Search results for " achievement"
showing 10 items of 348 documents
La lecture au CP : les déterminants de la réussite
2003
Actes du colloque de l'Apfée, Conseil Régional Rhône-Alpes, 19 octobre 2002; Il s'agit d'une synthèse (plus sélective qu'exhaustive) des résultats de recherches empiriques françaises portant sur le fonctionnement du CP, articulée selon le plan suivant : dans un premier temps, l'auteur centre son propos sur la diversitié des acquisitions des élèves à l'entrée au CP et il identifie les facteurs qui sont à l'origine de cette diversité ; dans un second temps, il s'intéresse à l'évolution des écarts entre élèves pendant l'année de CP, et plus particulièrement des écarts sociaux ; un troisième point est consacré à l'influence des variables scolaires et pédagogiques sur les progressions des élèves.
The role of individual processes and learning environment in the prediction of grades in a sample of Norwegian students
2018
Student grades are traditionally used to evaluate academic achievement in higher education. A review of previous research indicates a relatively clear tendency to adopt either an individual or contextual approach in exploring this subject. The present study represents an attempt to simultaneously examine effects of individual variables and learning environment on academic achievements as measured in grades. The study adopts a quantitative approach and reports data collected from students enrolled in early childhood education in a mid-sized university in Norway. Results of a stepwise hierarchical regression demonstrate that individual variables (e.g. nonmandatory school attendance, self-effi…
Transition to formal schooling: Do transition practices matter for academic performance?
2011
Abstract This study examined whether the transition practices implemented in preschool–elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers a…
Different strategies, different outcomes? The history and trends of the inclusive and special education in Alberta (Canada) and in Finland
2011
This study compares the strategies and delivery of education for students with special educational needs in the province of Alberta, Canada, and in the country of Finland, in the European Union. The rationale for comparing these two jurisdictions is grounded by the idea that both of these areas have high general standards of living, a well-developed public education system, and top results in international school achievement tests. The data consists of available educational policy papers, previous research papers, and educational statistics. This article first describes the special education system development and the current situation, followed by the funding system and discussion about th…
Social Inequalities in the French Education System : The Joint Effect of Individual and Contextual Factors
2000
This paper presents a synthetic picture of social inequalities in pupils' scholastic careers in France. Individual factors such as socio-economic backgroun remain important for both academic results from the beginning of schooling on and option and streaming choices at the secondary level. Moreover, families have unequal resources to manage their children's schooling careers in a system which is becoming more complex and decentralized. This means that contextual factors are also very important. Decentralization has in fact increased the importance of choice of schooling context : the class or the school attented does make a difference and this has the effect of widening social gaps in acade…
Educational systems efficiency in European Union countries
2011
Abstract We use the PISA 2006 results to analyse students’ proficiency in EU countries with regard to two indexes that represent the home background, viz the educational resources available at home and the family background of students. However, many factors affect proficiency and therefore, using a DEA-bootstrap, we intend to measure the efficiency of the European educational systems as capability to ensure high students’ competencies despite adverse conditions about the educational resources available at home and the family background. Results show an unexpected differentiation among EU countries. In particular, the most developed countries often show disappointing students’ proficiency d…
School grading and institutional contexts
2011
We study how the relationship between students' cognitive ability and their school grades depends on institutional contexts. In a simple abstract model, we show that unless competence standards are set at above-school level or the variation of competence across schools is low, students' competence valuation will be heterogeneous, with weaker schools inflating grades or flattening their dependence on competence, therefore reducing the information content and comparability of school grades. Using data from the OECD-PISA 2003 Survey, the model is applied to a sample of four countries, namely Australia, Germany, Italy, and the Netherlands. We find that in Australia, schools' heterogeneity does …
An analysis of economic learning among undergraduates in introductory economics courses in Germany
2016
In this article, the authors present the findings of a pretest-posttest measurement of the economic knowledge of students in introductory economics courses in undergraduate study programs in Germany. The responses of 403 students to 14 items selected from the Test of Economic Literacy (Soper and Walstad 1987) were analyzed to identify four types of economic learning: positive, retained, negative, and zero learning. In addition, a survey was conducted to gather data on the students' personal characteristics to determine their effect on the learning process. Retained learning prevailed for most items, followed by zero learning and positive learning. To determine which factors influence beginn…
Is traditional teaching really all that bad? A within-student between-subject approach
2011
Abstract Recent studies conclude that teachers are important for student learning but it remains uncertain what actually determines effective teaching. This study directly peers into the black box of educational production by investigating the relationship between lecture style teaching and student achievement. Based on matched student–teacher data for the US, the estimation strategy exploits between-subject variation to control for unobserved student traits. Results indicate that traditional lecture style teaching is associated with significantly higher student achievement. No support for detrimental effects of lecture style teaching can be found even when evaluating possible selection bia…
Mācīšanās rezultātu nozīme profesionālās vidējās izglītības vadībā
2014
ANOTĀCIJA Promocijas darba „Mācīšanās rezultātu nozīme profesionālās vidējās izglītības vadībā” mērķis ir izpētīt mācīšanās rezultātu nozīmi profesionālajā vidējā izglītībā un noskaidrot, kā notiek pāreja uz mācīšanās rezultātos balstītu izglītības procesu. Pētījuma ietvaros tika veikta profesionālās izglītības iestāžu audzēkņu aptauja, skolotāju un darba devēju intervijas. Pētījumā secināts, ka skolotāji un darba devēji neizprot mācīšanās rezultātu lomu profesionālajā izglītībā. Skaidri formulēti mācīšanās rezultāti profesionālās izglītības programmās sniedz precīzu informāciju par mācību procesu un tā iznākumu visām iesaistītajām pusēm, līdz ar to vairāk jauniešu var izvēlēties profesionā…