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O planejamento de estudo na educação á distância como prática discente no combate ao insucesso das avaliações académicas : estudo de caso na UNIUBE - Pólo em Belém

Sousa, Jacqueline Andréa Furtado de
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
46.2%
O tema da dissertação trata de “ O planejamento do estudo na educação a distância como prática discente no combate ao insucesso das avaliações acadêmicas: estudo de caso na Uniube - pólo em Belém”. O objectivo da investigação consiste em registar e analisar os hábitos de estudo dos estudantes em regime de ensino a distância. A literatura da especialidade indica que os estudantes que planejam o seu trabalho conseguem melhores resultados nas avaliações acadêmicas no domínio da educação a distância, nível de formação superior. A investigação procura explorar estas indicações através de um estudo de caso, com recurso à entrevista grupo focal. Os sujeitos foram seleccionados de um grupo de estudantes do curso de pedagogia, turma 3, da UNIUBE, Belém, Brasil. Os estudantes foram divididos em dois grupos e comparados os resultados obtidos. Os resultados obtidos confirmam que os alunos têm vantagens em planejar os estudos de acordo com as indicações metodológicas proporcionadas pelos professores e pela Universidade; ABSTRACT:The theme of dissertation is " THE planning of the study in distance education as practice students in the fight against academic failure of the evaluations: a case study in Uniube – polo in Belém”. The purpose of research is to record and analyze the habits of study of students distance learning. The literature of specialty indicates that students plan its work achieve better results in academic assessments in the field of distance education...

Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students

Mann, Collette; Canny, Benedict J.; Reser, David H.; Rajan, Ramesh
Fonte: PeerJ Inc. Publicador: PeerJ Inc.
Tipo: Artigo de Revista Científica
Publicado em 12/02/2013 EN
Relevância na Pesquisa
26.25%
Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50 ) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables...

Does weight affect children’s test scores and teacher assessments differently?✩

Zavodny, Madeline
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2013 EN
Relevância na Pesquisa
26.29%
The prevalence of childhood overweight and obesity increased dramatically in the United States during the past three decades. This increase has adverse public health implications, but its implication for children’s academic outcomes is less clear. This paper uses data from five waves of the Early Childhood Longitudinal Study-Kindergarten to examine how children’s weight is related to their scores on standardized tests and to their teachers’ assessments of their academic ability. The results indicate that children’s weight is more negatively related to teacher assessments of their academic performance than to test scores.

Évolution des performances scolaires lors de la transition secondaire-Cégep : influences respectives des évaluations PISA, des performances scolaires antérieures et des contextes de vie

Cortès, Pierre-Yves
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
36.34%
Dans le domaine des évaluations des performances des élèves en fin de scolarité obligatoire, et à côté des traditionnelles évaluations scolaires, s’est développé le Programme International pour le Suivi des Acquis (PISA), harmonisé par l’Organisation de Coopération et de Développements Économiques (l’OCDE). Ce programme a atteint une grande notoriété internationale et tente de s’imposer comme programme qui évalue les compétences des élèves. Ce mémoire explore dans quelle mesure les évaluations PISA permettent de prédire les performances scolaires des élèves lors de la transition de la fin des études secondaires vers les études collégiales au Québec. Nous avons construit une variable mesurant l’évolution des performances scolaires entre le secondaire et le Cégep. Nos résultats tendent à confirmer que les évaluations PISA sont en mesure de prédire en partie la continuité des bonnes performances scolaires après contrôle des variables contextuelles des parcours de vie. Cependant, les évaluations scolaires antérieures expliquent mieux cette continuité des bonnes performances scolaires réalisées en première année de postsecondaire que les évaluations PISA. Néanmoins, toujours après contrôle des variables contextuelles...

Kindergarten classroom engagement skills : the road to academic success in elementary school

Fitzpatrick, Caroline
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
36.13%
Les caractéristiques de l’enfant à la maternelle prédisent le succès des transitions à travers les premières années scolaires ainsi que la poursuite académique à l’âge de 22 ans. Les habiletés en mathématiques et langagières à la maternelle sont étroitement liées au rendement scolaire. Cependant, il est également important de tenir compte du rôle de l’autocontrôle et de la maîtrise de soi dans la réussite académique. Spécifiquement, la capacité de suivre des instructions et travailler de manière autonome pourrait faciliter l’adaptation des enfants en milieu scolaire. La présente thèse examine la valeur potentielle de cibler l’engagement scolaire à la maternelle, sous forme d’orientation vers la tâche, pour améliorer l’ajustement académique des enfants au cours du primaire. Une première étude, a examiné si l’engagement scolaire à la maternelle est associé à un meilleur niveau de réussite scolaire et d’ajustement psychosocial à la quatrième année du primaire. Les résultats suggèrent que les habitudes de travail dès l’entrée à l’école représentent des prédicteurs robustes du rendement académique quatre ans plus tard. Un plus haut niveau d’engagement prédit également moins de comportements externalisés et de victimisation par les pairs en quatrième année. Ces résultats sont demeurés significatifs suite au contrôle statistique des habilités en mathématique...

Colombia - The Quality of Education in Colombia : An Analysis and Options for a Policy Agenda

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
26.31%
The main objective of this report is to analyze student learning in Colombia in order to foster policies to improve education quality that are grounded in research and the Colombian context. In 2006, Colombia participated for the first time in the Programme for International Student Assessment (PISA) of the Organization for Economic Cooperation and Development (OECD), which provides an important opportunity to benchmark the quality and equity of its education system globally and to inform its education policy. Using the PISA results, this report calls attention to the need for improved student learning in Colombia and provides new analytical work on the factors associated with learning in Colombia and other participant countries. Based on an assessment of the current state of the Colombian education system (chapter first), a review of the relevant literature (chapter second), an analysis of PISA (chapter third), and the report concludes with a set of policy options that may inform a future agenda for system design and reform (chapter fourth).

Enhancing the Quality of Education in the Maldives : Challenges and Prospects

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
26.29%
The quality of education is a major policy challenge facing the Maldives. The country achieved the first generation objective of providing universal access to basic education through rapid expansion of enrollment. As is frequently the case with such countries, the second generation challenge is to provide education of adequate quality. Evidence from a variety of sources shows that education quality in the Maldives is weak, and needs urgent improvement. Learning outcomes in both primary and secondary education are modest. National assessments of learning outcomes at Grade 4 and Grade 7 show that learning levels are unsatisfactory. The low average scores suggest that learning levels in both primary education and lower secondary education are weak. There are several dimensions of education quality which Maldivian policy makers consider to be of vital importance. Among these, the quality of school teachers is central to the improvement of education quality. Hence, the Ministry of Education (MOE) is concerned to develop the skills...

Student Learning in South Asia : Challenges, Opportunities, and Policy Priorities

Dundar, Halil; Beteille, Tara; Riboud, Michelle; Deolalikar, Anil
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
26.27%
For the past decade, South Asian governments have been investing heavily to achieve the education millennium development goals (MDGs). The region has also made great progress in enrolling girls in both primary and secondary school. The rapid gains in enrollment have not been accompanied by commensurate improvements in learning levels, with the average level of skill acquisition in South Asia being low by both national and international standards. A major reason for this is that throughout the 2000s, most South Asian countries focused on: (a) achieving universal access to primary education, and (b) sustained investment in better-quality school inputs to improve the quality of primary and secondary education. This report covers education from primary through upper secondary school. Given its importance for school readiness, this report also reviews early childhood development even though that is outside formal education systems in the region. To examine what types of policies hold promise for improving student learning...

Intelligence, Personality, and Creativity : Unleashing the Power of Intelligence and Personality Traits to Build a Creative and Innovative Economy

King, Elizabeth; Rogers, Halsey
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
EN_US
Relevância na Pesquisa
26.35%
Cognitive ability, as measured by IQ and background factors such as socioeconomic status and demographics have historically been seen as the principal determinants of a student s academic success. However, a growing body of research from psychology, education, behavioral economics and neuroscience is showing that personality traits also predict academic and work performance. This change in paradigm suggests that education systems face a more complex challenge than traditionally recognized: to work not only with the different types of intelligence possessed by students but also with their different personality traits in order to produce academic success measured by cognitive and non-cognitive skills. This paper reviews the research findings from the different literatures (psychology, education, behavioral economics, and neuroscience) that relate to these questions. Several good reviews summarize the findings on aspects of these questions, but rarely address all of the questions above. In particular, those reviews do not shed light on how education can improve both cognitive and non-cognitive skills and how such skills promote creativity and labor market outcomes. The scientific literatures on human intelligence and personality are large...

Disseminating and Using Student Assessment Information in Chile

Ramírez, María-José
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.27%
Student assessment plays a key role in improving education. However, many countries do not disseminate and make effective use of their student assessment information. This paper discusses Chile's effective use of its assessment information and draws lessons for other countries. A key lesson from the Chilean experience is that effective use of assessment information is a challenging task that takes time, effort, and resources. Another lesson is that the task requires leadership, long term planning, and consensus building. Countries able to learn from Chile's lessons will be in a better position to make effective use of their student assessments and, ultimately, to contribute to education quality and learning.

Developing the Enabling Context for Student Assessment in Russia

Bolotov, Viktor; Kovaleva, Galina; Pinskaya, Marina; Valdman, Igor
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.23%
In the first decade of the twenty first century, Russia launched a comprehensive reform of its student assessment system. This task was part of a broader reform of the education system, which aimed to ensure that students developed the skills required for the country's social and economic development. This case study focuses on the main types of assessments used in education: large?scale assessments for monitoring educational quality (international, national, and regional); examinations for secondary school certification and tertiary education selection; and classroom assessments in support of teaching and learning. The paper also examines the enabling context for assessment activities in Russia, which encompasses the policy framework, institutional arrangements, and the human and fiscal resources needed to carry out assessment programs and activities. Russia has a strong education system, but there are concerns about its quality. The country inherited a strong tradition of universal high quality education from the Soviet era. Some 13 million students presently attend 53...

Promoting Excellence in Turkey's Schools; Turkiyede okullarda mukemmeliyeti tesvik etmek

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
26.25%
The education system in Turkey has shown remarkable improvement since 2003 in terms of better student performance and reduced inequality with a concurrent and sustained increase in enrollments. The expansion of primary and secondary schooling was accompanied by the development of new curriculum in primary and secondary education, especially since 2004. A recent independent assessment of the revised secondary school curriculum regarded it as an improvement over the curriculum used in the past. Curriculum reform was accompanied by initiatives to improve the teaching profession policies. This report finds that most of the progress in the education system since 2003 has been the result of a combination of the overall socioeconomic progress being made in Turkey and increased effectiveness in the delivery of education. The Government's educational policies have contributed to the improvements in education outcomes including curriculum reform, phased modernization of teaching and learning materials and practices, stronger focus on measuring learning outcomes through large scale national and international assessments...

School Autonomy and Accountability in Thailand : A Systems Approach for Assessing Policy Intent and Implementation

Arcia, Gustavo; MacDonald, Kevin; Patrinos, Harry Anthony
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.31%
There is a consensus on the need for Thailand to reform its education system to be able to compete with other high performing countries in the region. In terms of learning outcomes, the most recent evidence from the Programme for International Student Assessment shows little improvement over time. This paper uses the World Bank's Systems Approach for Better Education Results (SABER) approach in Thailand to contrast policy intent and policy implementation in school autonomy and accountability. The policy implementation data were obtained from a survey of school principals of the schools that participated in the Programme for International Student Assessment and merged the data sets. First, the study analyzes the gap between policy intent and policy implementation. Then it examines the effect of the gaps on various schooling outcomes while controlling for covariates. The analysis finds significant differences between the Systems Approach for Better Education Results indicators of policy intent and policy implementation in all areas assessed by the indicators. Schools in Thailand exercise more flexibility in their personnel management in practice than what is intended by policy; student assessments need to address issues of content...

Decentralized Decision-making in Schools : The Theory and Evidence on School-based Management; Toma de decisiones descentralizada en la escuela : la teoria y la evidencia sobre la administracion escolar descentralizada

Barrera-Osorio, Felipe; Fasih, Tazeen; Patrinos, Harry Anthony; Santibáñez, Lucrecia
Fonte: World Bank Publicador: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
26.29%
The school-based management (SBM) has become a very popular movement over the last decade. The World Bank's work on school-based management emerged from a need to better define the concept, review the evidence, support impact assessments in various countries, and provide feedback to project teams. The authors took detailed stock of the existing literature on school-based management and then identified several cases that the Bank was supporting in various countries. The authors present as well general guidance on how to evaluate school-based management programs. The Bank continues to support and oversee a number of impact evaluations of school-based management programs in an array of countries. Despite the clear commitment of governments and international agencies to the education sector, efficient, and equitable access remains elusive for many populations - especially for girls, indigenous peoples, and other poor and marginalized groups. Many international initiatives focus on these access issues with great commitment...

An investigation of adolescent constructs of stress and academic achievement /

Burgess, Sherri T.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.16%
The present study was a phenomenological investigation of adolescent constructs of stress and academic achievement. The study utilised a modified version of George Kelly's Repertory Grid Technique to provide direct insight into adolescent stress and academic achievement. The premise of the study was that only students who exhibited extreme cases of stress and academic achievement levels would be examined. The investigation identified and examined the adolescents who exhibited these extremes and explored the underlying constructs that defined these differences. It was expected that if adolescents were able to identify the stressors in their lives, how these stressors affect their lives, and how these stressors affect their academic performance, then suggestions could be made to help students to better cope with stress and to improve their academic achievement level. Further, based on the results of the study, the pedagogical implications for classroom research are provided. Phenomenological inquiries, using modified, and less complex versions of the repertory grid, can be conducted pre-, mid-, and postacademic terms, to determine and to monitor the stressors and the academic performance of the students in a classroom. Specific assessments for individual students will help teachers to better exercise their knowledge and understanding of the realm of teaching and learning strategies (e.g....

Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach

Bécares, Laia; Priest, Naomi
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 27/10/2015 EN
Relevância na Pesquisa
36.4%
Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study—Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes...

The Experience of Middle-Income Countries Participating in PISA 2000-2015

Lockheed, Marlaine E.; Prokic-Breuer, Tijana; Shadrova, Anna
Fonte: World Bank, Washington, DC and OECD Publishing, Paris Publicador: World Bank, Washington, DC and OECD Publishing, Paris
Tipo: Book; Publications & Research :: Publication; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
26.33%
This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Program for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid. This report provides answers to six important questions about these middle-income countries and their experiences of participating in PISA: what is the extent of developing country participation in PISA and other international learning assessments?; why do these countries join PISA?; what are the financial, technical, and cultural challenges for their participation in PISA?; what impact has participation had on their national assessment capacity?; how have PISA results influenced their national policy discussions?; and what does PISA data tell us about education in these countries and the policies and practices that influence student performance? The findings of this report are being used by the Organization for Economic Co-operation and Development (OECD) to support its efforts to make PISA more relevant to a wider range of countries...

The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured

Dent, Amy L.
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Dissertação
Publicado em //2013
Relevância na Pesquisa
36.11%

Guided by an integrative conceptual framework, a meta-analysis was conducted to explore the relation between the capacity aspect of self-regulation and academic achievement across childhood and adolescence. This meta-analysis of over 150 studies draws upon diverse research traditions and approaches to test moderators of theoretical, methodological, and practical importance. In the theoretical moderator analyses, results were broken down by the specific self-regulation construct (e.g., emotion regulation, executive functions), students' grade level, and academic subject. Doing so permitted an exploration of developmental and domain differences in the relation between each self-regulation construct and achievement. In the methodological moderator analyses, results were broken down by the type of self-regulation measure (e.g., teacher-report, direct assessment) and the type of achievement measure (e.g., standardized test, course grade). Doing so permitted a formal test of how these measures relate to each other, which has garnered considerable debate among self-regulation researchers.

Findings from the five moderator analyses largely supported hypotheses. The average correlation with achievement was strongest for effortful control and composite measures of executive functions...

Academic integrity perceptions regarding computing assessments and essays

Simon, .; Cook, Beth; Sheard, Judithe; Carbone, Angela; Johnson, Chris
Fonte: Association for Computing Machinery (ACM) Publicador: Association for Computing Machinery (ACM)
Tipo: Conference paper
Relevância na Pesquisa
26.42%
Student perceptions of academic integrity have been extensively researched in relation to text-based assessments, but there is rather less research relating to non-text-based assessments such as computer programs, databases, and spreadsheets. This paper reports the findings from a survey of computing students and academics to investigate perceptions of particular academic practices with regard to both essays and computing assessments. For each practice the research sought to discover whether it was perceived to constitute plagiarism or collusion and whether it was considered to be acceptable in an academic environment. While there was general agreement between academics and students regarding some practices, both groups displayed high levels of uncertainty about other practices. There was considerable variation between their attitudes to similar practices in the text and non-text environments, and between what was seen as plagiarism/collusion and perceptions of unacceptability. That is, there were practices that were perceived to be plagiarism or collusion but were considered acceptable, and others that were considered not to be plagiarism or collusion but were nevertheless thought unacceptable. These findings suggest a need for academic integrity policies and procedures specific to computing...

Assessment - enabling participation in academic discourse and the implications

Bayaga,Anass; Wadesango,Newman
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
35.96%
The current study was an exploration of how to develop assessment resources and processes via in-depth interviews with 30 teachers. The focus was on how teachers use and apply different assessment situations. The methodology, which was a predominately qualitative approach and adopted case study design, sought to use a set of criteria based on constructs from literature reviews to evaluate assessments. Thus these characteristics guided the study which included: a brief description of assessment and moderation; assessment materials/resources; assessment objectives; assessment activities; assessment/re-evaluation; and alignment/consistency. The case (one site) and 30 respondents were selected purposively. The study revealed that assessors need to use different methods of assessment depending on the socio-cultural setting of learners' environment and resources, if applicable. We argue that teachers should note the socialisation within their domain as well as the culture of their domain and domain-specific ways of talking, acting, and seeing the world.