nep-edu New Economics Papers
on Education
Issue of 2019‒10‒28
two papers chosen by
Marco Novarese
Università del Piemonte Orientale

  1. Education and Health: Long-run Effects of Peers, Tracking and Years By Fischer, Martin; Gerdtham, Ulf-G; Heckley, Gawain; Karlsson, Martin; Kjellsson, Gustav; Nilsson, Therese
  2. Making initial teacher education meaningful: Pre-service science teachers' development for effective teaching By Motshidisi Lekhu

  1. By: Fischer, Martin; Gerdtham, Ulf-G (Department of Economics); Heckley, Gawain (Department of Health Economics); Karlsson, Martin (Healf Economics); Kjellsson, Gustav (University of Gothenburg); Nilsson, Therese (Research Institute of Industrial Economics (IFN))
    Abstract: We investigate two parallel school reforms in Sweden to assess the long-run health effects of education. One reform only increased years of schooling, while the other increased years of schooling but also removed tracking leading to a more mixed socioeconomic peer group. By differencing the effects of the parallel reforms we can separate the effect of de-tracking and peers from that of more schooling. We find that the pure years of schooling reform reduced mortality and improved current health. Differencing the effects of the reforms shows significant differences in the estimated impacts, suggesting that de-tracking and subsequent peer effects resulted in worse health.
    Keywords: Health returns to education; School tracking; Peer effects
    JEL: I12 I18 I26
    Date: 2019–10–21
  2. By: Motshidisi Lekhu (Central University of Technology, Free State)
    Abstract: Every aspect of teachers? practice is not only affected by the teaching strategies they use in the classroom, but also their beliefs and attitudes. This exploratory study was aimed at exploring the development of pre-service beliefs about effective science teaching, and how the learning environment influences their teaching and learning as they transition from pre-service teachers in preparation for becoming professional teachers. A convenience sample of pre-service teachers enrolled for a 4-year teacher education programme at a University of Technology participated in the study. Data gathering instruments including the Teacher Beliefs about Effective Science Teaching (TBEST) questionnaire and Constructivist Learning Environment (CLES) survey were administered to participants. TBEST is an instrument that aligns teachers? views about science teaching and learning with their measure of self-efficacy, their attitudes towards science, their beliefs about science teaching environment and the nature of science. CLES was used to assess the degree to which the classroom climate is conducive to students connecting science subject matter to their prior knowledge. The findings revealed that an effort is required to support, enhance and improve the teaching and learning of science pre and post teacher training. This will help to establish the relationship between the participants? beliefs about learning as pre-service teachers and actual teaching practice. It is important to note that teachers? attitudes and beliefs about teaching and learning are critical, as these might inform and influence the type of teachers they will become. This has implications on teacher education efforts to improve science teaching and learning, involving professional development to deepen teacher content and pedagogical content knowledge, in the belief that enhancing teacher knowledge will lead to improved classroom practice.
    Keywords: confidence, preparedness, teaching practice, teacher training, beliefs
    Date: 2019–10

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