scholarly journals Do More School Resources Increase Learning Outcomes? Evidence from an Extended School-Day Reform

2021 ◽  
Author(s):  
Jorge Agüero ◽  
Marta Favara ◽  
Catherine Porter ◽  
Alan Sánchez
Keyword(s):  
Learning Outcomes ◽  
School Resources ◽  
School Day ◽  
Extended School Day

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 The Rise and Fall of Curriculum 2013: Insights on the Attitude Assessment from Practicing Teachers

2018 ◽  
Vol 42 ◽  
pp. 00010
Author(s):  
Yuliana Natsir ◽  
Yunisrina Qismullah Yusuf ◽  
Ulva Fiolina Nasution
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
National Curriculum ◽  
Authentic Assessment ◽  
Assessment System ◽  
Attitude Assessment ◽  
Practicing Teachers ◽  
School Based ◽  
School Day ◽  
Students Attitudes

The change of Indonesia’s national curriculum from School-Based Curriculum 2006 (hereafter SBC 2006) to Curriculum 2013 (hereafter CR 2013) has caused modifications in the assessment system which requires teachers to use authentic assessment. Many teachers are facing setbacks in the implementation of this assessment, particularly in the attitude aspect. This qualitative research mainly focused on investigating the problems in conducting the attitude assessment faced by teachers in CR 2013. Three English teachers from three junior high schools in Banda Aceh were selected and interviewed with questions adapted from Handayani (2014) and Eliza (2015). The document analysis of attitude assessment was also done to see the reports of students’ attitudes. The findings showed that the teachers knew the importance of authentic assessment as a necessity for assessing students’ learning outcomes in CR 2013, but they admitted that it was complicated since many categories need to be assessed in detail. They find it impossible to assess all of the students in every school day. When parents do not want to cooperate if their children are in need of attention from both parents and teachers, it is also an obstacle for the teachers to do the assessments. Furthermore, the teachers deemed that self- and peer-assessment were ineffective and the paper further discusses why it is so.

scholarly journals REFLEXÕES SOBRE AS RECORRENTES JUSTIFICATIVAS DE AMPLIAÇÃO DA JORNADA ESCOLAR NA EDUCAÇÃO BRASILEIRA

2016 ◽  
Vol 9 (2) ◽  
pp. 183
Author(s):  
Alessandra Victor do Nascimento Rosa ◽  
Valdeney Lima da Costa ◽  
Flávia Russo Silva Paiva
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Literature Search ◽  
Educational Policies ◽  
Multiple Views ◽  
School Time ◽  
School Day ◽  
Extended School Day

O presente artigo analisa as configurações da ampliação da jornada escolar que foram e estão sendo planejadas para as escolas públicas no âmbito do Ensino Fundamental, relacionando a problemática consubstanciada entre essa ampliação e suas distintas finalidades. Para tanto, levantamos as seguintes questões: Como vem se efetivando a ampliação da jornada escolar no contexto da educação pública brasileira? Quais as justificativas mais recorrentes para essa ampliação? Visando ao desenvolvimento deste trabalho realizamos uma pesquisa bibliográfica a partir dos estudos de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007, 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) e Rosa (2016). Os resultados deste estudo evidenciam que a ampliação da jornada escolar no contexto da educação pública brasileira, e voltando-se ao ensino fundamental, tem se realizado, basicamente, a partir da extensão do tempo de permanência dos estudantes na escola e a partir de diferentes entendimentos de como tal tempo escolar estendido deve ser ocupado, bem como sob distintos fundamentos para sua ampliação. Diante disso, observamos que as questões que envolvem a ampliação da jornada escolar, atualmente, se configuram a partir de múltiplas concepções, ideias e práticas emergentes na educação brasileira que precisam ser exploradas, sobretudo de modo aprofundado em trabalhos acadêmicos.Palavras-chave: Políticas educacionais. Escola pública. Jornada escolar ampliada. ABSTRACT This article analyzes the settings of the extension of the school day that were and are being planned for public schools in the elementary school, relating the problem embodied between this expansion and its different purposes. Therefore, we raise the following questions: How has been effective the expansion of the school day in the context of Brazilian public education? What are the most frequent reasons for this expansion? Aiming at the development of this study conducted a literature search from studies of Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 and 2009), Arcoverde (2003) Algebaile (2009), Maurício (2009), Monlevade (2009) and Rosa (2016). The results of this study show that the expansion of the school day in the context of Brazilian public education, and returning to the elementary school, has done basically from the extension of students' time spent at school and from different understandings how this extended school time should be occupied and under different foundations for its expansion. Thus, we observe that the issues surrounding the expansion of the school day, currently, are configured from multiple views, ideas and practices emerging in Brazilian education that need to be explored, especially in depth in academic papers.Keywords: Educational policies. Public school. Extended school day. RESUMEN El presente artículo analiza las configuraciones de la ampliación de jornada escolar que han sido y están siendo planeadas para las escuelas públicas en el ámbito de la  Enseñanza Fundamental, relacionando la problemática consustanciada entre esa ampliación y sus diferentes finalidades. Para eso,  planteamos las siguientes cuestiones: Como se efectiva la ampliación de la jornada escolar  en el contexto de la educación pública brasileña? Cuáles son las justificaciones  más frecuentes de esta ampliación? Buscando el desarrollo de este estudio se há llevado a cabo una búsqueda bibliográfica a partir de los estudios  de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 y 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) y Rosa (2016). Los resultados de este estudio muestran que la ampliación de la jornada escolar en el contexto de la educación pública brasileña, y se  volviendo a laenseñanza  primaria, se há llevado a cabo, básicamente, a partir de la  ampliación del tiempo de permanência de  los estudiantes en la escuela y de diferentes entendimientos de como este tiempo escolar ampliado debe estar ocupado, bien como bajo diferentes bases para su ampliación. Ante esto, hemos observado que las cuestiones relacionadas con la ampliación de la jornada escolar, en la actualidad, se configuran desde múltiplas concepciones, ideas y prácticas emergentes en la educación brasileña que necesitan ser exploradas, sobretodo en profundidad en trabajos académicos.Palabras clave: Políticas educativas. Escuelas públicas. Jornada escolar extendida.

The Extended School Day in Israel: Do Research Findings Really Matter?

1999 ◽  
Vol 13 (1) ◽  
pp. 166-179 ◽  
Author(s):  
Haim Gaziel ◽  
Nachum Blass
Keyword(s):  
School Day ◽  
Research Findings ◽  
Extended School Day

scholarly journals Equality of Opportunity in Learning Outcomes Attainment through Financing Public Day Secondary Schools’ Resources in Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 78-88
Author(s):  
Gatwiri Winniejoy Nkonge ◽  
John Ndiritu ◽  
Mukirae Njihia
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Learning Outcomes ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Equality Of Opportunity ◽  
School Resources ◽  
Mixed Method Research ◽  
Resource Characteristics ◽  
School Resource

Although students’ learning outcomes are not expected to be equal, the differences should not be accounted for by the differences in school resources. Equality of opportunity in financing schools’ resources is evidenced by the lack of a relationship between the availability of school resources and differences in students’ learning outcomes. Tharaka Nithi County, one of the 47 Counties in Kenya, has consistently had a high difference in students’ learning outcomes in different public day secondary schools. This study sought to establish if differences in students’ learning outcomes in Tharaka Nithi County evidence equality of opportunity. The study employed a convergent parallel mixed-method research design. A stratified random sampling technique was used to select 738 (368 male and 370 female) Form 3 students and 738 (368 male and 370 female) parents of the Form 3 students. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data was thematically analysed. The study findings revealed that there was a strong statistically positive significant relationship, r = 0.674 at p < .01 between school resource characteristics and differences in student’s examination scores. The study also established that differences in public day secondary school resource characteristics accounted for a 6.1% difference in students’ learning outcomes after controlling for all the predictor variables which included student’s household characteristics, student’s parental/guardian characteristics, and student’s conduct characteristics. The study thus recommends that financing of public day secondary school resources should focus on equity given the inequality of opportunity in secondary education attainment.

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