPP schools in large-scale datasets, which typically classify schools as either public or private. In addition, few studies have assessed PPPs and school quality assurance indicators typically associated with them. The study had two purposes. First, to explore the possibility of classifying PPP schools in a large-scale dataset using a statistical method. And second, to use these classifications to examine the differences between PPP, public, and private schools on school quality assurance measures, including but not limited to achievement. These analyses were performed using data from the Program for International Student Assessment (PISA), with schools from six of the global emerging economy countries: Brazil, China, Indonesia, Mexico, Russia and Turkey. Schools were classified using a two-step clustering method using funding and management variables. This revealed three good-quality clusters with a silhouette measure of cohesion and separation of 0.6 (IBM, 2015b; Wendler & Gröttrup, 2016). These were classified as public, private, and PPP based on the characteristics of each school type. With these classifications, the study assessed the relationship between school type and achievement in mathematics, science and reading, and 24 school quality assurance measures from PISA. The analyses controlled for school resources and socio-economic and cultural status. The study found that overall, PPP schools performed better than public schools on three indicators, and better than private schools on five indicators; public schools performed better than PPP schools on one outcome and better than private schools on three outcomes, although with mostly small effect sizes. Private schools did not outperform other school types on any outcome. A country wise analysis showed that these results differed by country. The study highlights the possibility of using two-step clustering to identify PPP schools, the effects of shared funding and management on school performance, and the importance of context in examining countries’ education policies
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Gaudėšienė, Jurgita. "Aukštosios mokyklos finansavimo šaltiniai, jų panaudojimo ir pritraukimo didinimo galimybės." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050602_131547-89203.
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The issues related to the funding of higher education as well as efficiency of the use of attracted financial resources have been analyzed in the current thesis. Experience by foreign countries and recommendations of the Bologna Declaration in the field of funding of higher education have been generalized. The dynamic analysis related to the use of financial resources at Šiauliai University has been conducted as well as prognosis for attracting financial resources to the Trend Function for year 2005 – 2007 has been formed. The scientific research hypothesis has been confirmed regarding the fact that the diversification of the university activity directly affects the possibility of the financial resource development.
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Makin, Emma. "Additional costs of FAS and PFAS learners in the classroom: An estimate for public primary schools in the Western Cape." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27842.
Full textAbstract:
Background: The Western Cape province of South Africa has the highest recorded prevalence rates of Fetal Alcohol Spectrum Disorders (FASD) in the world. In the last decade rates of fetal alcohol syndrome (FAS) and partial fetal alcohol syndrome (PFAS) prevalence of 68.0 - 89.2 per 1000 (May et al., 2007), 67.2 per 1000 (Urban et al., 2008), and 59.3 - 91.0 per 1000 (May et al., 2013) have been published after research was conducted in towns in the Western Cape (WC). Educating learners with FASD is a challenge as a result of the large range of cognitive impairments associated with heavy prenatal alcohol exposure. Determining a burden of cost to the education system may be one way to motivate for the development of prevention and intervention strategies. Methods: I designed questionnaires that were distributed to the educator and principal of a cohort of learners including learners with FAS and PFAS. Data were collected on educational impacts of variables associated with educator time use. Additional costs as a result of the use of educator's time by learners with FAS/PFAS were scaled up using risk differences and published statistics to reflect a cost burden to the WC Education Department. Results: The additional cost burden of disruptions caused by learners with FAS and PFAS for the WC Education Department is USD 7,010,166 in educator time for one academic year. The additional burden for learners with FAS/PFAS requiring additional assistance with lesson content to the WC is USD 5,754,885 in educator time for one academic year. The additional cost burden of public primary school learners with FAS/PFAS who had repeated a year of schooling was USD 3,876,565 in educator time based on 2012 salaries. Conclusions: These findings indicate that there is a large burden of cost to the education system when educator time is viewed as an economic input in education. Efforts need to be directed towards prevention programs to reduce the prevalence of learners with FAS/PFAS in the classroom. Educator training programs must be created to ensure that educators are equipped to manage the challenges posed by learners with FAS/PFAS in the classroom.
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Greyvenstein, Lesley Ann. "Classroom planning and organizing as tasks for the home economics teacher at secondary schools / Lesley Ann Greyvenstein." Thesis, Potchefstroom University for Christian Higher Education, 1986. http://hdl.handle.net/10394/8623.
Full textAbstract:
Classroom management, as part-discipline of Educational Management, is
a function of the teacher in his role of teacher-manager, consisting of
the specific regulative tasks or actions performed by the teacher to facilitate
the achievement of effective education within the classroom.
The four major classroom managerial tasks for the teacher are the planning,
organizing, leading and controlling actions, each consisting of
numerous sub-tasks, which, although researched as separate phenomena,
are interwoven and interrelated throughout all the managerial activity.
The task of planning, which includes the interdependent sub-tasks of
goal defining, policy making, decision making and problem solving, consists
of the purposeful contemplation by the teacher regarding the future
goals of the classroom, the resources and activities involved, and the
problems which may occur in the compilation of the most suitable plan for
the achievement of effective education.
Organizing, as the second major managerial function of the teacher, is
facilitated by planning, and consists of the creation of a structure defining
the tasks, authority and position of each member of the classroom
organization, delegating according to the structure, and co-ordinating
all facets of the organization to function as an integrated whole towards
the achievement of the goal of effective education.
The Home Economics teacher responsible for the presentation of a
multi-faceted subject within a complex classroom situation should exercise
her managerial functions of planning and organizing to facilitate the effective
education of the adolescent secondary school girl in preparation
for her future role in her family life within society.
The Home Economics teacher should receive comprehensive training in
classroom management, consisting of scientifically structured knowledge
which will enable her to enhance the effectiveness of teaching and
learning in her classroom, and also prepare her for possible future promotion
positions within the education system which require certain managerial
competencies.
The managerial tasks of planning and organizing are important functions
in the modern classroom where the teacher is being held increasingly
accountable for the effectiveness of the education which takes place in
the classroom.Thesis (MEd)--PU vir CHO, 1987
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Huynh, Mongkieu Thi. "The Effect of School Policies and Practices and Food Environments on Fruits and Vegetables Selected from Salad Bars among U.S. Elementary Schools." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405340224.
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Harbouk, Joseph. "Revenue-Based Financial Modeling: A Sustainable Model for Medium-Size, Private, Mission-Based Schools of Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/264.
Full textAbstract:
This study examined the implementation and assessment of revenue-based budgeting at a medium-size, private, mission-based graduate school of education (SOE), under the pseudonym Peter Claver University (PCU). Additionally, two other similar schools were included in the study because they used revenue-based budgeting for a period of 10 years or longer and their missions were comparable to that of PCU’s SOE.
A survey and three interviews were conducted with the deans of the three schools and responses were subjected to content analysis and triangulation. Points of consensus between the deans were the following: a strong favor for the revenue-based budgeting model; the desire for regular assessment to determine the success of the revenue-based budget and to update the model based on new economies and forecasting; the belief that revenue-based budgeting would give the deans more control over their schools’ futures; and the conviction that revenue-based budgeting provided the deans with the flexibility to accomplish the strategic goals of the school.
The major findings included that budget models need to be tailored to the institution’s goals and academic objectives; no specific revenue-budget formula fits all institutions; SOEs will be successful by having an interdependent financial model; deans are expected to be financially savvy; there are no service level agreements between SOEs and the service departments; SOEs with higher percentage of faculty receiving grants can be more innovative; assessment of the revenue-based model on an as-need-basis and rarely happens; and deans are supportive of a revenue-based budget model.
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Urdziņa-Deruma, Mara. "HISTORICAL DEVELOPMENT OF HANDICRAFT EDUCATION IN GENERAL SCHOOLS IN LATVIA." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12065.
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