scholarly journals Efecto de la doble jornada escolar en el desempeño académico de los estudiantes colombianos: Un análisis empírico para informar la política de jornada única

2018 ◽  
Vol 26 ◽  
pp. 81
Author(s):  
Claudia Patricia Ovalle-Ramirez
Keyword(s):  
Standardized Test ◽  
Quantitative Reasoning ◽  
Time Shift ◽  
Full Time ◽  
Ministry Of Education ◽  
School Day ◽  
Quasi Experimental ◽  
Full Shift ◽  
National Databases ◽  
Morning Shift

To establish the effect of the school shift on students’ performance in Quantitative Reasoning, Science and Reading (measured with standardized test SABER11) a quasi-experimental research design was implemented. In order to obtain matched samples Propensity Score Matching was used. Data comes from both single shift schools (including either Full time shift, Morning shift or Afternoon shift) used as control groups (or counterfactuals) and Double shift schools (including both Morning and Afternoon shifts, but serving different students) as experimental group. National Databases such as National Educational Survey C-600, National Ministry of Education SIMAT, and National Standardized Tests (SABER11) were used. The results indicate that the double shift schools increase between 2% and 6% of a standard deviation of the Quantitative Reasoning results, between 1% and 5% in Science and between 1% and 6% in Critical Reading. Institutions that have a single day, whether full shift, morning shift or afternoon shift, showed a decrease in test results. These results can inform those who make educational policies and the countries where they plan to implement the extension of the school day as a strategy of educational quality and equity.

How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day

2015 ◽  
Vol 10 (1) ◽  
pp. 81-116 ◽  
Author(s):  
Matthew A. Kraft
Keyword(s):  
Language Arts ◽  
English Language ◽  
College Graduates ◽  
Public High School ◽  
Full Time ◽  
Additional Time ◽  
School Day ◽  
Tenth Grade ◽  
Extended Day ◽  
Quasi Experimental

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The unanticipated implementation of this initiative and the school's admissions lottery allow me to use two complementary quasi-experimental methods to estimate program effects. I find that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15–0.25 standard deviations per year. I find no average effect in mathematics beyond the large gains students were already achieving, although quantile regression estimates suggest the tutorials raised the lowest end of the achievement distribution in mathematics.

scholarly journals Multiple-shift schooling: international context and the brazilian case

2020 ◽  
Vol 13 (32) ◽  
pp. 1-20
Author(s):  
Cláudia da Mota Darós Parente
Keyword(s):  
Twentieth Century ◽  
Public Schools ◽  
Educational Policies ◽  
Full Time ◽  
International Context ◽  
Early Twentieth Century ◽  
School Day ◽  
Extended School Day ◽  
Brazilian Case

The article systematizes the main concepts, arguments and characteristics of multipleshift schooling in the international context and in Brazil, through bibliographic and documentalresearch. The presentation of the specificities of the multiple-shift schooling in different countries provided elements for the analysis of the Brazilian case. The article highlights the emergence of multiple-shift schooling in the early twentieth century, its widespread nationwide, the emergence of experiences of extended school day, the naturalization of the multiple-shift schooling in the country, the diversity of shifts, school day and schedules and the recent goal of full-time education. Expanding the provision of full-time education does not necessarily mean eliminating multiple-shift schooling. There are still numerous challenges for public schools (half-day or fullday). Analysis of school day and full-time education associated with multiple-shift schooling may bring new perspectives to the formulation and implementation of educational policies.

scholarly journals Choice Shifts in School Disciplinary Decision Making: Analysis of Age Differences of Panel Members

2020 ◽  
Vol 13 (1) ◽  
pp. 86-94
Author(s):  
Peter J.O. Aloka
Keyword(s):  
Decision Making ◽  
Multivariate Analysis ◽  
Secondary Schools ◽  
Age Differences ◽  
Age Groups ◽  
Target Population ◽  
Ministry Of Education ◽  
Quasi Experimental ◽  
Choice Shift ◽  
Consistency Method

Background: Decision making is critical to each organization and it requires the ability to find a possible balance between risky and cautious decisions. The Kenyan secondary schools are mandated by the Ministry of Education to manage students’ misbehaviors by the disciplinary panels. Aim: The present study investigated the choice shifts in disciplinary decision making in Kenyan secondary schools based on age groups of the panel members. Methods: The Quasi-Experimental Pretest-Posttest Design was adopted. The study targeted 360 teachers- members of disciplinary panels in 45 secondary schools in the Rongo sub-county of Kenya. A sample size of 78 members of disciplinary panels in 10 secondary schools was involved. This was 22% of the target population of members of disciplinary panels in the Rongo district. The choice shift in decisions was ascertained using the Modified Choice Dilemma Questionnaire. The validity of the tools was ensured by the expert judgment by two Kenyan psychologists, while the reliability was determined using the internal consistency method and an alpha of 0.695 was reported. Results: The results of the Multivariate Analysis Of Variance indicated that there were differences in choice shifts from the pre to post-disciplinary hearing decisions among the members of selected school disciplinary panels on the basis of their age groups (Wilk’s Lambda (λ) test: F (12, 188) = 7.40, P = 0.000, P < 0.05). Conclusion: It was concluded that the age of the members of disciplinary panels influenced the nature of choice shifts in decisions. It was recommended that principals should ensure that the membership of school disciplinary panels is broad-based.

scholarly journals Perceptions of the impact of job rotation on employees, productivity, the organization and on job security

2014 ◽  
Vol 11 (4) ◽  
pp. 682-691
Author(s):  
Dayanath Dhanraj ◽  
Sanjana Brijball Parumasur
Keyword(s):  
Positive Impact ◽  
Job Security ◽  
Small Population ◽  
Employee Perceptions ◽  
Organizational Level ◽  
Time Shift ◽  
Full Time ◽  
Job Rotation ◽  
High Degree ◽  
The Impact

This study assesses employee perceptions of the impact of job rotation on employees, production, the organization and on job security. Biographical influences (gender, age, marital status, division, organizational level, tenure) regarding these impacts were also assessed. The study was undertaken in an operations environment of a textile company in KwaZulu-Natal, South Africa. The population includes 77 full time shift employees in the organization and due to the small population size consensus sampling was used. Data was collected using a self-developed, pre-coded, self-administered questionnaire whose reliability was assessed using Cronbach’s Coefficient Alpha. Data was analyzed using descriptive and inferential statistics. The findings reflect that employees perceive that job rotation has a high degree of positive impact on employees, productivity, job security and on the organization respectively. Recommendations have been presented that have the potential to enhance and sustain the positive impact of job rotation in the workplace

ICT in the Classroom

2013 ◽  
pp. 1-9
Author(s):  
Floriana Falcinelli ◽  
Chiara Laici
Keyword(s):  
Technological Innovation ◽  
Junior High School ◽  
New Technologies ◽  
Strong Support ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Student Centered ◽  
Teachers And Students ◽  
School Day

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “[email protected]” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

ICT in the Classroom

2013 ◽  
pp. 48-56
Author(s):  
Floriana Falcinelli ◽  
Chiara Laici
Keyword(s):  
Technological Innovation ◽  
Junior High School ◽  
New Technologies ◽  
Strong Support ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Student Centered ◽  
Teachers And Students ◽  
School Day

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “[email protected]” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

scholarly journals Improving the reading skills of Jordanian students with auditory discrimination problems

2016 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Afaf Abdullah Mukdadi ◽  
Abdul-Monim Batiha ◽  
Jose Luis Ortega Martin
Keyword(s):  
Training Program ◽  
Reading Skills ◽  
Auditory Discrimination ◽  
Ministry Of Education ◽  
Developmental Problems ◽  
School Year ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Resource Rooms ◽  
Experimental Group

<p><strong>Background:</strong> Some of the developmental problems facing students with difficulties in learning are those related to auditory perception which, in turn, can negatively affect the individual’s learning process.</p><p><strong>Aim:</strong> Evaluating a training program prepared to develop the auditory discrimination skills of students who suffer from auditory discrimination problems.</p><p><strong>Design:</strong> A quasi-experimental research design was used in this study. The study sample was divided into two equal groups: experimental and control.</p><p><strong>Participants and setting:</strong> The population of the study consists of students with learning difficulties from the second, third and fourth grades, whose ages range between 7-9 years old. Also involved were those enrolled in the resource rooms affiliated to the Jordanian Ministry of Education in Irbid province, amounting to (120) boy and girl students for the school year 2013- 2014.</p><p><strong>Results:</strong> The study showed that there was a significant difference in favor of the experimental group which indicated that the training program was effective. It helped the students with auditory discrimination problems to improve their reading skills. The results also showed a significant difference in favor of the students of older age in the experimental group. At the same time there were no significant differences in reading performance changes concerning gender.</p>

Can the quality of a school be greater than the quality of its teachers? A case of early grade reading skills in Ugandan refugee context

2020 ◽  
Vol 72 (4) ◽  
pp. 43-59
Author(s):  
Mónica Fontana ◽  
Martin Ariapa ◽  
Gillian Atuheire
Keyword(s):  
Primary Schools ◽  
Reading Skills ◽  
Poor Performance ◽  
Ministry Of Education ◽  
Reading Levels ◽  
Quasi Experimental ◽  
Early Grade ◽  
Education Report ◽  
Letter Sound

INTRODUCTION. As highlighted in the 2018 Uganda Education Response Plan, reading levels in refugee host communities are way below the national average. Since the 2018 National Assessment of Progress in Education report highlighted some challenging areas to the in-service teachers, a possible explanation for the persistent poor performance of learners in reading may reside with the finding that many educators themselves lack an understanding of the linguistic construct. Therefore, an informed training for teachers in primary schools was implemented to help them foster learners’ reading skills. The purpose of this paper is consequently to analyse whether learners whose teachers participated in the evidence-based intervention have better reading skills than those whose teachers did not participate in the intervention. METHOD. To achieve this, a quasi-experimental pre-program/post-program design, involving 2 schools, 24 teachers (12 per school), and 297 learners (157 from treatment and 140 from control) from Palabek (Uganda) refugee settlement was adopted. FINDINGS. The findings show that the reading skills of learners whose teachers participated in the intervention significantly improved as compared to their counterparts. Particularly, learners’ reading skills significantly improved in the areas of letter sound knowledge, segmenting knowledge, and nonword decoding, and slightly in oral passage reading and comprehension, and English vocabulary. DISCUSSION. This study therefore supported the hypothesis linked to the Peter Effect - one cannot be expected to give what they do not possess and raised a need for the Ministry of Education and Sports to mandate sufficient and informed training of teachers.

scholarly journals The Green Eating Project: web-based intervention to promote environmentally conscious eating behaviours in US university students

2015 ◽  
Vol 18 (13) ◽  
pp. 2368-2378 ◽  
Author(s):  
Jessica T Monroe ◽  
Ingrid E Lofgren ◽  
Becky L Sartini ◽  
Geoffrey W Greene
Keyword(s):  
University Students ◽  
Transtheoretical Model ◽  
Food System ◽  
Decisional Balance ◽  
Future Research ◽  
Full Time ◽  
Negative Consequences ◽  
Eating Behaviours ◽  
The North ◽  
Quasi Experimental

AbstractObjectiveTo investigate the effectiveness of an online, interactive intervention, referred to as the Green Eating (GE) Project, to motivate university students to adopt GE behaviours.DesignThe study was quasi-experimental and integrated into courses for credit/extra credit. Courses were randomly stratified into experimental or non-treatment control. The 5-week intervention consisted of four modules based on different GE topics. Participants completed the GE survey at baseline (experimental,n241; control,n367) and post (experimental,n187; control,n304). The GE survey has been previously validated and consists of Transtheoretical Model constructs including stage of change (SOC), decisional balance (DB: Pros and Cons) and self-efficacy (SE: School and Home) as well as behaviours for GE. Modules contained basic information regarding each topic and knowledge items to assess content learning.SettingThe GE Project took place at a public university in the north-eastern USA.SubjectsParticipants were full-time students between the ages of 18 and 24 years.ResultsThe GE Project was effective in significantly increasing GE behaviours, DB Pros, SE School and knowledge in experimental compared with control, but did not reduce DB Cons or increase SE Home. Experimental participants were also more likely to be in later SOC for GE at post testing.ConclusionsThe GE Project was effective in increasing GE behaviours in university students. Motivating consumers towards adopting GE could assist in potentially mitigating negative consequences of the food system on the environment. Future research could tailor the intervention to participant SOC to further increase the effects or design the modules for other participants.

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