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Análise de propostas de avaliação de rendimento em livros didáticos de inglês para o Ensino Fundamental I; Analysis of achievement tests proposed by some English textbooks for elementary school
Fonte: Biblioteca Digital da Unicamp
Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado
Formato: application/pdf
Publicado em 22/02/2011
PT
Relevância na Pesquisa
46.2%
#Lingua inglesa - Estudo e ensino - Crianças#Rendimento escolar - Avaliação#Livros didáticos#English language#Academic achievement#Textbooks
O ensino de língua inglesa tem se iniciado cada vez mais cedo nas escolas regulares brasileiras (SCHEIFER, 2008; COSTA, 2008). A expansão desse ensino incentiva as pesquisas na área, que revelam, dentre outras coisas, a escassez de estudos sobre o livro didático de língua inglesa (RAMOS; ROSELLI, 2008) e sobre avaliação em língua estrangeira para crianças (REA-DICKINS; RIXON, 1997; SCARAMUCCI et al., 2008; COSTA, 2008). Esses dados nos chamaram a atenção, tendo em vista a forte influência dos livros didáticos no processo de ensino-aprendizagem de línguas (RICHARDS, 2002; PINTO; PESSOA, 2009; DIAS, 2009, dentre outros), bem como das avaliações na vida dos alunos, no ambiente escolar e na sociedade como um todo (SCARAMUCCI, 1998/1999; 2000/2001; 2004; 2006; HUGHES, 2003; SHOHAMY, 2004; MCNAMARA, 2000), podendo causar tanto impactos positivos quanto negativos. Propomo-nos, então, neste trabalho qualitativo e de cunho interpretativista, a analisar as avaliações de rendimento sugeridas por alguns livros didáticos de inglês voltados para alunos do Ensino Fundamental I. Como as avaliações de rendimento visam a observar se os objetivos de ensino foram alcançados, nosso objetivo é analisar se as concepções de linguagem...
Link permanente para citações:
Cognitive Skills, Student Achievement Tests, and Schools
Fonte: PubMed
Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
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Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement test scores to measures of cognitive skills in a large sample (N=1,367) of 8th-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after controlling for 4th-grade test scores. Random offers of enrollment to over-subscribed charter schools resulted in positive impacts of such school attendance on math achievement, but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement tests do so primarily through channels other than cognitive skills.
Link permanente para citações:
Implementing a National Assessment of Educational Achievement
Fonte: World Bank
Publicador: World Bank
Relevância na Pesquisa
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#ACHIEVEMENT EDUCATION#ACHIEVEMENT IN MATHEMATICS#ACHIEVEMENT STANDARDS#ACHIEVEMENT TESTS#ACHIEVEMENTS#ASSESSMENT AGENCY#ASSESSMENT CENTER#ASSESSMENT DESIGN#ASSESSMENT EXERCISE#ASSESSMENT FRAMEWORK#ASSESSMENT INSTRUMENTS
This third volume in the five-part National Assessments of Educational Achievement series, focuses on practical issues in the implementation of a national assessment. These include the representation of key educational stakeholders, required personnel and facilities, and the sequence of administrative activities in implementing an assessment. Particular attention is focused on sampling, such as defining the population to be assessed, elements of sampling theory, and the selection of schools and students to take part in an assessment. Readers are guided through the selection of a sample by working on a set of concrete tasks presented in the text, using data files in an accompanying CD. One section of Volume 3 is devoted to typical tasks involved in preparing, validating and managing data. Users are expected to develop competence in data preparation skills by carrying out the practical exercises in the CD. They are also shown how to complete important pre-analysis steps such as compute survey weights, calculate means and their sampling errors, and how to deal with non-responses and oversize and undersize schools. This volume is intended primarily for teams who are responsible for conducting national assessments and graduate students interested in technical aspects of large-scale surveys.
Link permanente para citações:
Using the Results of a National Assessment of Educational Achievement
Fonte: World Bank
Publicador: World Bank
Relevância na Pesquisa
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#ABILITY OF STUDENTS#ACHIEVEMENT DATA#ACHIEVEMENT SCORES#ACHIEVEMENT STANDARDS#ACHIEVEMENT TESTS#ACHIEVEMENTS#APPROACH TO TEACHING#ASSESSMENT ACTIVITY#ASSESSMENT FRAMEWORK#ASSESSMENT INSTRUMENTS#ASSESSMENT PROCEDURES
This book, the fifth and final volume of the National Assessments of Educational Achievement series, draws on the experiences of over forty countries that have implemented a national assessment. It considers the role of contextual factors which impinge on the use of assessment findings. The attachment of sanctions to performance on a national assessment and use of assessment results for accountability are discussed. Key components of a national assessment report are specified . Other instruments to communicate findings are described. Uses of national assessment findings for policy, management, teaching, and raising public awareness are described. A number of ways in which the use and value of national assessments could be optimized are proposed. This volume is intended primarily for teams who are responsible for conducting national assessments and policy makers responsible for the dissemination and use of national assessment results.
Link permanente para citações:
The Measurement of Educational Inequality : Achievement and Opportunity
Fonte: Banco Mundial
Publicador: Banco Mundial
Relevância na Pesquisa
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#ACCESS TO BOOKS#ACHIEVEMENT#ACHIEVEMENT IN MATHEMATICS#ACHIEVEMENT TESTS#ACHIEVEMENTS#ADULT LITERACY#ADULTS#BOARDING SCHOOLS#BOOKS AT HOME#CAUSAL ANALYSIS#CLASSROOMS
This paper proposes two related measures
of educational inequality: one for educational achievement
and another for educational opportunity. The former is the
simple variance (or standard deviation) of test scores. Its
selection is informed by consideration of two measurement
issues that have typically been overlooked in the
literature: the implications of the standardization of test
scores for inequality indices, and the possible sample
selection biases arising from the Program of International
Student Assessment (PISA) sampling frame. The measure of
inequality of educational opportunity is given by the share
of the variance in test scores that is explained by
pre-determined circumstances. Both measures are computed for
the 57 countries in which PISA surveys were conducted in
2006. Inequality of opportunity accounts for up to 35
percent of all disparities in educational achievement. It is
greater in (most of) continental Europe and Latin America
than in Asia, Scandinavia, and North America. It is
uncorrelated with average educational achievement and only
weakly negatively correlated with per capita gross domestic
product. It correlates negatively with the share of spending
in primary schooling...
Link permanente para citações:
The Impact of the 1999 Education Reform in Poland
Fonte: Banco Mundial
Publicador: Banco Mundial
Relevância na Pesquisa
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#ABLE STUDENTS#ACADEMIC CURRICULUM#ACADEMICALLY LESS ABLE STUDENTS#ACHIEVEMENT DATA#ACHIEVEMENT TESTS#ACHIEVEMENTS#ADULT LIFE#ANALYTICAL METHOD#ASSESSMENT FRAMEWORK#BASIC EDUCATION#BASIC EDUCATION SYSTEM
Increasing the share of vocational
secondary schooling has been a mainstay of development
policy for decades, perhaps nowhere more so than in formerly
socialist countries. The transition, however, led to
significant restructuring of school systems, including a
declining share of vocational students. Exposing more
students to a general curriculum could improve academic
abilities. This paper analyzes Poland s significant
improvement in international achievement tests and the
restructuring of the education system that expanded general
schooling to test the hypothesis that delayed vocational
streaming improves outcomes. Using propensity score matching
and differences-in-differences estimates, the authors show
that delayed vocationalization had a positive and
significant impact on student performance on the order of
one standard deviation.
Link permanente para citações:
Developing Tests and Questionnaires for a National Assessment of Educational Achievement
Fonte: Washington, DC : World Bank
Publicador: Washington, DC : World Bank
EN_US
Relevância na Pesquisa
56.46%
#ACADEMIC GUIDANCE#ACHIEVEMENT TESTS#ACHIEVEMENTS#ADDITION#ADULT LITERACY#ASSESSMENT INSTRUMENTS#ASSESSMENT MATERIALS#ASSESSMENT REPORTS#ASSESSMENT TEAMS#ATTITUDES TOWARD SCHOOL#AVERAGE SCORE
Developing tests and questionnaires for
a national assessment of educational achievement addresses
the design of two types of data collection instruments:
student achievement tests and background questionnaires.
Part one covers the development of an assessment framework
and a test blueprint, item writing, pre testing, and final
test layout. Part two delineates comparable stages and
activities in the construction of background questionnaires,
which are used to gather information from students,
teachers, head teachers, or parents on variables that might
help explain differences in student performance on the
achievement test. Part three describes how to design a
manual for test administration to help ensure that all
students take the test under standardized conditions. The
compact disc (CD) that accompanies this book offered
examples of well-designed test items, questionnaire items,
and administration manuals drawn from national and
international assessments and is meant to showcase the
variety of ways in which assessment teams have approached
the design of these instruments.
Link permanente para citações:
Papua New Guinea Teachers; SABER Country Report 2014
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Report; Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
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#SANITATION#SKILLS#CAREER ADVANCEMENT#EMPLOYMENT#SCHOOL SYSTEM#COLLEGE#SCHOOL TEACHERS#NATIONAL SCHOOL#TEACHERS#ACHIEVEMENT TESTS#STUDENT-TEACHER RATIO
This report presents results of the
application of SABER teachers in Papua New Guinea. It
describes Papua New Guinea’s performance in each of the
eight teacher policy goals, alongside comparative
information on education systems that have consistently
scored highly on international student achievement tests and
have participated in SABER-Teachers. Additional detailed
descriptive information on the teachers policies of the
education systems of Papua New Guinea and other education
systems can be found on the SABER-teachers website.
Link permanente para citações:
Samoa Teachers; SABER Country Report 2014
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Report; Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
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#SKILLS#CAREER ADVANCEMENT#EQUAL OPPORTUNITY#EMPLOYMENT#SCHOOL SYSTEM#TEACHING FORCE#COLLEGE#EFFECTIVE EDUCATION#FORMAL EDUCATION#SCHOOL TEACHERS#PRIMARY TEACHERS
This report presents results of the
application of SABER teachers in Samoa. It describes Samoa’s
performance with respect to each of the eight teacher policy
goals, alongside comparative information from education
systems that have consistently scored highly on
international student achievement tests and have
participated in SABER-Teachers. Additional detailed
descriptive information on the teacher policies of the
education systems of Samoa and other countries can be found
on the SABER-teachers website.
Link permanente para citações:
Solomon Islands Teachers; SABER Country Report 2014
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Report; Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
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#SKILLS#CAREER ADVANCEMENT#EQUAL OPPORTUNITY#EMPLOYMENT#SCHOOL SYSTEM#TEACHING FORCE#COLLEGE#EFFECTIVE EDUCATION#SCHOOL TEACHERS#TEACHERS#ACHIEVEMENT TESTS
This report presents results of the
application of the SABER-teachers tool in Solomon Islands.
It describes the performance of Solomon Islands’ education
system in achieving each of the eight teacher policy goals,
alongside comparative information from education systems
that have consistently scored highly on international
student achievement tests and have participated in the
SABER-Teachers initiative. Additional detailed descriptive
information on the teacher policies of the education systems
of Solomon Islands and other countries can be found on the
SABER-teachers website.
Link permanente para citações:
Education : Building on Indigenous Knowledge; Education: s'appuyer sur les savoirs locaux
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
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#ACCESS TO SCHOOLING#ACHIEVEMENT#ACHIEVEMENT TESTS#CLASSROOM#CLASSROOM TEACHERS#CLASSROOMS#CONVENTIONAL EDUCATION#CURRICULA#EDUCATION PROGRAMS#EDUCATION SYSTEM#EDUCATIONAL ENVIRONMENT
Indigenous knowledge (IK) can act as a
powerful tool in a learning environment to teach students.
Conventional curricula, and achievement tests in many
countries, however, do not support students' learning
based on their IK. Learning environments need to be adapted
to help students build on their indigenous communities'
knowledge, and by recognizing students' culture and
value systems. Educators can further this type of education
by combining appropriate pedagogical techniques1. The note
presents various strategies that can help educators
recognize the IK that students bring with them to learning
environments, and use this as a stepping-stone to help them
succeed academically. In addition, three educational
programs that have successfully integrated IK into their
projects are highlighted.
Link permanente para citações:
Distribution of Student Achievement in Chile : Baseline Analysis for the Evaluation of the Subvención Escolar Preferencial
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC ACHIEVEMENT#ACCESS TO EDUCATION#ACCESS TO QUALITY EDUCATION#ACHIEVEMENT SCORES#ACHIEVEMENT TESTS#ACHIEVEMENTS#ADDITIONAL RESOURCES#AUTONOMOUS SCHOOLS#AVERAGE SCORE#AVERAGE TEST SCORES#BLACK STUDENTS
This paper has two primary objectives.
The first objective is to describe our method for predicting
the counterfactual outcomes, and explain the reasons for
this choice. The second is to present estimates of the
counterfactual outcomes. The paper contains the following
sections. Section two provides a description of the voucher
system before the introduction of SEP (Subvencion Escolar
Preferencial program, or Preferential School Subsidy), an
explanation of the main components of SEP, and a summary of
other educational reforms currently undergoing Parliamentary
review, for which SEP may serve as a valuable pilot. In
section three, we present the methodological approach
employed in this paper to predict the counterfactual
outcomes to which actual outcomes under SEP will be
compared. Section four describes the data on students and
schools used in this paper. This section also provides
information on the distributions of grade four priority
students and non-priority students among the nation's
three types of elementary schools in the years 2005-2007 and
predictions of what these distributions will have been in
2008 in the absence of SEP. Section five describes the
distributions of achievement of priority students and
non-priority students on SIMCE tests of Spanish...
Link permanente para citações:
Supply-Side School Improvement and the Learning Achievement of the Poorest Children in Indigenous and Rural Schools : The Case of PARE
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
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#SCHOOL ADAPTATION#SCHOOL BASED MANAGEMENT#QUALITY OF EDUCATION#ACCESS TO EDUCATION#EQUITY IN EDUCATION#SOCIOECONOMIC FACTORS#EDUCATIONAL PROGRAMS#LEARNING PROCESSES#RURAL EDUCATION#INDIGENOUS EDUCATION#SUPPLY-SIDE POLICY
In the past, research findings indicated
that most of the differences in student learning were due to
socioeconomic factors, and that, therefore, the effect of
direct educational interventions to reduce learning
inequality was very limited. However, the authors show that
learning achievement could increase through appropriately
designed, and reasonably well-implemented interventions. An
examination of Mexico's PARE program reveals that an
increase in learning achievement could be possible for
rural, and indigenous schools. The authors' overall
conclusion is that supply-side interventions can have
substantial effects on the learning achievement of children
in indigenous, and rural schools in poor areas. But greater
attention needs to be paid to the poorest of the
disadvantaged children. This positive conclusion, however,
should be tempered by results of the urban sample,
confirming earlier findings of the negative relationship
between PARE, and student learning growth.
Link permanente para citações:
An Expansion of a Global Data Set on Educational Quality : A Focus on Achievement in Developing Countries
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
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#ACHIEVEMENT#ACHIEVEMENT SCORES#ACHIEVEMENT SURVEYS#ACHIEVEMENT TEST SCORES#ACHIEVEMENT TESTS#ADJUSTMENT#AVERAGE SCORE#AVERAGE TEST SCORE#AVERAGE TEST SCORES#BETTER LEARNING#BETTER SCHOOLS
This paper assembles a panel data set
that measures cognitive achievement for 128 countries around
the world from 1965 to 2010 in 5-year intervals. The data
set is constructed from international achievement tests,
such as the Programme for International Student Assessment
and the Trends in International Mathematics and Science
Study, which have become increasingly available since the
late 1990s. These international assessments are linked to
regional ones, such as the South and Eastern African
Consortium for Monitoring of Educational Quality, the
Programme d'Analyse des Systemes Educatifs de la
Confemen, and the Laboratorio Latinoamericano de Evaluacion
de la Calidad de la Educacion, in order to produce one of
the first globally comparable data sets on student
achievement. In particular, the data set is one of the first
to include achievement in developing countries, including 29
African countries and 19 Latin American countries. The paper
also provides a first attempt at using the data set to
identify causal factors that boost achievement. The results
show that key drivers of global achievement are civil rights
and economic freedom across all countries...
Link permanente para citações:
Assessing National Achievement Levels in Education; Avaliacao dos niveis de desempenho educacional; Évaluer les niveaux nationaux de performance dans l’éducation
Fonte: Washington, DC: World Bank
Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC ACHIEVEMENT#ACCEPTABLE STANDARD#ACCESS TO DATA#ACHIEVEMENT DATA#ACHIEVEMENT LEVEL#ACHIEVEMENT SCORES#ACHIEVEMENT TESTS#ACHIEVEMENTS#ADULT LITERACY#ADULTS#ASSESSMENT ACTIVITY
This introductory book describes the
main features of national and international assessments,
both of which became extremely popular tools for determining
the quality of education in the 1990s and 2000s. This
increase in popularity reflects two important developments.
First, it reflects increasing globalization and interest in
global mandates, including Education for All (UNESCO 2000).
Second, it represents an overall shift in emphasis in
assessing the quality of education from a concern with
inputs (such as student participation rates, physical
facilities, curriculum materials, and teacher training) to a
concern with outcomes. This emphasis on outcomes can, in
turn, be considered an expression of concern with the
development of human capital in the belief (a) that
knowledge is replacing raw materials and labor as resources
in economic development and (b) that the availability of
human knowledge and skills is critical in determining a
country's rate of economic development and its
competitiveness in an international market. The purposes and
main features of national assessments are described in
chapter 2. The reasons for carrying out a national
assessment are considered in chapter 3...
Link permanente para citações:
Mexico : Determinants of Learning Policy Note
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC PERFORMANCE#ACCESS TO EDUCATION#ACHIEVEMENT#ACHIEVEMENT IN SCHOOL#ACHIEVEMENT TESTS#ACTIVE PARTICIPATION#ASSESSMENT SYSTEM#AUTONOMOUS SCHOOLS#BACKGROUND PAPERS#BASIC EDUCATION#BETTER LEARNING
This report aims to identify the determinants of learning in Mexico, focusing on equity, cross-country comparisons and national studies. The present report provides new analytical work on the determinants of learning using international and national assessments, as well as new work on the returns to quality of education and an assessment of media coverage of international assessments. The report is organized as follows: Chapter 1 reviews the existing international and Mexican literature on education quality and the determinants of learning. Chapter 2 presents an overview of the state of education in Mexico. Chapter 3 discusses the analysis of the National Assessments (Estandures Nacionales) from 1998 to 2000 and the results of the analysis of PISA 2000 and PISA 2003 data. Finally, Chapter 4 concludes the main report with an agenda for action, which responds to the education situation in Mexico. The report's main message is that Mexico needs to increase secondary school enrollment rates. The country continues to do well at maintaining equity in terms of the impact of family background on scores and the very low dispersion between top and bottom achievers, which is unusual for a Latin American country participating in international achievement tests. To improve quality...
Link permanente para citações:
Bulgaria : Teachers
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC ACHIEVEMENT#ACADEMIC POSITIONS#ACCESS TO EDUCATION#ACCESS TO INFORMATION#ACCREDITATION#ACHIEVEMENT DATA#ACHIEVEMENT TESTS#ACHIEVEMENTS#ASSESSING TEACHER PERFORMANCE#BASIC EDUCATION#BUSINESS SCHOOL
Bulgaria implemented sweeping
decentralization and efficiency-focused reforms in basic
education in 2007 and 2008. The education system adjusted to
the negative demographic trends by optimizing the network of
schools (closing and merging schools), introducing
per-capita based financing and delegating significant
financial and decision-making autonomy to school principals.
This policy reform package produced a number of benefits for
the education sector; it accrued savings of over 100 million
BGN and increased wages by 46 percent and reallocation of
resources for capital investment (World Bank 2010). Despite
the government's impressive achievements in terms of
spending efficiency and high enrollment, lingering concerns
remain about the quality and equity of the education system.
The country has seen a negative trend in student learning
outcomes as measured by international assessments. At the
request of the Government of Bulgaria, the World Bank has
implemented its newly developed tool for assessment and
benchmarking of policies and programs affecting
teacher's effectiveness Systems Approach for Better
Education Results (SABER) teachers. The key findings and
policy options outlined in the present report are intended
to inform the finalization of the new draft law and the
development of the bylaws regulating teachers' policies
in Bulgaria. This report presents results of the application
of SABER-teachers in Bulgaria. It describes Bulgaria's
performance in each of the eight teacher policy goals...
Link permanente para citações:
Cote d'Ivoire : Teacher Policies 2012
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC ACHIEVEMENT#ACADEMIC POSITIONS#ACCESS TO INFORMATION#ACHIEVEMENT DATA#ACHIEVEMENT TESTS#ADVANCED EDUCATION#ANNUAL EXAMS#ANNUAL SCHOOL CENSUS#ASSESSMENT SYSTEM#BUSINESS SCHOOL#CAREER
Achieving the right teacher policies to
ensure that every classroom has a motivated, supported, and
competent teacher remains a challenge, because evidence on
the impacts of many teacher policies remains insufficient
and scattered. Systems approach for better education results
(SABER) - teachers, aims to help fill this gap by
collecting, analyzing, synthesizing, and disseminating
comprehensive information on teacher policies in primary and
secondary education systems around the world. SABER -
teachers' collects data on ten core teacher policy
areas to offer a comprehensive descriptive overview of the
teacher policies that are in place in each participating
education system. SABER - teachers analyzes the teacher
policy data collected to assess each education system s
progress in achieving eight teacher policy goals: (1)
setting clear expectations for teachers; (2) attracting the
best into teaching; (3) preparing teachers with useful
training and experience; (4) matching teachers skills with
students' needs; (5) leading teachers with strong
principals; (6) monitoring teaching and learning; (7)
supporting teachers to improve instruction; and (8)
motivating teachers to perform. By classifying countries
according to their performance on each of the eight teacher
policy goals...
Link permanente para citações:
Benin : Teachers 2012
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC ACHIEVEMENT#ACADEMIC POSITIONS#ACCESS TO INFORMATION#ACHIEVEMENT DATA#ACHIEVEMENT TESTS#ADVANCED EDUCATION#ANNUAL EXAMS#ASSESSMENT SYSTEM#BEGINNING TEACHERS#BUSINESS SCHOOL#CAREER
Achieving the right teacher policies to
ensure that every classroom has a motivated, supported, and
competent teacher remains a challenge, because evidence on
the impacts of many teacher policies remains insufficient
and scattered. Systems approach for better education results
(SABER) - teachers, aims to help fill this gap by
collecting, analyzing, synthesizing, and disseminating
comprehensive information on teacher policies in primary and
secondary education systems around the world. SABER -
teachers' collects data on ten core teacher policy
areas to offer a comprehensive descriptive overview of the
teacher policies that are in place in each participating
education system. SABER - teachers analyzes the teacher
policy data collected to assess each education system's
progress in achieving eight teacher policy goals: (1)
setting clear expectations for teachers; (2) attracting the
best into teaching; (3) preparing teachers with useful
training and experience; (4) matching teachers' skills
with students' needs; (5) leading teachers with strong
principals; (6) monitoring teaching and learning; (7)
supporting teachers to improve instruction; and (8)
motivating teachers to perform. By classifying countries
according to their performance on each of the eight teacher
policy goals...
Link permanente para citações:
The effect of repertoire on the singing achievement of second grade students
Fonte: University of Delaware
Publicador: University of Delaware
Tipo: Tese de Doutorado
Relevância na Pesquisa
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Burton, Suzanne L.; The purpose of this study was to contribute to the body of research on the singing achievement of students. Through a quasi-experimental design using two intact groups, the research question addressed second grade students??? (N=80) singing achievement when singing a major tonality criterion song or a pentatonic tri-chord criterion song. The researcher collected samples from Group A (n=40), which sang the major tonality song and Group B (n=40), which sang the pentatonic tri-chord song. On five different occasions, the researcher taught the criterion songs to the two groups with a scripted procedure, using a combination of general music techniques including holistic and phrase-by-phrase singing along with movement activities. During the sixth visit, the researcher reviewed the criterion songs with each group. Students were individually audio-recorded singing the entire criterion song that they learned over the 5-week period. Three independent judges analyzed the song samples using the researcher created and vetted Singing Achievement Measure (SAM) that was comprised of four 4-point descriptive rating scales and one 2-point rating scale. Interjudge reliability (r=.94), descriptive statistics, and the intercorrelations of SAM criteria were calculated. Data were analyzed through a two-sample t-Test (p < .05). Results indicated that there was no significant difference between the singing achievement of Group A and Group B. Principle Component Analysis was calculated and confirmed that the scores for each of the five criteria were similar between Groups A and B. This study has the potential to inform music educators about the effect of song repertoire choice on students??? singing achievement.; University of Delaware...
Link permanente para citações: