The impact of secondary schooling and secondary mathematics on student mathematical behaviour

1985 ◽  
Vol 16 (3) ◽  
pp. 231-257 ◽  
Author(s):  
David Clarke
Keyword(s):  
Secondary Mathematics ◽  
Secondary Schooling ◽  
The Impact

scholarly journals Are We Spending Too Many Years in School? Causal Evidence of the Impact of Shortening Secondary School Duration

2015 ◽  
Vol 16 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Bettina Büttner ◽  
Stephan L. Thomsen
Keyword(s):  
Secondary School ◽  
German Literature ◽  
Educational Choice ◽  
Negative Effects ◽  
Secondary Schooling ◽  
German States ◽  
Tenth Grade ◽  
School Duration ◽  
The Impact ◽  
Academic Content

Abstract During the last decade, most of the German states have abolished the final year of higher secondary schooling while keeping academic content almost unaltered. We evaluate the effects of the reform in Saxony-Anhalt for the double cohort of graduates in 2007. In 2003, the 13th year of schooling was eliminated for students in grade 9, while tenth grade students were unaffected. This provides a natural experiment for analyzing the impact on schooling achievements and educational choice. We find negative effects on grades in mathematics, but no effects in German literature. Moreover, a significant share of females were found to delay university enrollment.

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

Can camp get you into a better secondary school? A field experiment of targeted instruction in Kenya

2020 ◽  
pp. 1-56
Author(s):  
Beth E. Schueler ◽  
Daniel Rodriguez-Segura
Keyword(s):  
High Stakes ◽  
Secondary Schooling ◽  
Practice Test ◽  
Positive Effects ◽  
Targeted Instruction ◽  
Academic Instruction ◽  
Long Sleep ◽  
Eighth Grade Students ◽  
The Impact ◽  
Developing Settings

Access to quality secondary schooling can be life-changing for students in developing contexts. In Kenya, entrance to such schools was historically determined by performance on a high-stakes exam. Understandably then, preparation for this exam is a high priority for Kenyan families and educators. To increase the share of students entering these schools, some educational providers offer targeted instruction for students they believe have a chance of securing a spot. We use a randomized control trial to evaluate the impact of these “symposia” programs—week-long, sleep-away camps where eighth grade students receive a burst of academic instruction from teachers selected based on merit. While similar models have been tested in the U.S., less is known about this type of intervention in developing settings. We find these programs were not particularly effective for the average nominated student relative to a typical week of school. However, we find large, positive effects among students attending schools from which few students are nominated for symposia. We provide suggestive evidence that this was because students from lowrepresentation schools had less pre-camp practice test resources outside of school. The results have implications for program design and the growing literature on the effectiveness of appropriately targeted individualized instruction.

ADHD and school

2018 ◽  
Author(s):  
Christine Merrell ◽  
Kapil Sayal
Keyword(s):  
Academic Outcomes ◽  
School Environment ◽  
Longitudinal Research ◽  
Long Term Outcomes ◽  
Secondary Schooling ◽  
School Based ◽  
School Based Interventions ◽  
Children’S Behaviour ◽  
The Impact

Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperactivity and impulsivity change. Whilst the school environment can present significant challenges for children with ADHD, advice and guidance to teachers about how to help children with inattentive, hyperactive, and impulsive behaviour to succeed in the classroom can facilitate more positive behavioural and academic outcomes. There is a need for research that assesses long-term outcomes and cost-effectiveness of school-based interventions as well as the impact of transition into secondary schooling.

One Preservice Secondary Teacher's Understanding of Function: The Impact of a Course Integrating Mathematical Content and Pedagogy

1994 ◽  
Vol 25 (4) ◽  
pp. 346-370 ◽  
Author(s):  
Melvin R. Wilson
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Function Concept ◽  
Mathematical Content ◽  
Knowledge And Beliefs ◽  
Narrow View ◽  
Line Test ◽  
Approach To Teaching ◽  
Secondary Mathematics Teacher ◽  
The Impact

This study examines the evolving knowledge and beliefs of a preservice secondary mathematics teacher as she participated in a mathematics education course that emphasized mathematical and pedagogical connections and applications of the function concept. Her conceptions were revealed during a 10-week period through interviews, observations, and written work. The teacher's initial understanding of functions as computational activities (e.g., function machines, point plotting, vertical line test) was consistent with her larger view of mathematics as a collection of “concrete” procedures. Although her understanding of function grew substantially during the study, her anticipated approach to teaching, which was dominated by her narrow view of mathematics, was less significantly affected by course activities.

scholarly journals Parental Unemployment and the Transition to Vocational Training in Germany: Interaction of Household and Regional Sources of Disadvantage

2019 ◽  
Vol 35 (5) ◽  
pp. 684-700
Author(s):  
Kristina Lindemann ◽  
Markus Gangl
Keyword(s):  
Labour Market ◽  
Vocational Training ◽  
Low Cost ◽  
Panel Study ◽  
Market Conditions ◽  
Secondary Schooling ◽  
Successful Transition ◽  
Parental Unemployment ◽  
Regional Labour Market ◽  
The Impact

AbstractWe examine the impact of parental unemployment and regional labour market conditions on the probability of a successful transition from non-academic secondary schooling to vocational training in Germany, using data from the National Educational Panel Study and multilevel logistic regression models. Although widely regarded as a low-cost, low-risk and high-gain vocational path, we nevertheless find a clear negative effect of parental unemployment on adolescents’ chances of entering an apprenticeship contract. We test for poorer school performance, reduced household income, reduced self-esteem and limited access to labour market information as potential mediators of the effect, and only find support for some limited impact of economic deprivation. However, we also show that in families where one parent has experienced unemployment shortly before the child’s own transition from secondary schooling, students’ chances of a successful transition depend much more strongly on regional labour market conditions than in families without parental experiences of unemployment. Even in a regulated transition system like Germany’s, adverse labour market conditions thus reinforce the intergenerational disadvantages induced by parental unemployment.

scholarly journals Impact of Conflict Induced Displacement on Primary and Secondary Schooling in Pakistan

2021 ◽  
Vol 2 (4) ◽  
pp. 147-156
Author(s):  
Anayat Ullah ◽  
Syed Hasnain Ali Abbas ◽  
Faryal Shah ◽  
Muneer Khan Orakzai
Keyword(s):  
Economic Status ◽  
Household Survey ◽  
Secondary Level ◽  
Internal Conflict ◽  
Secondary Schooling ◽  
Internally Displaced ◽  
Socio Economic Status ◽  
Displaced Children ◽  
Western Border ◽  
The Impact

Abstract The impact of armed conflict on primary and secondary schooling is very hazardous and apparent. Since, 2001 the conflict has made millions of people displaced in the form of Internally Displaced Persons (IDPs) mainly from Tribal Areas on western border with Afghanistan to the settled areas within Pakistan. This research addressed the impact of internal conflict on primary and secondary level school children during displacement at Jalozia camp, Khyber Pukhtoonkhwa. For that reason, the household survey was conducted at Jalozai IDPs camp. The survey results indicate that conflict induced displacement has negatively impacted the level of schooling both at primary and secondary level. However, the impact is more hazardous for secondary schooling. Due to some socio-economic and cultural constraints, mostly female students were dropout of schools at secondary kevel. In addition, conflict affected the socio-economic status of the marginalized displaced people which either way affected the schooling of displaced children.     Key words:    Conflict; Displacement; Schooling; Socio-Economic Status; Pakistan 

scholarly journals The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction

2017 ◽  
Vol 5 (1) ◽  
pp. 41-60
Author(s):  
Ulrika Ekstam ◽  
Karin Linnanmäki ◽  
Pirjo Aunio
Keyword(s):  
Secondary Students ◽  
Special Education Teachers ◽  
Teaching Efficacy ◽  
Secondary Mathematics ◽  
Efficacy Beliefs ◽  
Teacher Characteristics ◽  
Mathematics Teaching Efficacy ◽  
Frequency Of Use ◽  
Teacher Efficacy Beliefs ◽  
The Impact

This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.

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