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  1. From teacher quality to teaching quality
    instructional productivity and teaching practices in the US
    Autor*in: Briole, Simon
    Erschienen: [2019]
    Verlag:  Paris-Jourdan Sciences Economiques, Paris

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper / Paris School of Economics ; no 2019, 08
    Schlagworte: teacher quality; teaching practices; instruction time; TIMSS; test scores; education
    Umfang: 1 Online-Ressource (circa 37 Seiten), Illustrationen
  2. Language of Education and Development in Africa
    Prospects for Decolonisation and Empowerment
    Beteiligt: Oloruntoba-Oju, Taiwo (Herausgeber); Schmied, Josef (Herausgeber); Pinxteren, Bert van (Herausgeber)
    Erschienen: 2022
    Verlag:  Cuvillier Verlag, Göttingen

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    Beteiligt: Oloruntoba-Oju, Taiwo (Herausgeber); Schmied, Josef (Herausgeber); Pinxteren, Bert van (Herausgeber)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783736966215
    Weitere Identifier:
    9783736966215
    Auflage/Ausgabe: 1. Auflage
    Schlagworte: Sprachpolitik; Mehrsprachigkeit; Entkolonialisierung
    Weitere Schlagworte: (Produktform)Electronic book text; Decolonisation; Empowerment; africa; african languages; politics of language; african education systems; culture; language; empowering; language inequality; Cameroon; linguistic barriers; cultural barriers; Burkina Faso; national languages; sustainable development; (BISAC Subject Heading)LAN000000: LANGUAGE ARTS & DISCIPLINES / General; (VLB-WN)9564: Geisteswissenschaften, Kunst, Musik / Sprach- und Literaturwissenschaft / Englische Sprachwissenschaft und Literaturwissenschaft; duelling languages; afrikanische Bildungssysteme; amharic language; Sprache; mother-tongue; Unterrichtspraktiken; Sprachgemeinschaft; Speech Community; Dekolonisierung; afrikanische Sprachen; linguistic implications; Sprachpolitik; Glottopolitik; sustainable language use; Intellektualisierung; sprachliche Ungleichheit; sprachliche Barrieren; Ethnizität; kulturelle Barrieren; Slang; Mehrsprachigkeit; soziokulturelle Auswirkungen; Kultur; language practices; Soziolinguistik; sociocultural implications; morphosyntactics; indigene Sprachen; education sites; Backlash-Phänomen; Ethiopia; teacher training; globalisation; Globalisierung; Yoruba slang; working language; literacie; backlash phenomenon; Morphosyntaktik; transformative democracy; Republic of Congo; education; indigenous languages; transformative Demokratie; Bildungsstandorte; equatorial guinea; Angola; Sprachpraktiken; nachhaltige Sprachverwendung; language policy; Nigeria; Kamerun; Bildung; Arbeitssprache; Alphabetisierung; Muttersprache; teaching practices; Sprachökologie; nachhaltige Entwicklung; ethnicity; intellectualization; amharische Sprache; duellierende Sprachen; nationale Sprachen; Lagos
    Umfang: Online-Ressource, 206 Seiten
  3. Language of education and development in Africa
    prospects for decolonisation and empowerment
    Beteiligt: Oloruntoba-Oju, Taiwo (Herausgeber); Schmied, Josef (Herausgeber); Pinxteren, Bert van (Herausgeber)
    Erschienen: 2022
    Verlag:  Cuvillier Verlag, Göttingen

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    Beteiligt: Oloruntoba-Oju, Taiwo (Herausgeber); Schmied, Josef (Herausgeber); Pinxteren, Bert van (Herausgeber)
    Sprache: Englisch; Französisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9783736976214; 3736976216
    Weitere Identifier:
    9783736976214
    Auflage/Ausgabe: 1. Auflage
    Schriftenreihe: Research in English and applied linguistics ; 20
    Schlagworte: Sprachpolitik; Mehrsprachigkeit; Entkolonialisierung
    Weitere Schlagworte: (Produktform)Book; duelling languages; afrikanische Bildungssysteme; amharic language; Sprache; mother-tongue; Unterrichtspraktiken; Sprachgemeinschaft; Speech Community; Dekolonisierung; afrikanische Sprachen; linguistic implications; Sprachpolitik; Decolonisation; Glottopolitik; sustainable language use; Intellektualisierung; politics of language; Burkina Faso; sprachliche Ungleichheit; linguistic barriers; sprachliche Barrieren; Ethnizität; kulturelle Barrieren; Slang; Mehrsprachigkeit; soziokulturelle Auswirkungen; Kultur; language practices; language; Soziolinguistik; sociocultural implications; morphosyntactics; african languages; indigene Sprachen; education sites; Backlash-Phänomen; Ethiopia; teacher training; globalisation; Empowerment; Globalisierung; Yoruba slang; working language; literacie; backlash phenomenon; sustainable development; Morphosyntaktik; transformative democracy; Republic of Congo; education; indigenous languages; empowering; national languages; transformative Demokratie; Bildungsstandorte; equatorial guinea; Angola; Sprachpraktiken; nachhaltige Sprachverwendung; language policy; Nigeria; Kamerun; african education systems; language inequality; Bildung; Arbeitssprache; cultural barriers; Alphabetisierung; Muttersprache; teaching practices; Cameroon; Sprachökologie; africa; nachhaltige Entwicklung; ethnicity; culture; intellectualization; amharische Sprache; duellierende Sprachen; nationale Sprachen; Lagos; (VLB-WN)1560: Hardcover, Softcover / Sprachwissenschaft, Literaturwissenschaft; (BISAC Subject Heading)LAN000000: LANGUAGE ARTS & DISCIPLINES / General
    Umfang: 195 Seiten, Illustrationen, 21 cm
  4. The making of civic virtues
    a school-based experiment in three countries
    Autor*in: Briole, Simon; Gurgand, Marc; Maurin, Eric; McNally, Sandra; Ruiz-Valenzuela, Jenifer; Santín, Daniel
    Erschienen: March 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering... mehr

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    With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering students and gathering them around concrete and democratically chosen objectives. We draw on an RCT implemented in a large sample of middle schools in three European countries. The evaluated program leads students to carry out collective citizenship projects in their immediate communities under the supervision of teachers trained in student-centered teaching methods. The program significantly increases student altruism, their political self-efficacy as well as the quality of their relationship with their classmates and their respect for the rules of school life (less sanctions and absenteeism). In all three countries, the benefits are greater for students with the highest level of altruism and interest in politics at baseline. Investments made at an early age appear to be complement to those made during adolescence for the production of civic virtues.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/252265
    Schriftenreihe: Discussion paper series / IZA ; no. 15141
    Schlagworte: citizenship; education; teaching practices; project-based learning; RCT; youth
    Umfang: 1 Online-Ressource (circa 51 Seiten), Illustrationen
  5. Effects of teaching practices on life satisfaction and test scores
    evidence from the Program for International Student Assessment (PISA)
    Autor*in: Bartolini, Stefano; O'Connor, Kelsey J.
    Erschienen: 2022
    Verlag:  Global Labor Organization (GLO), Essen

    Schools are ripe for policy intervention. We demonstrate that implementing different teaching practices is effective, finding a greater prevalence of group discussion used in schools positively affects students’ life satisfaction and noncognitive... mehr

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    Schools are ripe for policy intervention. We demonstrate that implementing different teaching practices is effective, finding a greater prevalence of group discussion used in schools positively affects students’ life satisfaction and noncognitive skills but has no impact on test scores. The benefits do not apply to girls, however, unless they attend all-girl schools. These findings are based on a sample from the 2015 PISA which includes more than 35 thousand students from approximately 1500 schools in 14 countries or regions. We perform regressions of student life satisfaction on the prevalence of group discussion and lecturing used in their school, including a battery of individual, teacher, and school controls, as well as random intercepts by school. For robustness we use instrumental variables and methods to account for school-selection. The average impact of group discussion is not small – a one standard deviation leads to an increase in life satisfaction that is about one-half of the negative association with grade repetition. On the other hand, more or less lecturing does not affect life satisfaction, noncognitive skills, nor test scores. We conclude that teaching practices – group discussion – can be used to improve student life satisfaction, thereby likely positively affecting future economic outcomes and well-being.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/248473
    Schriftenreihe: GLO discussion paper ; no. 1009
    Schlagworte: subjective well-being; teaching; teaching practices; non-cognitive skills; education; PISA; participatory teaching; vertical teaching; horizontal teaching
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen
  6. The making of civic virtues
    a school-based experiment in three countries
    Autor*in: Briole, Simon; Gurgand, Marc; Maurin, Eric; McNally, Sandra; Ruiz-Valenzuela, Jenifer; Santín, Daniel
    Erschienen: [2022]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Discussion paper / Centre for Economic Performance ; no. 1830 (February 2022)
    Schlagworte: citizenship; education; teaching practices; project-based learning; RCT; youth
    Umfang: 1 Online-Ressource (circa 52 Seiten)
  7. Class setting and children's non-cognitive outcomes
    Autor*in: McDool, Emily
    Erschienen: [2018]
    Verlag:  The University of Sheffield, Department of Economics, Sheffield

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    Signatur:
    VS 202 (2018,08)
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Sheffield economic research paper series ; SERPS no. 2018, 008 (May 2018)
    Schlagworte: Educational economics; ability grouping; non-cognitive skills; children; primary schooling; teaching practices
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  8. Effects of an online self-assessment tool on teachers' digital competencies
    Autor*in: Abbiati, Giovanni; Azzolini, Davide; Balanskat, Anja; Engelhart, Katja; Piazzalunga, Daniela; Rettore, Enrico; Wastiau, Patricia
    Erschienen: January 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about ICT in education. The causal impact of the tool is evaluated through a randomized encouragement design, involving 7,391 lower secondary teachers... mehr

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    We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about ICT in education. The causal impact of the tool is evaluated through a randomized encouragement design, involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (-0.14 standard deviations) and their beliefs about ICT in education (-0.35 s.d.), while there is no impact on their probability of taking specific training. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock.

     
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    hdl: 10419/272490
    Schriftenreihe: Discussion paper series / IZA ; no. 15863
    Schlagworte: ICT; technology-enhanced teaching; self-assessed competencies; experimental design; teaching practices
    Umfang: 1 Online-Ressource (circa 61 Seiten), Illustrationen
  9. Teacher value-added and gender gaps in educational outcomes
    Autor*in: Fernandez, Andres Barrios; Riudavets Barcons, Marc
    Erschienen: 13 June 2024
    Verlag:  Centre for Economic Policy Research, London

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    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Universitätsbibliothek Mannheim
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    Universität Potsdam, Universitätsbibliothek
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    Quelle: Staatsbibliothek zu Berlin
    Sprache: Englisch
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    Format: Online
    Schriftenreihe: Array ; DP19158
    Schlagworte: Teacher value-added; education gender gaps; teaching practices
    Umfang: 1 Online-Ressource (circa 69 Seiten), Illustrationen
  10. Effects of teaching practices on life satisfaction and test scores
    evidence from the Program for International Student Assessment (PISA)
    Autor*in: O'Connor, Kelsey J.; Bartolini, Stefano
    Erschienen: July 2024
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Schools are ripe for policy intervention. We demonstrate that a greater prevalence of group discussion used in schools positively affects students' life satisfaction and noncognitive skills but has no impact on test scores, based on a sample from the... mehr

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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4
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    Schools are ripe for policy intervention. We demonstrate that a greater prevalence of group discussion used in schools positively affects students' life satisfaction and noncognitive skills but has no impact on test scores, based on a sample from the 2015 PISA which includes more than 35 thousand students from approximately 1500 schools in 14 countries. We perform regressions of student life satisfaction on school-level group discussion and lecturing, including a battery of controls and random intercepts by school. For robustness we use instrumental variables and methods to account for school-selection. The impact of group discussion is meaningful - a one-standard-deviation increase leads to an increase in life satisfaction that is about one-half of the negative-association with grade repetition. In contrast, lecturing does not have any effects. We are the first to show group discussion improves student life satisfaction and noncognitive skills, and thereby likely positively affects later-life outcomes.

     
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    Schriftenreihe: Discussion paper series / IZA ; no. 17145
    Schlagworte: subjective well-being; teaching practices; noncognitive skills; test scores; participatory teaching; horizontal teaching
    Umfang: 1 Online-Ressource (circa 34 Seiten)
  11. Teacher value-added and gender gaps in educational outcomes
    Autor*in: Barrios-Fernández, Andrés; Riudavets-Barcons, Marc
    Erschienen: [2024]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

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    Schriftenreihe: Discussion paper / Centre for Economic Performance ; no. 1995 (April 2024)
    Schlagworte: teacher value-added; education gender gaps; teaching practices
    Umfang: 1 Online-Ressource (circa 69 Seiten), Illustrationen