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on Education |
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Issue of 2016‒01‒18
fifteen papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Lavy, Victor (Department of Economics University of Warwick); Sand, Edith (Bank of Isreal) |
| Abstract: | In this paper, we estimate the effect of primary school teachers’ gender biases on boys’ and girls’ academic achievements during middle and high school and on the choice of advanced level courses in math and sciences during high school. For identification, we rely on the random assignments of teachers and students to classes in primary schools. Our results suggest that teachers’ biases favoring boys have an asymmetric effect by gender—positive effect on boys’ achievements and negative effect on girls’. Such gender biases also impact students’ enrollment in advanced level math courses in high school—boys positively and girls negatively. These results suggest that teachers’ biased behavior at early stage of schooling have long run implications for occupational choices and earnings at adulthood, because enrollment in advanced courses in math and science in high school is a prerequisite for post-secondary schooling in engineering, computer science and so on. This impact is heterogeneous, being larger for children from families where the father is more educated than the mother and larger on girls from low socioeconomic background. |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:wrk:warwec:1085&r=edu |
| By: | Tomba Chingtham |
| Abstract: | The present study attempts to make a thorough, comprehensive, analytical study and exploring the educational background of the parents and substance abuse, economic background of the family and substance abuse, age of the students and the patterns of the substance use in ever, recent and current use and use of substance abuse by an individual in relation to tobacco, alcohol inhalants and cannabis. From the result of the research the administrator, teachers and parents may help children through early education about psychoactive substances, open communications, good role modelling and early recognition if problems are developing. No single measure would be effective to prevent the use of drugs until and unless home, school and society all the three collectively and cooperatively tackle the problems of substances abuse from different angles. Key words: Substance, abuses, substance abuse, adolescence, students, Manipur |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-05&r=edu |
| By: | Isabel Busom; Cristina Lopez-Mayan |
| Abstract: | Economic views held by the general public tend to differ significantly from those of economic experts. To what extent would these differences fade away if people were exposed to economic instruction? In this paper we identify first-year college students’ initial preconceptions about economic issues, explore some cognitive biases behind them, verify their persistence, and test whether beliefs are correlated to course performance. We conduct a survey at the beginning and the end of the semester on a sample of students taking an economic principles course. We find evidence of preconception persistence, inconsistencies and self-serving bias. Most students do not incorporate the newly learned tools into their thinking process, even if they perform well. Many economics senior students have some beliefs that are contradicted in a principles course. Instruction in economics could be more efficient if it explicitly addressed students’ preconceptions and biases, a path already taken in other disciplines. |
| Keywords: | economic education, student beliefs, cognitive bias, psychology, teaching of economics |
| JEL: | A12 A20 I21 Y8 |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:bge:wpaper:862&r=edu |
| By: | Dipali Gandhi; Bhumika Mangrola |
| Abstract: | The classroom is a laboratory for the teachers to experiment on behaviors of an individual and mould their personality. Some individuals find it harder to learn with other individuals of the same age needs to get support from their teachers, or some extra help in the schools. A few individuals have more complicated learning difficulties, and may need extra help or equipment in school to help them access an appropriate education. Owing to lack of knowledge, educational access and technology, such individuals are initially treated as unwanted and segregated from other individuals and their education is carried out in special schools. The concept of Inclusive Education has changed the outlook for the children having all those deformities and differences. To touch the emotional domain of pre service teachers, an experiment was carried out with special children. The present paper reflects the views of pre service teachers towards special children. Key words: Inclusive Education, Pre service Teachers, Special Children |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-12-07&r=edu |
| By: | Asha Thokchom |
| Abstract: | In the fast changing world, a country, a community or an institution will not be able to keep pace with the changing times if it does not have enlightened vision for the future. There has been a qualitative change in the role of the institution as well as the role of the teacher. While theinstitutions are called upon to deal with production oriented society, action-oriented youth and process-oriented education. The efficacy and strength of an educational system largely depends upon the quality of its teachers. Creativity is another aspect which the teacher cannot ignore. She has to accept challenge of generating thirst for knowledge, a search for truth and a spirit for enquiring for experience. Critical thinking are good for everyone. Critical thinking an anticipation towards thinking ahead which offers intellectual tools to the teaching community. But the shift is most evident in our institutions, where Critical thinking has replaced rote learning as the central goal of education. Curriculum occupies a central place in any educational system. The realisation of educational objectives will depend on the type of curriculum that is framed and prescribed as well as on the way it is implemented. The curriculum in the future will have to be geared to the development of a new international order. This will involve, to begin with, development of national outlook which will ultimately lead to the development of global perspective. Therefore, a curriculum has to be future oriented, dynamic, relevant to social needs and balanced.Concepts having potentialities for the development of such an attitude will have to be given a prominent place in the curriculum of different disciplines. Motivation is most important factor in the learning process. Motivation is the art of stimulating interest in the students where there has been no such interest, or where it is as yet unfelt by the students, and also of cultivating the interest already present in behalf of socially approved conduct. In all types of learning there must be a goal, and hence, we can say that all learning is motivated. To improvethe conditions of effective learning the teacher can do by influencing motivation. Again, the teacher is called upon to be a change agent, a facilitator sensitive to the development needs of the community.The conventional accent has been on information transmission, fact finding and skill development. The traditional wisdom is lost in the quest for dubious knowledge and knowledge is lost under mountains of information.The role of teacher has assumed special significances, since teachers today are interested with serene task of enkindling the spirit of global awareness among students. The paper in an attempt to provide necessary professional knowledge and guides the teachers to developed the required skills to make their teaching talent effective. Key words: Creativity, Critical thinking, Curriculum,Educative process, Interest, Motivation,Professional Knowledge, Social Change, Skill development |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-12-06&r=edu |
| By: | Nirupama Pathak |
| Abstract: | The present investigation focuses on the study of problem solving ability and academic achievement of pupil teachers’ students. A survey was conducted to find out the relationship between problem solving and academic achievement of the pupil teachers of Jabalpur, Madhya Pradesh. Normative survey method used to collect data. The girls’ students studying in B.Ed. colleges constituted the population of this study. The pupil teacher students of H.P.M.M. Jabalpur, M.P. were selected as a sample for this study. The collected data has been studied and subjected to statistical analysis. The result reveals that relationship between problem solving ability and academic achievement is highly positive. There was significant difference was found between science and arts pupil teachers, no significant difference was found between arts- commerce, and science -commerce pupil teachers. Key words: problem solving ability, academic achievement, achievement, pupil teachers |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-03&r=edu |
| By: | Madhulika Varma; Lata Pandey |
| Abstract: | Computer Assisted Instruction or Computer Aided Instruction (CAI) includes the use of computers to teach academic skills and to promote communication and language development. It includes computer modeling and computer tutorials.CAI uses a combination of text, graphics, sound and video in enhancing the learning process. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student’s understanding. Typical CAI provides text or multimedia content, multiple-choice questions, problems, immediate feedback, notes on incorrect responses, summary of students’ performance, exercises for practice, worksheets and tests etc. The sample comprised of 107 students pursuing B. Ed. course studying in two sections of 60 students each at School of Education, D.A.V.V., Indore during the 2011-12 academic session. The achievement of students was assessed with the help of a researcher made Criterion Reference Test consisting of 40 questions. The findings of this study was” CBCRI (Computer Based Classroom Instruction) is significantly more effective than traditional instruction in terms of Achievement of B. Ed. students”. Key words: Computer, Classroom Instruction, method of instruction, programs, instructional material |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-01&r=edu |
| By: | Marine de Talancé (PSL, Université Paris-Dauphine, LEDa, IRD, UMR DIAL) |
| Abstract: | (english) Using a gain model with three dierent levels of xed eects, this paper empirically esti- mates the impacts of teachers on students' achievement in three districts in the rural province of Punjab in Pakistan. The model-based results suggest that teachers' factors do explain students' achievement. Increasing teachers' wages could improve schooling quality along with recruiting local teachers with non-permanent contracts. Recruiting local teachers has an important posi- tive impact on students' achievement especially for girls. It could therefore reduce gender based inequalities of academic achievement. Furthermore, our analysis suggests that policy reforms con- cerning training programs and re-thinking wage policies should be on the agenda of future research. _________________________________ (français) Ce papier evalue l'impact des professeurs sur les resultats scolaires des eleves dans trois districts de Punjab au Pakistan. Les resultats de cette etude indiquent que les dierences d'enseignants ex- pliquent partiellement la reussite scolaire des eleves. Les eleves qui ont un professeur mieux paye, engage avec un contract temporaire et originaire de la m^eme region que l'ecole ont de meilleurs resultats. Recruter des professeurs locaux est associe a un gain de connaissances superieur pour les lles par rapport aux garcons. De plus, notre analyse suggere que des reformes concernant les programmes de formation des professeurs devraient ^etre mises en place. |
| Keywords: | Education, Pakistan, Primary Schooling, Punjab, Quality, Skills, Teachers, Temporary contract, Qualite de l'education, Pakistan, Enseignement primaire, Connaissances cognitives, Professeurs, Contrat temporaire. |
| JEL: | I21 I25 I28 |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:dia:wpaper:dt201521&r=edu |
| By: | Mateusz Pipień; Sylwia Roszkowska |
| Abstract: | We estimate the Mincer equations for a set of European countries. The variability of parameters, describing the impact of years of schooling and the experience to the wages, was obtained by application of the system of Seemingly Unrelated Regression Equations (SURE). The differences between parameters were tested given two alternative stochastic assumptions. In the first model, no contemporaneous correlations between error terms in the system is imposed. This may be related to the standard country regression approach. In the second approach the unrestricted covariance matrix is considered, making error terms stochastically dependent. The contemporaneous correlations of error terms in the SURE system were empirically supported. Also, rich parameterisation of covariance matrix of contemporaneous relations reduced statistical uncertainty about differences in parameters describing return on education effect. Consequently, the country heterogeneity of return on education, which seems intuitively correct, was obtained in the system of regressions with complex stochastic structure. |
| Keywords: | Mincer equation, returns to skills, SURE, Zellner estimator |
| JEL: | J31 C31 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:nbp:nbpmis:226&r=edu |
| By: | Milan T. Mistry |
| Abstract: | The aim of the present study was to examine the effects of study habits on academic achievement of tribal and non-tribal students at secondary level. To comply with the study 500 students were selected by random sampling technique from different tribal and non-tribal secondary schools of Panchmahal district of Gujarat state. The total strength of the sample was distributed over 250 tribal and 250 non-tribal students of secondary level. Study Habit Questionnaire, constructed and standardized by Patel (2004), was used to analyze the generated data. Apart of descriptive statistics like Measures of Central Tendency, ANOVA and Pearson Correlation were used for verification of hypothesis. An analysis of the data obtained from current study shows that, the study habit is a significant impact on an academic achievements of tribal and non tribal students at secondary level. Key words: Study Habits, Academic Achievement, Education |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-12-04&r=edu |
| By: | Awaworyi Churchill, Sefa; Nuhu, Ahmed Salim |
| Abstract: | This study attempts to explain the effects of ethnic and linguistic diversity on educational attainment. We argue that cross-section differences in ethnic and linguistic fractionalization can explain a substantial part of the cross-country differences in educational attainment levels. Using a data on 86 countries, we uncover new evidence on the relationship between fractionalization and educational attainment. We find that fractionalization lower educational attainment. This finding is consistent across various measures of educational attainment, and is robust to several sensitivity checks. We explore several potential mechanisms which could explain the observed negative effects of ethnic and linguistic diversity including ethnic diversity’s effect on social capital, discrimination, public goods, conflicts, and institutional quality, among others. |
| Keywords: | ethnic diversity,fractionalization,educational attainment,schooling |
| JEL: | J15 O5 H52 I21 |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:esconf:125567&r=edu |
| By: | OECD |
| Abstract: | In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day. Students who spent more than six hours per day on line outside of school were more likely to feel lonely at school, arrive late and perform at lower levels in mathematics. On average across OECD countries, 7% of students spend this much time on line during a typical weekday. |
| Date: | 2016–01–12 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:59-en&r=edu |
| By: | Maria Emma Santos |
| Abstract: | This paper presents a model of a poverty trap that is caused by an unequal initial income and human capital distribution, and differences in the quality of education between children from the more and less advantaged social sectors. Under certain conditions, the economy converges to a situation with three stable and simultaneous equilibria, two of which constitute poverty traps, lowering the economy’s current and steady-state aggregate output level as well as its growth rate. The model suggests that a policy oriented to equalizing the quality of education would, in the long run, have potential in reducing initial inequalities. Creation-Date: 2009-08 |
| URL: | http://d.repec.org/n?u=RePEc:qeh:ophiwp:ophiwp030&r=edu |
| By: | Giofré, Maela (University of Turin) |
| Abstract: | This paper investigates the tension between regulation and financial education in explaining international portfolio diversification. We show that higher investor's financial education fosters international investment and stronger minority investor protection legislation attracts inward investment. More interestingly, these factors appear to be substitute in enhancing investor's portfolio diversification: the role of financial education is particularly pronounced where information problems and monitoring costs are likely to be more severe, that is in countries where protection of minority shareholders' rights is weaker. We interpret this evidence as supportive of the conjecture that financial education lessens the informational constraints of foreign investors. |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:uto:dipeco:201547&r=edu |
| By: | Abhijaat Sahu; Preeti Jain |
| Abstract: | The paper surveys the extent to which the higher education system in India has a bearing on the economy. The subject has rightly assumed unprecedented importance in the country and continues to be extensively researched and deliberated. The paradox about the coexistence of economic growth and disparity has also been discussed to the point of redundancy. This research inquiry is pioneering in that it places disparity in the economy as well as the country’s economic performance in comparison with other Asian economies in the framework of shortfalls in the higher education system. The authors argue that in order for higher education to contribute constructively to the economy, the systemic lacunae must be isolated and rectified. The paper examines the concern by delving in to a chronological survey of the parallel evolution of higher education and economic growth in the country since independence from colonial rule. Further, the study takes stock of the present Government initiatives that have been undertaken in this regard and makes inquiries into the scope of their application and assessment of their merit. Rashtriya Uchchatra Shikska Abhiyan (National Higher Education Mission) or RUSA is a holistic centrally sponsored scheme for the development of higher education. Built on the success story of Sarva Shiksha Abhiyan and Rashtriya Madhyamik Shiksha Abhiyan , RUSA will be spread over two plan periods, for improving access, equity and quality in the state higher education system. Key words: Human Related Aspect, TQM, Service, Banks |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-11&r=edu |