|
on Education |
|
Issue of 2015‒01‒19
thirty papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Ilya Prakhov (National Research University Higher School of Economics.) |
| Abstract: | Despite the trends of massification of Russian higher education and recently introduced standardized entry exams, university applicants still may face barriers during the process of admission. As a result, they may be admitted to less selective universities, which generally offer low quality education programs as opposed to selective universities. This paper examines the factors which influence student choice of university as measured by the level of university selectivity. We show that university selectivity can be determined not only by the Unified State Exam scores among admitted students (the main criteria of applicant selection in Russia), but by characteristics that are not directly related to the applicants’ abilities: parental education, family income, cultural capital, as well as by features of secondary school (type of school and class specialization) and level of investment in pre-entry coaching. These factors raise questions about equal opportunities for admission and the accessibility of top quality higher education for applicants from disadvantaged backgrounds. |
| Keywords: | accessibility of higher education, elite higher education, Unified State Exam, educational strategies of students |
| JEL: | I21 I24 I28 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:19edu2014&r=edu |
| By: | Dahmann, Sarah; Anger, Silke (Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany]) |
| Abstract: | "This paper investigates the short-term effects of a reduction in the length of high school on students' personality traits using a school reform carried out at the state level in Germany as a quasi-natural experiment. Starting in 2001, academic-track high school (Gymnasium) was reduced from nine to eight years in most of Germany's federal states, leaving the overall curriculum unchanged. This enabled students to obtain a university entrance qualification (Abitur ) after a total of only 12 rather than 13 years of schooling. We exploit the variation in the length of academic-track high school over time and across states to identify the effect of schooling on students' Big Five personality traits and on their locus of control. Using rich data on adolescents and young adults from the German Socio-Economic Panel (SOEP) study, our estimates show that shortening high school caused students on average to be more extroverted and less emotionally stable. Our estimates point to important heterogeneous effects. In addition to differences between East and West Germany, we find that male students and students from disrupted families showed stronger personality changes following the reform: they became more agreeable and more extroverted, respectively. We conclude that the educational system plays an important role in shaping adolescents' personality traits." (Author's abstract, IAB-Doku) ((en)) |
| Keywords: | Gymnasium, Schulreform - Auswirkungen, Persönlichkeitsmerkmale, Abiturienten, altersspezifische Faktoren, Persönlichkeitsentwicklung, soziales Verhalten, psychische Faktoren, regionaler Vergleich, soziale Qualifikation, Qualifikationsentwicklung, Selbstverantwortung, Schüler, Ostdeutschland, Westdeutschland, Bundesrepublik Deutschland |
| JEL: | I21 I28 J24 |
| Date: | 2014–12–18 |
| URL: | http://d.repec.org/n?u=RePEc:iab:iabdpa:201429&r=edu |
| By: | Martin Carnoy (National Research University Higher School of Economics.); Tatiana Khavenson (National Research University Higher School of Economics.); Leandro Costa (World Bank); Izabel Fonseca (Stanford University); Luana Marotta (Stanford University) |
| Abstract: | We use a national Brazilian test (SAEB) and an international test (PISA) to measure whether Brazilian students 13-15 years old improved their mathematics and language learning in1995-2012. We control for part of out-of-school influences by comparing test scores for students with similar family academic resources. Our empirical strategy is descriptive and comparative. We find that Brazilian students have made test score gains during this period on the PISA, but much less so on the SAEB. Gains on the PISA test for advantaged Brazilian students are smaller than among disadvantaged students. This is also the case for the SAEB. |
| Keywords: | educational performance, Brazil, PISA, SAEB, achievement gain, test comparison |
| JEL: | I21 I24 I28 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:22edu2014&r=edu |
| By: | Barrow, Lisa (Federal Reserve Bank of Chicago); Schanzenbach, Diane Whitmore (Northwestern University); Claessens, Amy (University of Chicago) |
| Abstract: | This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student’s house and therefore the “cost” of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores. |
| Keywords: | Chicago Public School (CPS); high school |
| JEL: | I21 I24 |
| Date: | 2014–11–01 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedhwp:wp-2014-20&r=edu |
| By: | Jeffrey Max Steven Glazerman |
| Abstract: | This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences. |
| Keywords: | Disadvantaged Students Effective Teaching Student Achievement Teacher Evaluation Systems |
| JEL: | I |
| Date: | 2014–01–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:a7da30900bb047038d31acd568b7e97d&r=edu |
| By: | Cortes, Kalena E. (Texas A&M University); Goodman, Joshua (Harvard University); Nomi, Takako (St. Louis University) |
| Abstract: | We study an intensive math instruction policy that assigned low-skilled 9th graders to an algebra course that doubled instructional time, altered peer composition and emphasized problem solving skills. A regression discontinuity design shows substantial positive impacts of double-dose algebra on credits earned, test scores, high school graduation and college enrollment rates. Test score effects under-predict attainment effects, highlighting the importance of long-run evaluation of such a policy. Perhaps because the intervention focused on verbal exposition of mathematical concepts, the impact was largest for students with below average reading skills, emphasizing the need to target interventions toward appropriately skilled students. |
| Keywords: | double-dose algebra, instructional time, peer effects, math curriculum, educational attainment, high school graduation, college enrollment |
| JEL: | I20 I21 I24 J15 J24 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8734&r=edu |
| By: | Matthew Johnson; Eric Lundquist; Cleo Jacobs Johnson; Claudia Gentile |
| Abstract: | The Kauffman School is a charter school in Kansas City, Missouri that opened in 2011 to serve middle and high school students from the city’s most economically disadvantaged neighborhoods. This report evaluates the effectiveness of the School at improving student achievement, attendance, and discipline outcomes during its first two years of operation. |
| Keywords: | Kauffman School Long-Term Outcomes Education |
| JEL: | I |
| Date: | 2014–03–06 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:08feceb41e2a451e88fd9b92643d66c9&r=edu |
| By: | Steven Glazerman; Ali Protik; Bing-ru Teh; Julie Bruch; Jeffrey Max |
| Abstract: | Many education policy experts have raised concerns that disadvantaged students do not have the same access to highly effective teachers as other students. To address this issue, IES sponsored an evaluation of an intervention known to study participants as the Talent Transfer Initiative (TTI). TTI offered a financial incentive to the teachers with the highest scores year after year on value-added measures (estimates of their ability to raise test scores, after accounting for differences between students) if they would transfer to a low-achieving school in the same district and remain there for at least two years. About 22 percent of the selected teachers applied for the transfer, and 5 percent (81 teachers) ultimately transferred. These teachers filled 88 percent of the targeted teaching vacancies in low-performing schools. |
| Keywords: | TTI, Teacher Transfer Incentives, High-Performing Schools, Multisite Randomized Experiment |
| JEL: | I |
| Date: | 2013–11–07 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:a8d81403a6db46109728c3e8a4228473&r=edu |
| By: | Leyla Mocan (Federal Reserve Board of Governors) |
| Abstract: | In 1997 Turkey passed a law making middle school completion compulsory, increasing the mandatory education from 5 to 8 years. At the time of this policy change, only 3-in-5 students were completing middle school in Turkey. In this paper, I employ data from the 2011 and 2012 Turkish Household Labor Force Survey to investigate the effect of this law on educational attainment, the impact of the increase in education on wages, and to explore how this varied across individuals. The results indicate that the fraction of children completing middle school increased more than 20 percentage points as a result of this reform. The effects were especially pronounced for girls (particularly those living in rural areas): I estimate that as a result of the reform, an additional half a million girls attained a middle school diploma. There are also considerable spillover effects into high school completion rates. Despite the large policy-induced increase in educational attainment, I find little evidence of a corresponding increase in labor force participation or full-time work. The results suggest large wage gains of about 14 percent per year of schooling, with these benefits concentrated among females. Taken together, the findings demonstrate that the policy change induced a dramatic change in educational attainment among the youth of this predominantly Muslim developing country, but that the economic benefits of the change were limited to women. |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:koc:wpaper:1424&r=edu |
| By: | Jeffrey Max Steven Glazerman |
| Keywords: | Disadvantaged Students Effective Teaching Student Achievement Teacher Evaluation Systems |
| JEL: | I |
| Date: | 2014–01–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:60dce40d55d94875807d15e1cc49e730&r=edu |
| By: | Liang Choon Wang |
| Abstract: | How students’ non-school inputs respond to ability grouping may explain the currently mixed findings in the literature about the impacts of tracking. Using data from South Korea, where students are randomized into middle schools under the country’s equalization policy, but sorted into different high schools on the basis of achievement in some non-equalization policy areas, I find that under ability sorting, students’ demand for private tutoring, self-study time, and grade anxiety levels are lower, and their hours of sleep and leisure are higher. The effects on private tutoring are particularly significant for high achievers, while the effects on self-study and leisure hours are strong for low achievers. The results potentially help reconcile the mixed findings in the ability grouping and tracking literature. |
| Keywords: | Tracking; shadow education; leisure; time use; anxiety; Korea. |
| JEL: | I21 I28 I31 J22 J24 |
| Date: | 2014–09 |
| URL: | http://d.repec.org/n?u=RePEc:mos:moswps:2014-37&r=edu |
| By: | Asadul Islam; Chandarany Ouch; Russell Smyth; Liang Choon Wang |
| Abstract: | This paper examines the long-term effects of exposure to civil war and genocide on the educational attainment and labor productivity of individuals in Cambodia. Given the well-documented causal links between schooling and labor productivity, it is surprising that past studies show that civil conflicts reduce educational attainment, but generally not earnings of individuals. Using variation in the degree of Cambodians’ exposure to civil conflicts during primary school age, we find that disruption to primary education during civil conflicts decreases educational attainment and earnings, increases fertility and has negligible effects on health of individuals several decades later. Our findings suggest that the effect of conflict on schooling disruption has adverse consequences on long-term labour productivity and economic development. |
| Keywords: | Civil Conflict, Khmer Rouge, Education, Wage, Fertility, Returns to schooling. |
| JEL: | I21 J24 O12 N35 |
| Date: | 2014–09 |
| URL: | http://d.repec.org/n?u=RePEc:mos:moswps:2014-36&r=edu |
| By: | Dana Rotz; Matthew Johnson; Brian Gill |
| Abstract: | At the request of Pittsburgh Public Schools and the Pittsburgh Federation of Teachers, Mathematica has developed value-added models that aim to estimate the contributions of individual teachers and schools to the achievement of their students. |
| Keywords: | VAM, Value-Added Models, Pittsburgh Public Schools, Education |
| JEL: | I |
| Date: | 2014–05–05 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:11cf6795ac3842b996637b08e56d3f06&r=edu |
| By: | Linda Rosenberg; Megan Davis Christianson; Megan Hague Angus; Emily Rosenthal |
| Keywords: | Rural Schools, School Improvement Grants, SIG, Education |
| JEL: | I |
| Date: | 2014–04–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:1f9ec5d37ff44a318483d1de703ffa1c&r=edu |
| By: | OECD |
| Abstract: | <ul> <li> Rising levels of tertiary attainment seem not to have led to an “inflation” eroding the labour-market value of qualifications. However, tertiary graduates have the highest relative earnings advantage when they live in a country with low tertiary attainment rates. </li> <li> On average, compared to those with an upper secondary education, tertiary-educated adults earn about 1.6 times more than their peers, while individuals without an upper secondary education earn 24% less. </li> <li> Higher educational attainment and literacy skills increase earnings, but the advantages are more pronounced for men than for women and seem to increase as adults get older. </li> <li> The crisis has widened the wage gap between less educated and highly educated individuals: across OECD countries, the average difference in earnings from employment between these two groups increased from 75 percentage points in 2008 to 79 percentage points in 2012. </li> <li> Qualifications are more rewarded than skills: attaining a higher level of education has a stronger positive impact on earnings than better literacy proficiency. </li></ul> |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduaaf:27-en&r=edu |
| By: | Elias Walsh Dallas Dotter |
| Abstract: | To determine how the strategy of replacing principals affected student achievement in D.C. Public Schools, the Walton Family Foundation contracted with Mathematica Policy Research. The resulting study is the first to examine the impact of such a strategy on student achievement. |
| Keywords: | Principals, Student Achievement, DC Public Schools, Education |
| JEL: | I |
| Date: | 2014–12–03 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:287c67c8c7814ae78805296a56e57bd1&r=edu |
| By: | Harounan Kazianga; Dan Levy; Leigh L. Linden; Matt Sloan |
| Abstract: | This article evaluates a program that constructed high quality “girl-friendly†primary schools in Burkina Faso. After 2.5 years, the program increased enrollment by 19 percentage points and increased test scores by 0.41 standard deviations. Girls’ enrollment increased by 5 percentage points more than boys’ enrollment, but test scores were the same for boys and girls. |
| Keywords: | BRIGHT, School Construction, Girl-Friendly, Schools, Burkina Faso, International, Education |
| JEL: | F Z |
| Date: | 2013–07–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:0115ef3a2998483493dd24537e07d70a&r=edu |
| By: | Eric Isenberg; Jeffrey Max; Philip Gleason; Liz Potamites; Robert Santillano; Heinrich Hock; Michael Hansen |
| Abstract: | Recent federal initiatives in education, such as Race to the Top, the Teacher Incentive Fund, and the flexibility policy for the Elementary and Secondary Education Act are designed in part to ensure that disadvantaged students have equal access to effective teaching. The initiatives respond to the concern that disadvantaged students may be taught by less effective teachers and that this could contribute to the achievement gap between disadvantaged students and other students. To address the need for evidence on this issue, the Institute of Education Sciences at the U.S. Department of Education initiated a study to examine access to effective teaching for disadvantaged students in 29 diverse school districts. Mathematica Policy Research and its partner, the American Institutes for Research, conducted the study, which focused on English/language arts (ELA) and math teachers in grades 4 through 8 from the 2008–2009 to the 2010–2011 school year. |
| Keywords: | TQD , Effective Teaching , Disadvantaged Students |
| JEL: | I |
| Date: | 2013–11–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:12ee9a28e7b341039dae2f013499f1a6&r=edu |
| By: | Simplice Asongu (Yaoundé/Cameroun); Jacinta Nwachukwu (Huddersfield/UK) |
| Abstract: | Purpose – Education as a weapon in the fight against conflict and violence remains widely debated in policy and academic circles. Against the background of growing political instability in Africa and the central role of the knowledge economy in 21st century development, this paper provides three contributions to existing literature. It assesses how political stability/ non-violence is linked to the incremental, synergy and lifelong learning effects of education. Design/methodology/approach – We define lifelong learning as the combined knowledge acquired during primary, secondary and tertiary education. Principal component analysis is used to reduce the dimensions of educational and political indicators. An endogeneity robust dynamic system Generalized Methods of Moments is used for the estimations. Findings – We establish three main findings. First, education is a useful weapon in the fight against political instability. Second, there is an incremental effect of education in the transition from secondary to tertiary schools. Third, lifelong learning also has positive and synergy effects. This means that the impact of lifelong learning is higher than the combined independent effects of various educational levels. The empirical evidence is based on 53 African countries for the period 1996-2010. Practical implications – A plethora of policy implications are discussed, inter alia: how the drive towards increasing the knowledge economy through lifelong learning can be an effective tool in the fight against violence and political insurgency in Africa. Originality/value – As the continent is nursing knowledge economy ambitions, the paper is original in investigating the determinants of political stability/non violence from three dimensions of education attainment: the incremental, the lifelong learning and a synergy effect. |
| Keywords: | Lifelong learning; Stability; Development; Africa |
| JEL: | I20 I28 K42 O10 O55 |
| Date: | 2014–08 |
| URL: | http://d.repec.org/n?u=RePEc:agd:wpaper:14/029&r=edu |
| By: | Joshua Ferguson; Moira McCullough; Brian Gill |
| Abstract: | This In Focus brief provides a snapshot of the study and findings. |
| Keywords: | The Equity Project Charter School, TEP, Teacher Effectiveness, Student Achievement, Education |
| JEL: | I |
| Date: | 2014–10–24 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:143caca706194a20bce62d6e76d018b3&r=edu |
| By: | Maribel Jiménez (IELDE/UNSa); Jorge A. Paz (CONICET-IELDE/UNSa) |
| Abstract: | This paper analyzes the evolution of the educational performance of Argentinean students using data from the PISA 2000, 2006 and 2009 assessments. There are several reasons for this analysis. First, the comparatively low level of Argentina in the international context which, in 2009, ended located below other countries of the region. Second, the significant decrease, observed between 2000 and 2006, in the average score of Argentinean students, was not reversed in 2009. However, during the period considered, a variety of public policies, to improve the national educational situation, were implemented in the country. The main purpose of this paper is to quantify and account for the changes in test results, evaluating the effect of student social, economic and demographic characteristics, as well as those of their families and the schools they attend. The study utilizes two methodological approaches: first, a multivariate analysis of the factors determining academic performance, in order to evaluate, from estimating a multilevel model, the net effect of each factor, temporarily comparing its relative significance and, second, a nonparametric decomposition, using the propensity score matching technique, of the observed change in performance. The results show that the change in the composition of students by grade attended, grade repetition and the availability of computers at home played a predominant role in the evolution of the academic performance of Argentina. The change in the composition of students and the increase of the repetition rate may be associated with the inclusion process of students, especially those of low economic resources, which has taken place in the country, after the great economic crisis of 2001 - 2002 that excluded many young people in the education system. |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:slt:wpaper:12&r=edu |
| By: | Elias Walsh |
| Keywords: | Teacher Retention, DC Public Schools, Education |
| JEL: | I |
| Date: | 2013–11–09 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:a46502818cdd49c9967534f5435d490b&r=edu |
| By: | Eric Isenberg; Jeffrey Max; Philip Gleason; Liz Potamites; Robert Santillano; Heinrich Hock; Michael Hansen |
| Abstract: | This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences. |
| Keywords: | Effective Teaching, Teacher Effectiveness, Teacher Distribution, Value Added, Elementary Secondary Education, Economically Disadvantaged, Minority Group, Children, Achievement Gap |
| JEL: | I |
| Date: | 2013–11–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:ad54d58020e54294b0ab88ad02552c57&r=edu |
| By: | Steven Glazerman; Ali Protik; Bing-ru Teh; Julie Bruch; Jeffrey Max |
| Abstract: | Many education policy experts have raised concerns that disadvantaged students, who are often concentrated in low-performing schools, do not have the same access to highly effective teachers as other students. To address this issue, the U.S. Department of Education, Institute of Education Sciences (IES) sponsored an evaluation conducted by Mathematica Policy Research of an intervention known to study participants as the Talent Transfer Initiative (TTI). |
| Keywords: | transfer incentives , randomized controlled trial , teacher effectiveness , value added |
| Date: | 2013–11–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:c629bf71e8474c74a897e941ccbdeda4&r=edu |
| By: | De Paola, Maria (University of Calabria); Gioia, Francesca (University of Edinburgh) |
| Abstract: | We investigate whether and how time pressure affects performance. We conducted a field experiment in which students from an Italian University are proposed to choose between two exam schemes: a standard scheme without time pressure and an alternative scheme consisting of two written intermediate tests, one of which to be taken under time pressure. Both exam schemes consist of a verbal and a numerical part, each carrying half of the total marks. Students deciding to sustain the alternative exam are randomly assigned to a "time pressure" and a "no time pressure" group. Students performing under time pressure at the first test perform in absence of time pressure at the second test and vice versa. We find that being exposed to time pressure exerts a negative and statistically significant impact on students' performance both at the verbal and at the numerical task. The effect is driven by a strong negative impact on females' performance, while there is no statistically significant effect on males. Gender differences in handling time pressure are relevant only when dealing with the verbal task. Using data on students' expectations, we also find that the effect produced by time pressure on performance was correctly perceived by students. Female students expect a lower grade when working under time pressure, while males do not. |
| Keywords: | time pressure, time constraints, gender differences, student performance |
| JEL: | C93 D03 I23 J71 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8708&r=edu |
| By: | Belskaya, Olga (University of North Carolina, Chapel Hill); Peter, Klara Sabirianova (University of North Carolina, Chapel Hill); Posso, Christian (University of North Carolina, Chapel Hill) |
| Abstract: | This paper evaluates whether the expansion of higher education is economically worthwhile based on a recent surge in the number of campuses and college graduates in Russia. Our empirical strategy relies on the marginal treatment effect method in both normal and semi‐parametric versions, and estimating policy‐influenced treatment parameters for the marginal students who are directly affected by college expansion. We use high‐quality panel data with multiple wage observations, many birth cohorts, disaggregated location information, and past economic conditions. We find that college expansion attracts individuals with lower returns to college, but the returns for marginal students vary considerably depending on the scale of expansion and the type of location where new campuses are opened. Marginal individuals in smaller cities and locations without college campuses receive the largest benefits from new campuses. The results provide important implications for the design of policies targeting the expansion of higher education. |
| Keywords: | education, returns to college, marginal treatment effect, policy‐relevant treatment effect, local instrumental variable, selection bias, college expansion, Russia |
| JEL: | J31 I21 P36 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp8735&r=edu |
| By: | Erikson Arcaira; Stephen Coleman; Jacly MacFarlane; Andrea Palmiter; Brenda Turnbull; Beatirce Birman; Erin Dunlop; Jane Hannaway; Umut Ozek; Steve Glazerman; Elias Walsh; Michael Feurer; Maxine Freund; Taunya Nesin |
| Keywords: | Special Education science, technology, engineering, mathematics, STEM, Education reform, PERAA |
| JEL: | I |
| Date: | 2013–07–15 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:ceb2841d31fc4763accda6396372271a&r=edu |
| By: | Ivan Pavlyutkin (National Research University Higher School of Economics.) |
| Abstract: | This paper discusses radical change in higher education reflecting on its deconstructive nature. While the notions of adaptive and strategic change assume strengthening the existing settings of university organization, radical change means the deconstruction of the established organizational order. Radical change creates uncertainty and demands an understanding of social relations in the implicit or informal side of the organisation. This research is based on an empirical case of university merger as an example of radical and risky change in higher education. It applies the sensemaking approach to disclosing the cultural side of organizing. We argue that radical change in higher education originates a specific of sensemaking at the threshold where the symbolic order becomes the source of meanings for actors to deal with ambiguity. Analysing 22 in-depth interviews taken with top-level administrators and academic employees at three merged universities we show that radical change occurs through practices of labelling, rumouring and translation. They produce a virtual structure on the implicit side of organizing and influence the interpretation of change as a rite of passage or a rite of organisational degradation. |
| Keywords: | university merger, sensemaking, radical organizational change, identity, translation |
| JEL: | I21 |
| Date: | 2014 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:16edu2014&r=edu |
| By: | Tim Silva; Allison McKie; Virginia Knechtel; Philip Gleason; Libby Makowsky |
| Abstract: | In 2008, Congress created the Teacher Quality Partnership Grant Program to fund alternative training programs that draw highly qualified teachers to high-need schools. Funded under this grant, teaching residency programs (TRPs) are designed to attract new teachers to the profession. The programs offer coursework toward a master’s degree along with a one-year supervised residency under the guidance of a full-time teacher. |
| Keywords: | teaching, teacher, residency, teaching residency program, novice teacher, teacher retention, teacher preparation, mentor, induction, teacher training, high-need school, high-need district |
| JEL: | I |
| Date: | 2014–11–19 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:58dae816db6b4d008b73ac09df6a92cb&r=edu |
| By: | Hanley Chiang; Stephen Lipscomb; Brian Gill |
| Abstract: | Using data on elementary and middle school math and reading outcomes for Pennsylvania students, this working paper found that school value-added provides little useful information for comparing the general leadership skills of different principals when these comparisons include some principals who are in their first three years at their current positions. |
| Keywords: | School Value-Added Principal Quality Education |
| JEL: | I |
| Date: | 2014–12–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:a11ab111ac3a497885e0a736fbaf92ac&r=edu |