scholarly journals Teaching with the test: Experimental Evidence on Diagnostic Feedback and Capacity-Building for Public Schools in Argentina

2017 ◽  
Author(s):  
Alejandro Ganimian ◽  
Maria Jose Vargas
Keyword(s):  
Public Schools ◽  
Experimental Evidence ◽  
Capacity Building ◽  
Diagnostic Feedback

scholarly journals Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina

2019 ◽  
Author(s):  
Rafael de Hoyos ◽  
Alejandro J Ganimian ◽  
Peter A Holland
Keyword(s):  
Public Schools ◽  
Capacity Building ◽  
Primary Schools ◽  
Large Scale ◽  
Control Group ◽  
Feedback Group ◽  
Large Scale Assessment ◽  
The Impact ◽  
Diagnostic Feedback ◽  
Assessment Results

Abstract This article examines the impact of two strategies for using large-scale assessment results to improve school management and classroom instruction in the province of La Rioja, Argentina. In the study, 104 public primary schools were randomly assigned to three groups: a diagnostic-feedback group, in which standardized tests were administered at baseline and two follow-ups and results were made available to schools; a capacity-building group, in which workshops and school visits were conducted; and a control group, in which tests were administered at the second follow-up. After two years, diagnostic-feedback schools outperformed control schools by 0.33 standard deviations (σ) in mathematics and 0.36σ in reading. In fact, feedback schools still performed 0.26σ better in math and 0.22σ better in reading in the national assessment a year after the end of the intervention. Additionally, principals at feedback schools were more likely to use assessment results in making management decisions, and students were more likely to report that their teachers used more instructional strategies and to rate their teachers more favorably. Combining feedback with capacity building does not seem to yield additional improvements, but this could be due to schools assigned to receive both components starting from lower learning levels and participating in fewer workshops and visits than expected.

scholarly journals Health Promoting Schools in Germany. Mapping the Implementation of Holistic Strategies to Tackle NCDs and Promote Health

2021 ◽  
Vol 18 (5) ◽  
pp. 2623
Author(s):  
Kevin Dadaczynski ◽  
Thomas Hering
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Capacity Building ◽  
Noncommunicable Diseases ◽  
Federal State ◽  
Intersectoral Collaboration ◽  
Local Health ◽  
Federal States ◽  
Health Promoting ◽  
Regular Teacher

Noncommunicable diseases (NCDs) and their underlying risk factors are seen as major public health problems that threaten health and welfare systems worldwide. The holistic and resource oriented Health Promoting School (HPS) approach can serve as an appropriate framework for the prevention and control of NCDs. The paper aimed to map the implementation of HPS activities in German schools and to examine associations with potential influencing factors. A series of cross-sectional online studies including five federal states and 5006 school principals (40.2% males, 50.8% females) from primary and secondary public schools was conducted from 2013 to 2018. Principal component analysis (PCA) resulted in two factors of HPS implementation (F1: concrete HPS action, F2: capacity building for HPS). Comparing both factors, a lower implementation level could be identified for HPS capacity building with lowest mean values found for regular teacher training and intersectoral collaboration. Multiple binary regression analyses revealed significant associations between low HPS implementation and male gender (OR: 1.36 to 1.42), younger age (OR: 1.47 to 1.90), secondary school (OR: 1.78 to 3.13) and federal state (Lower Saxony = OR: 1.27 to 1.45; Schleswig-Holstein = OR: 1.95 to 2.46). Moreover, low access to resources, decision-latitude and perceived educational benefits were independently associated with both factors of HPS implementation. Based on the results of this study, there is a need to support schools in their capacity building for health (e.g., regular teacher training, cooperation with local health services). Moreover, considering the core mission of schools, more evidence of the educational impact of health promotion and its translation into the language of education is needed for secondary schools in particular.

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