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Author: Meryam Zaiem
Publisher:
ISBN:
Category :
Languages : fr
Pages : 129
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Book Description
[Résumé français fourni trop long] Dans le cadre de cette thèse, j'étude l'impact de deux changements de l'environnement scolaire des élèves sur la réussite scolaire et les choix d'orientation. Dans un premier travail avec Manon Garrouste (chapitre 1), nous étudions l'effet d'un changement dans l'offre locale de formation sur les choix d'orientation en fin de collège. Nous utilisons les ouvertures de lycées comme choc sur l'offre locale de formation. Nous interprétons l'ouverture d'un nouveau lycée dans le voisinage d'un élève comme un choc positif sur l'offre de formation qui se trouve donc augmentée. Notre échantillon de travail comprend tous les élèves en 3eme entre les années scolaire 2007-2008 et 2010-2011 en France. Chacun de ses élèves est suivi pendant 4 ans. Nous sommes notamment capable de parfaitement localiser à la fois le collège où chaque élève est initialement inscrit et le lycée dans lequel il s'oriente s'il continue dans le secondaire supérieur. Notre stratégie d'identification (différence en différences généralisées) utilise les variations dans le temps et l'espace des ouvertures de lycées et permet d'estimer un effet causal de l'augmentation de l'offre locale de formation sur l'orientation des élèves en fin de 3eme et leur réussite future. En particulier, nous distinguons les nouveau lycées par type : lycée général et technologique, lycée professionnel ou lycée polyvalent et notre analyse est pour le moment restreinte aux ouvertures de lycées publics. Nous montrons ainsi que l'ouverture d'un lycée augmente significativement la probabilité pour les élèves concernés de continuer dans le secondaire supérieur. Les effets sont particulièrement importants pour les ouvertures de lycées professionnels où nous observerons à la fois une augmentation significative de la probabilité de continuer dans une voie professionnelle et une diminution significative de la probabilité de sortie du système. Ces résultats sont robustes à différentes définition des élèves traités : ceux en 3eme dans le collège le plus proche d'un lycée nouvellement ouvert, ceux en 3eme dans les 2 ou 5 collèges les plus proches et enfin ceux dans un collège qui voit un lycée ouvrir à une distance de 10 à 20 kilomètres. Les effets semblent principalement porté par les élèves les plus à la marge en terme de niveau académique (tel que mesuré par les résultats au brevet). Nous nous sommes aussi intéressées à des effets de plus long terme et avons ainsi regardé la probabilité pour un élève d'obtenir un diplôme au delà du brevet dans les 4 années qui suivent son année de 3eme. Nous ne trouvons pas d'effet significatif de long terme des ouvertures. Ces résultats appellent à des analyses supplémentaires. Nous prévoyons ainsi d'étudier l'effet des ouvertures sur la distance au lycée et ce particulièrement dans le cas des lycées professionnels qui sont moins nombreux que les autres types de lycées. Nous pensons aussi étudier l'effet des ouvertures de lycées privés. Ces lycées ont été exclus pour le moment car leur processus d'ouverture diffère de celui du public et nécessite des contrôles supplémentaires...
Author: Meryam Zaiem
Publisher:
ISBN:
Category :
Languages : fr
Pages : 129
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Book Description
[Résumé français fourni trop long] Dans le cadre de cette thèse, j'étude l'impact de deux changements de l'environnement scolaire des élèves sur la réussite scolaire et les choix d'orientation. Dans un premier travail avec Manon Garrouste (chapitre 1), nous étudions l'effet d'un changement dans l'offre locale de formation sur les choix d'orientation en fin de collège. Nous utilisons les ouvertures de lycées comme choc sur l'offre locale de formation. Nous interprétons l'ouverture d'un nouveau lycée dans le voisinage d'un élève comme un choc positif sur l'offre de formation qui se trouve donc augmentée. Notre échantillon de travail comprend tous les élèves en 3eme entre les années scolaire 2007-2008 et 2010-2011 en France. Chacun de ses élèves est suivi pendant 4 ans. Nous sommes notamment capable de parfaitement localiser à la fois le collège où chaque élève est initialement inscrit et le lycée dans lequel il s'oriente s'il continue dans le secondaire supérieur. Notre stratégie d'identification (différence en différences généralisées) utilise les variations dans le temps et l'espace des ouvertures de lycées et permet d'estimer un effet causal de l'augmentation de l'offre locale de formation sur l'orientation des élèves en fin de 3eme et leur réussite future. En particulier, nous distinguons les nouveau lycées par type : lycée général et technologique, lycée professionnel ou lycée polyvalent et notre analyse est pour le moment restreinte aux ouvertures de lycées publics. Nous montrons ainsi que l'ouverture d'un lycée augmente significativement la probabilité pour les élèves concernés de continuer dans le secondaire supérieur. Les effets sont particulièrement importants pour les ouvertures de lycées professionnels où nous observerons à la fois une augmentation significative de la probabilité de continuer dans une voie professionnelle et une diminution significative de la probabilité de sortie du système. Ces résultats sont robustes à différentes définition des élèves traités : ceux en 3eme dans le collège le plus proche d'un lycée nouvellement ouvert, ceux en 3eme dans les 2 ou 5 collèges les plus proches et enfin ceux dans un collège qui voit un lycée ouvrir à une distance de 10 à 20 kilomètres. Les effets semblent principalement porté par les élèves les plus à la marge en terme de niveau académique (tel que mesuré par les résultats au brevet). Nous nous sommes aussi intéressées à des effets de plus long terme et avons ainsi regardé la probabilité pour un élève d'obtenir un diplôme au delà du brevet dans les 4 années qui suivent son année de 3eme. Nous ne trouvons pas d'effet significatif de long terme des ouvertures. Ces résultats appellent à des analyses supplémentaires. Nous prévoyons ainsi d'étudier l'effet des ouvertures sur la distance au lycée et ce particulièrement dans le cas des lycées professionnels qui sont moins nombreux que les autres types de lycées. Nous pensons aussi étudier l'effet des ouvertures de lycées privés. Ces lycées ont été exclus pour le moment car leur processus d'ouverture diffère de celui du public et nécessite des contrôles supplémentaires...
Author: Luke H. Beck
Publisher:
ISBN:
Category : Montessori method of teaching
Languages : en
Pages : 28
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Book Description
Students in today’s traditional schools do not have many opportunities for choice in their learning. Learners can often be observed seated in their assigned seat, engaged in assigned work given to them by the adult in the room. Traditionally in the United States, this has been the norm for many schools, but is it really the best way for students to learn? This research focuses on how freedom of choice in a Montessori classroom helps to support normalization. Normalization is a Montessori term to describe a learning situation in which students demonstrate a love of learning and engage in tasks autonomously as a result of their intrinsic motivation. This study focuses on choice in a Montessori learning environment. However, the research is applicable to traditional classrooms as well. By analyzing student observations and work samples this research attempted to see if choice in the classroom affects normalizations and student achievement. The research showed an increase of on task behavior when students were given more choices but did not show an increase in respectful behavior.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Young Ran Kim
Publisher:
ISBN: 9780438288805
Category : Electronic dissertations
Languages : en
Pages : 121
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Book Description
Author: Lan Gao
Publisher: Lexington Books
ISBN: 0739134434
Category : Education
Languages : en
Pages : 226
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Book Description
Educational researchers have long been concerned about the factors that influence the patterns of attendance in higher education and the extent to which higher education has been accessible to all students regardless of their socioeconomic status. Extensive research has indicated that a variety of class-related factors, such as cultural capital, social capital, and economic capital, exert remarkable impacts on the amount and type of education that one receives. Drawing on cultural capital theory, this study aims at analyzing how students' college choice process varies by social class in China. By exploring different cultural and financial factors that influence different stages of students' college choice process, this study hopes to contribute to identifying the most appropriate policies and practices for raising the representation of students from the lowest social class among college participants.
Author: K. Ann Renninger
Publisher: Psychology Press
ISBN: 1317783522
Category : Psychology
Languages : en
Pages : 423
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Book Description
Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Douglas Hiscox
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 262
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Book Description
This research explores the impact of an intra-district choice on student achievement in the Youngstown City School District as measured by student performance on the Ohio Achievement Assessment. The study sample includes a control group of students who remained in their neighborhood schools and a treatment group of students who chose the intra-district choice program. The treatment group followed the district curriculum, plus, a focus on 21st Century Learning Skills, embedded technology curriculum, and school climate. The Discovery program has been an intra-district choice since the 2012-2013 school year. Overall student achievement in math, reading, and science are significantly affected by the introduction of intra-district choice based on pre- and post-test used to measure successful intervention. Initially, term and status were investigated. Independent moderators, including gender, grade, race, disability status, and retention status were considered. Correlation test found that only disability showed a significant effect in relationship with the dependent variables. There were also instances of the treatment group significantly outperforming the control group reading and math specifically in grades 6 through 8. The data revealed a significant interaction between term and status for each of the three test areas. Treatment students produced the greatest overall change in scores (pre-treatment vs. treatment period). Students identified as disabled revealed positive change scores in math for both treatment and control group members. Intra-district choice students making up the treatment group, whose mean scores were below the students in the control group, demonstrated substantial gains and out-scored students in the control group after one year of programming.
Author:
Publisher: GRIN Verlag
ISBN: 3346083144
Category : Education
Languages : en
Pages : 64
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Book Description
Bachelor Thesis from the year 2019 in the subject Pedagogy - General, grade: 3.8, , language: English, abstract: The general purposes of this study is to find out the influence of home environment on study academic performance. Specifically, the study sets out to examine the influence of parental occupation on the academic performance of secondary school students in Owerri metropolis of Imo state. It tries to find out whether the size of the family to which they belong affect the students academic performance in Owerri metropolis; and to determine the extent to which type of family would affect the academic performance of students. This study will be delimited to government owned secondary schools in Owerri. Municipal of Imo state Nigeria. Over a period of time, it has been observed the students who are exposed to the same lesson by the same teachers are likely to perform differently when they are evaluated. According to Fagbamiye, the board education or ministry of education world wide suspected teaching methodology and classroom teachers as being the cause at the problem yet it seems to persist. This shows that outside the school environment, students are faced with other factors that influence their academic performances. There is also clear distinction between the gifted children and others, but even at that there are factors that influence the academic of both gifted and non-gifted children which can not be traced to the school environment.
Author: C. Carney Strange
Publisher: John Wiley & Sons
ISBN: 1118823478
Category : Education
Languages : en
Pages : 368
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Book Description
Understand the design factors of campus environmental theorythat impact student success and create a campus of consequence Designing for Learning is a comprehensive introduction tocampus environmental theory and practice, summarizing the influenceof collegiate environments on learning and providing practicalstrategies for facilitating student success through intentionaldesign. This second edition offers new coverage of universaldesign, learning communities, multicultural environments, onlineenvironments, social networking, and safety, and challengeseducators to evaluate the potential for change on their owncampuses. You'll learn which factors make a living-learningcommunity effective, and how to implement these factors in therenovation of campus facilities. An updated selection of vignettes,case scenarios, and institutional examples help you apply theory topractice, and end-of-chapter reflection questions allow you to testyour understanding and probe deeper into the material and how itapplies to your environment. Campus design is no longer just about grassy quads andivy-covered walls—the past decade has seen a surge in newdesigns that facilitate learning and nurture student development.This book introduces you to the many design factors that impactstudent success, and helps you develop a solid strategy forimplementing the changes that can make the biggest difference toyour campus. Learn how environments shape and influence studentbehavior Evaluate your campus and consider the potential for change Make your spaces more welcoming, inclusive, and functional Organize the design process from research to policyimplementation Colleges and universities are institutions of purpose and place,and the physical design of the facilities must be undertaken withattention to the ways in which the space's dimensions and featuresimpact the behavior and outlook of everyone from students tofaculty to staff. Designing for Learning gives you a greaterunderstanding of modern campus design, and the practicalapplication that brings theory to life.
