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‣ O ensino da música em regime articulado : projeto de investigação-ação no conservatório do Vale do Sousa

Ribeiro, António José Pacheco
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 13/06/2013 Português
Relevância na Pesquisa
47.801035%
Tese de doutoramento em Estudos da Criança (área de especialização em Educação Musical); Os projetos pedagógicos das escolas vocacionais de música têm revelado dificuldades de enraizamento nas suas comunidades (nomeadamente, no que concerne às articulações com o chamado ensino genérico) e falta de ambições curriculares diferenciadas capazes de responderem à diversidade da procura. Neste sentido, o presente trabalho de investigação pretendeu questionar o conceito de escola vocacional, assim como testar possíveis redefinições do modelo de ensino da música em regime articulado de frequência e estudar as possíveis vantagens do reforço das articulações pedagógicas do ensino vocacional com o ensino genérico. A Investigação-Ação, enquanto metodologia de pesquisa, corporizou o desenho do estudo e contemplou dois grupos de trabalho: um do ensino vocacional (Conservatório) e outro do ensino genérico da música. Os instrumentos de recolha de dados selecionados incidiram nas grelhas de observação participante, fichas síntese dos sujeitos, registos áudio e vídeo, inquérito por questionário e entrevista semiestruturada. A análise e interpretação dos dados caracterizouse por uma leitura descritiva e interpretativa minuciosa possibilitada pelos diferentes métodos de recolha e ancorada sobretudo no paradigma qualitativo permitindo a interpretação e a obtenção dos resultados finais. Neste contexto...

‣ Training Program at Medical School of Chieti, Italy

Miscia, Sebastiano; Innocenti, Paolo; Costantini, Marco; Costantini, Antonio; Barbara, Anna; Di Ilio, Carmine
Fonte: Croatian Medical Schools Publicador: Croatian Medical Schools
Tipo: Artigo de Revista Científica
Publicado em /06/2006 Português
Relevância na Pesquisa
37.606138%
We describe the changes in medical training program offered at the G. D’Annunzio University Medical School in Chieti-Pescara, Italy, which took place over the last decade. The new curriculum differs from the previous one in several important aspects, including limited number of students admitted to school depending on the estimated needs for physicians, obligatory class attendance, student attendance in preclinical laboratories, formative credits as a measure of student activity, and elective subjects. Furthermore, all medical graduates are allowed to take the State exam to obtain the license to practice, which was not the case previously. As a result of these major changes, a higher number of students graduates in due time. The changes made in the medical education curriculum in Italy have enabled Italian medical graduates to work in European Community Hospitals, because their medical degree is recognized in other EU countries. The main motif that drives the Medical School in Chieti-Pescara is the achievement of high quality in medical education and biomedical research by creating as strong a relationship between education and research as possible.

‣ Short-run Learning Dynamics under a Test-based Accountability System : Evidence from Pakistan

Barrera-Osorio, Felipe; Raju, Dhushyanth
Fonte: Banco Mundial Publicador: Banco Mundial
Português
Relevância na Pesquisa
38.230044%
Low student learning is a common finding in much of the developing world. This paper uses a relatively unique dataset of five semiannual rounds of standardized test data to characterize and explain the short-term changes in student learning. The data are collected as part of the quality assurance system for a public-private partnership program that offers public subsidies conditional on minimum learning levels to low-cost private schools in Pakistan. Apart from a large positive distributional shift in learning between the first two test rounds, the learning distributions over test rounds show little progress. Schools are ejected from the program if they fail to achieve a minimum pass rate in the test in two consecutive attempts, making the test high stakes. Sharp regression discontinuity estimates show that the threat of program exit on schools that barely failed the test for the first time induces large learning gains. The large change in learning between the first two test rounds is likely attributable to this accountability pressure given that a large share of new program entrants failed in the first test round. Schools also qualify for substantial annual teacher bonuses if they achieve a minimum score in a composite measure of student test participation and mean test score. Sharp regression discontinuity estimates do not show that the prospect of future teacher bonus rewards induces learning gains for schools that barely did not qualify for the bonus.

‣ Universal Secondary Education (USE) in Guyana

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
48.284185%
In 2002, Guyana adopted a broadly-based five year plan (2003-2007) to achieve universal secondary education (USE), with a strategy to convert secondary classes in primary schools and grade 7-10 community high schools into General Secondary Schools (GSS) in which all students could present for the Caribbean Examination Certificate (CXC) or an alternative competency-based Certificate. Current status of secondary education (chapter one) summarizes the performance of public schools in Guyana against the Ministry of Education (MOE) policy on universal secondary education (2002), trends evident in the annual statistical digests, and the broad issues presented to Senior MOE officers on 13 December and to the Minister on 19 December 2007. Improving secondary student participation (chapter two) examines national and regional trends in population, enrollment, low levels of apparent transition from primary to secondary schools, poor secondary school entry examination (SSEE) results and issues related to the "size" of secondary schools. Upgrading and qualifying teachers (chapter three) identifies small school enrollment issues in earlier chapters with the enrollment required to offer a viable secondary curriculum...

‣ Private Tutoring in Vietnam: A Review of Current Issues and Its Major Correlates

Dang, Hai-Anh H.
Fonte: World Bank, Washington, D.C. Publicador: World Bank, Washington, D.C.
Português
Relevância na Pesquisa
48.03956%
Building on the earlier work, this paper provides an updated review of the private tutoring phenomenon in Vietnam in several aspects, including the reasons, scale, intensity, form, cost, and legality of these classes. In particular, the paper offers a comparative analysis of the trends in private tutoring between 1998 and 2006 where data are available. Several (micro-) correlates are examined that are found to be strongly correlated with student attendance at tutoring, including household income, household head education and residence area, student current grade level, ethnicity, and household size. In particular, the analysis focuses on the last three variables, which have received little attention in the previous literature on the determinants of tutoring.

‣ Paraguay : School Finance

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Português
Relevância na Pesquisa
37.533223%
All education systems rely on financing to function, but the characteristics and actions of a successful school finance system are not always clear. Research has often failed to find a strong relationship between spending and learning outcomes in education, which leads some researchers and policy makers to question whether the amount of spending in education matters at all (Hanushek 1986). Among countries with similar levels of income, those that spend more on education do not necessarily score higher on international assessments such as the Program for International Student Assessment (PISA). Even within an education system, student achievement can vary substantially among localities that spend comparable amounts (Wagstaff and Wang 2011). The observation that learning outcomes are seemingly unrelated to spending levels supports the argument that how money is spent, not simply how much, matters in education finance. The six policy goals includes the following headings: ensuring basic conditions for learning; monitoring learning conditions and outcomes; overseeing service delivery; budgeting with adequate and transparent information; providing more resources to students who need them; and managing resources efficiently.

‣ Disseminating and Using Student Assessment Information in The Gambia

Senghor, Ousmane
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
37.912864%
The Gambia has shifted the focus of its education reforms from school attendance to student learning. This shift came with a stronger assessment system to measure learning. This paper highlights how assessment data are being used in The Gambia to contribute to education quality and learning. While assessment data were used mainly for selection purposes in the past, the emphasis now is on monitoring and supporting learning. Greater data availability has allowed for greater school accountability as well as for more systematic feedback on the curriculum and teacher training. Several factors converged to allow for more effective use of assessment data, including a favorable political environment, the development of strategic partnerships, and the building of local assessment capacity.

‣ The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone

Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
Português
Relevância na Pesquisa
47.56078%
A textbook provision program in Sierra Leone demonstrates how volatility in the flow of government-provided learning inputs to schools can induce storage of these inputs by school administrators to smooth future consumption. This process in turn leads to low current utilization of inputs for student learning. A randomized trial of a public program providing textbooks to primary schools had modest positive impacts on teacher behavior but no impacts on student performance. In many treatment schools, student access to textbooks did not actually increase because a large majority of the books were stored rather than distributed to students. At the same time, the propensity to save books was positively correlated with uncertainty on the part of head teachers regarding government transfers of books. The evidence suggests that schools that have high uncertainty with respect to future transfers are more likely to store a high proportion of current transfers. These results show that reducing uncertainty in school input flows could result in higher current input use for student learning. For effective program design...

‣ School Autonomy and Accountability

Arcia, Gustavo; Macdonald, Kevin; Patrinos, Harry Anthony; Porta, Emilio
Fonte: Banco Mundial Publicador: Banco Mundial
Português
Relevância na Pesquisa
37.912864%
The objective of this paper is to present an assessment scale for benchmarking school autonomy and accountability. This scale is one of the tools being developed under system assessment and benchmarking for education results (SABER) initiative created by the World Bank as part of its education strategy. The purpose of this scale is to reinforce the monitoring and evaluation of education system performance to foster a better environment for teaching and learning. The goal of this effort is to align the personal and managerial incentives at the school level to produce increased student learning. The application of the assessment scale can be an important tool for education system reform if it is used as an instrument for planning and monitoring the enabling conditions for improving system performance. As such, it starts with the assumption that increased school autonomy and improved accountability are necessary conditions for improved learning because they align teacher and parent incentives. This assertion is consistent with the SABER framework for fostering better school performance that includes three important factors: (a) the periodic measurement of learning outcomes and of teacher performance as the basis for school accountability...

‣ Investigation of Escape and Negative Student Behaviors Related to Florida State High Stakes Test Preparation in Miami-Dade County Public High Schools, having been approved in respect to style and intellectual content, is referred to you for judgment

Molina, Ilia
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
37.75703%
The purpose of this study was to determine whether there was a relationship between pressure to perform on state mandated, high-stakes tests and the rate of student escape behavior defined as the number of school suspensions and absences. The state assigned grade of a school was used as a surrogate measure of pressure with the assumption that pressure increased as the school grade decreased. Student attendance and suspension data were gathered from all 33 of the regular public high schools in Miami-Dade County Public Schools. The research questions were: Is the number of suspensions highest in the third quarter, when most FCAT preparation takes place for each of the 3 school years 2007-08 through 2009-10? How accurately does the high school’s grade predict the number of suspensions and number of absences during each of the 4 school years 2005-06 through 2008-09? The research questions were answered using repeated measures analysis of variance for research question #1 and non-linear multiple regression for research question #2. No significant difference could be found between the numbers of suspensions in each of the grading periods nor was there a relationship between the number of suspensions and school grade. A statistically significant relationship was found between student attendance and school grade. When plotted...

‣ Procedures and examples for examining a wide range of student outcomes from 1:1 student computing settings

Bebell, Damian; Burraston, James
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.834312%
Past research has shown one-to-one student computing programs can have a variety of different impacts depending on their context. Using a wide range of data, this paper summarizes the second year implementation results from a newly opened US high school where every student and teacher has a MacBook laptop computer. Measures like attendance, behavior, and course taking patterns are routinely collected by schools but are rarely used in research and evaluation efforts. In the current project, a rich empirical dataset was developed to help better understand the complex relationships between technology practices over time and student outcomes across different student cohorts. It is our hope that the procedures and examples herein will illuminate the potential efficacy and opportunities for examining a wider range of potential quantitative impacts from 1:1 computing programs.; La investigaci??n ha mostrado que los programas de un ordenador por ni??o tienen diferente impacto seg??n el contexto en el que se lleven a cabo. Usando un amplio abanico de datos, este estudio resume los resultados de un a??o de aplicaci??n en un instituto americano reci??n inaugurado en el que cada alumno y profesor ten??an un port??til MacBook. Se recogen sistem??ticamente medidas como la asistencia...

‣ O estágio de atendimento nos anos iniciais: experiência com plantão psicológico; Psychological practicum by early years students: experience through psychological attendance

Nunes, André Prado
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 15/05/2015 Português
Relevância na Pesquisa
37.659827%
A partir de 2007, o Projeto de Atendimento em Plantão Psicológico do Laboratório de Estudos em Fenomenologia Existencial e Prática em Psicologia (LEFE-PSA/IPUSP) disponibilizou estágio a estudantes a partir do segundo ano do curso. Esta investigação buscou conhecer a experiência de quatro plantonistas que iniciaram o seu primeiro estágio de atendimento em plantão no terceiro semestre do curso. Entrevistas individuais foram realizadas, de modo a constituírem relatos sobre este momento de formação. Como percurso metodológico, buscou-se inspiração na fenomenologia hermenêutica e na analítica do sentido como via para explicitação de saberes e impasses que surgiram nas narrativas colhidas sobre plantão. Por um lado, os relatos revelaram como o plantão se organizou para cuidar deste estudante: o atendimento era realizado com psicólogos e colegas dos últimos semestres, sendo supervisionados em grupo, além de haver aulas sobre fenomenologia existencial e aconselhamento psicológico. Por outro lado, o projeto mostrou como cada estagiário, a partir de seus questionamentos, conduziu-se de modo singular ao longo de pelo menos um ano de estágio, outro requisito para ser entrevistado. Neste sentido, evidenciou-se que o plantão contempla múltiplos dizeres e posicionamentos dos estudantes como possibilidade de propiciar um aprender pela experiência (ação). Em busca de descobrirem-se psicólogos...

‣ Investigation of escape and negative student behaviors related to Florida state high stakes test preparation in Miami-Dade County Public High Schools

Molina, Ilia
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.75703%
The purpose of this study was to determine whether there was a relationship between pressure to perform on state mandated, high-stakes tests and the rate of student escape behavior defined as the number of school suspensions and absences. The state assigned grade of a school was used as a surrogate measure of pressure with the assumption that pressure increased as the school grade decreased. ^ Student attendance and suspension data were gathered from all 33 of the regular public high schools in Miami-Dade County Public Schools. The research questions were: Is the number of suspensions highest in the third quarter, when most FCAT preparation takes place for each of the 3 school years 2007-08 through 2009-10? How accurately does the high school's grade predict the number of suspensions and number of absences during each of the 4 school years 2005-06 through 2008-09? The research questions were answered using repeated measures analysis of variance for research question #1 and non-linear multiple regression for research question #2. ^ No significant difference could be found between the numbers of suspensions in each of the grading periods nor was there a relationship between the number of suspensions and school grade. A statistically significant relationship was found between student attendance and school grade. When plotted...

‣ 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
Português
Relevância na Pesquisa
47.57411%
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.

‣ Tracking Basic Education Expenditure in Yemen : Analyses of Public Resource Management and Teacher Absenteeism

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
Português
Relevância na Pesquisa
37.860354%
Yemen faces significant challenges in expanding access and promoting quality for improved educational outcomes. The study employs both qualitative and quantitative methods to provide recommendations for tracking public expenditure and improving service delivery in the basic education sector in Yemen. To this end, it documents the management of public resources in Yemen's education sector and potential inefficiencies in the use of these resources. This report, through its various components, revealed significant impediments-teacher deployment and salary payment, materials provision, student and teacher attendance, among others-on the path to improving education service delivery in Yemen. This study examines four main research issues related to Yemen's education sector: 1) leakage in the flow of funds, 2) compliance with financial management standards, 3) incentives to provide better quality services, and 4) teacher management issues. The study investigates the disparities and inconsistencies between formal regulations and informal practices in teacher deployment, wage payments, and resource allocations to schools. The study explores how absenteeism correlates with a wide range of potential determinants of the quality of education at the individual...

‣ How Much and What Kind of Teaching Is There in Elementary Education in India? Evidence from Three States

Sankar, Deepa; Linden, Toby
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper
Português
Relevância na Pesquisa
38.472893%
This study focuses on the link between teachers' 'time-on-task' (TOT) and the nature of tasks in classrooms. This study, carried out with concurrence from Ministry of Human Resource Development (MHRD), is built upon the independent study commissioned by MHRD to explore teacher attendance rates in schools. This study ventures beyond the quantitative dimensions of teacher attendance (physical presence) to look at the 'time-on-task' (TOT) and nature of tasks, that is, the quantity and quality of teacher presence and interaction. Most specifically, it will provide insight into the work environment of teachers who are the key to service delivery and suggest implications for both policy and program interventions to empower teachers and introduce more accountability into the system. The McKinsey and Company study (Barber & Mourshed, 2007) identified three things that matter most: (1) getting the right people to become teachers; (2) developing them into effective instructors; and (3) ensuring that the system is able to deliver the best possible instruction for every child. In the present study...

‣ Distribution of Student Achievement in Chile : Baseline Analysis for the Evaluation of the Subvención Escolar Preferencial

Murnane, Richard J.; Page, Lindsay; Vegas, Emiliana
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
Português
Relevância na Pesquisa
37.533223%
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...

‣ Guyana's Hinterland and Community-Based School Feeding Programme

World Bank; Guyana Ministry of Education
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research; Economic & Sector Work :: Other Education Study
Português
Relevância na Pesquisa
38.17415%
Guyana s Hinterland Community-Based School Feeding Program (SFP) began in 2007 with the objective of building more community participation in schools and improving children s human development outcomes, such as student enrollment and attendance, nutritional status and learning outcomes. In addition, the program supports improvement of schools organization of primary level in Regions 1, 7, 8 and 9. In order to participate in the program, schools and their associated communities are required to submit school feeding proposals, undergo training in basic financial bookkeeping, food hygiene and nutritious meal preparation, using locally produced foods whenever possible. Communities must also ensure school kitchens meet the requirements and guidelines of the Ministry of Health, ensuring an adequate safe-water supply. To evaluate the program, the Government of Guyana and the World Bank collected survey data from schools, students, teachers and parents in three rounds 2007, 2008 and 2009 in Regions 1 and 7. This report shows the findings and impacts of SFP using all survey rounds. Regions 1 and 7 are characterized by high poverty levels and agricultural labor intensity. Both factors highlight the potential of organizing SFP around local producers...

‣ Promotion with and without Learning : Effects on Student Enrollment and Dropout Behavior

King, Elizabeth M.; Orazem, Peter F.; Paterno, Elizabeth M.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
48.276206%
Many educators and policymakers have argued for lenient grade promotion policy - even automatic promotion - in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peers' ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place...

‣ Access and Absence: A Quasi-Experimental Study of the Effect of North Carolina School Health Centers on Student Absenteeism

Smith, Ryan
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Masters' project
Publicado em 25/04/2014 Português
Relevância na Pesquisa
37.5437%
The first school-based health center (SBHC) was introduced in North Carolina in Greene County in 1983. Over the last thirty years, School Health Centers (SHCs), which include school-based, school-linked, mobile units and telemedicine units, have been introduced in over 80, primarily rural, public schools in 28 counties. These centers provide a wide range of health care services, with many providing comprehensive primary and mental health care services, to populations with historically limited access to health care. Some of these centers have closed in recent years due to budget cuts and competing priorities for limited funding. Given the scant amount of research on the effectiveness of SHCs in North Carolina, the difficulty in generalizing findings from other studies to this state, and the increased pressure on wraparound services to demonstrate their ability to improve student academic performance, this paper serves as a first step toward providing policy makers with a greater understanding of the effect SHCs in North Carolina have on reducing rates of student absenteeism. It is widely accepted that student absenteeism inhibits student learning and that children in poor health are more likely to miss school. Research shows that as the number of school days a student misses increases...