Education Quality Indicators Research Articles

Teach For America and Teacher Quality: Increasing Achievement Over Time

Teach For America (TFA), a prominent alternative teacher certification program, has evolved substantially since it began in 1989. However, most studies ignore this potential variation when evaluating TFA’s effects on student outcomes. Using 12 years of administrative data, I test whether TFA’s effects on achievement differ over time, focusing on a major reform introduced in 2005 and testing for changes in the qualifications of TFA corps members recruited before and after this reform. I find that TFA’s effects on achievement increased over time in some subjects and grade levels. However, these changes do not occur immediately following the reforms, nor are they explained by most observable teacher quality indicators. Instead, results indicate gradual improvement over time in many subjects. These results help explain divergent findings in previous research from different periods and underscore the importance of understanding the continuing evolution of alternative teacher certification programs.

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

ABSTRACTThis study explores how aspects of teacher quality are related to student achievement and students’ perceptions of instructional quality on the basis of eighth grade TIMSS 2011 data for Sweden. Indicators of teacher quality are coursework in mathematics as measured by the number of semesters of studying mathematics, years of teaching experience and teacher self-efficacy beliefs. The study employs confirmatory factor analysis and structural equation modelling as primary methods. Results indicate that teachers with higher self-efficacy beliefs were rated by students as delivering higher instructional quality. However, this was not reflected in student achievement levels. Instead, with student socio-economic and immigrant background under control, there was a significant positive relationship between coursework in mathematics and student mathematic achievement levels, as well as between student perceptions of instructional quality and achievement. Relations between teaching experience and student achievement followed a non-linear pattern, with the effect of teaching experience increasing up to 19 years and declining afterwards.

Early childhood education quality indicators: Exploring the landscape of an African community perspective

While more effort is being geared toward implementation of quality early childhood education programs, there is still debate on what quality entails. While the education officers believe they are providing quality education, some communities who are the target beneficiaries see it as meaningless and keep away from it, affecting the “Education for All” slogan. If education has to be meaningful in a manner that addresses Sustainable Development Goals 4, quality must be addressed in the perspective of the beneficiaries. This study focuses on a local community perspective of quality indicators for early childhood education and provides advice for implementers.

A Stakeholder Analysis of Admission in a Baccalaureate Social Work Program

ABSTRACTSocial work programs shape the profession through their admission practices. A stakeholder analysis of a baccalaureate social work program was conducted to seek stakeholder perspectives on admission practices through interviews and focus groups with 53 participants representing seven stakeholder groups. Results suggest that external stakeholders such as field instructors, social service employers, and adjunct faculty members are not widely represented in the BSW admission process. Four categories of stake-holder expectations for social work admission were found: gatekeeping for professional suitability, a process of self-reflection for students, an indicator of educational quality for the social work program, and progression of students’ professional socialization as a social worker. Findings provide insights to inform faculty as they oversee social work admission.

The Basic Education in Sweden and Brazil: some similarities and differences

Abstract: This article proposes to analyze the basic education system of Sweden and to compare it with the basic education system of Brazil. We consider it relevant to compare the two systems of Basic Education, despite the significant differences between the two countries (culture, history, size, population density, etc.), since the quality indicators of basic education in Sweden are considerably better than Brazilians. Our objective is to show the main similarities and differences between the two systems of Basic Education. In order to do so, we first described the structure and functioning of the Swedish Basic Education system, little known to us Brazilians, so that, in our conclusions, we highlight the main similarities and differences between them. The methodology adopted was qualitative exploratory research, with a review of the literature of authors who work with comparative studies in the educational area.

QUEM CANTA SEUS MALES ESPANTA: a apropriação do conhecimento artístico musical mediada pelos familiares

O presente trabalho intenciona apresentar e discutir como o eixo "Música" na Educação Infantil pode ser apresentado em uma proposta pedagógica que integra no mesmo movimento os eixos "Linguagem Oral e Escrita" e "Artes Visuais" e que também cria condições para envolver os familiares nas produções de crianças de quatro anos de idade. Uma proposta pedagógica que engloba diferentes linguagens e que encontra respaldo nas orientações dadas nos documentos fornecidos pelo Ministério da Educação voltados para a implementação do Projeto Trilhas que englobam atividades com canções e parlendas destinadas à Infância. Os dados apresentados e discutidos neste artigo foram levantados a partir de gravação em áudio/vídeo dos diálogos das crianças com sua professora, bem como do registro fotográfico das produções realizadas.

Basic formal education quality, information technology, and inclusive human development in sub‐Saharan Africa

AbstractThis study assesses the role played by basic formal education on the impact of information technology on inclusive human development in sub‐Saharan African countries during the period 2000–2012. The study aims to answer one critical question: What is the relevance of basic formal education in the effect of mobile phone penetration on inclusive human development in sub‐Saharan Africa when initial levels of inclusive human development are taken into account? The empirical evidence is based on instrumental quantile regressions. The findings of this study show that poor primary education dampens the positive effect of mobile phone penetration on inclusive human development. This finding should be understood from the perspective that the education quality indicator represents a policy syndrome because of the way it is computed, notably, the ratio of pupils to teachers. Hence, an increasing ratio indicates decreasing quality of education. It follows that decreasing quality of education dampens the positive effect of mobile phone on inclusive development. This tendency is consistent throughout the conditional distribution of inclusive sustainable human development. Policy implications are discussed.

Persepsi Mahasiswa terhadap Indikator Prinsip Pelayanan Publik dan Berbagai Kelemahan dalam Pelayanan Publik di Tujuh Perguruan Tinggi di Indonesia

The objectif or research are to determine student perceptions about indicators of quality of service of universities from lecturer and administrative personnel, forms of services and things that are still weak in quality services in universities. The data were supplemented using a questionnaire consisting of closed and open questions. The number of samples analyzed were 370 respondents, using purposive sampling method at seven universities in Indonesia. Quantitative data analysis used is the validity, reliability test, and descriptive statistics, while qualitative data are analyzed using the contents. The results show that in general the students agree with the high quality indicators of higher education developed. Agreement on the non-discrimination and the lowest aspects of the aspect of easy and cheap. Students who need high service should be without discrimination but still allow for better service seen from the ease and generosity in the service. In general, students demand all universities that have run a quality service. Even so there are various problems that still need to be fixed. There are four problems with aspect, problem, problem solution, problem solution, problem solution, and problem, and problem, accountability, problem and ethics. Steps need to be taken to improve student perceptions of the importance of college public indicators and improvements to issues united by students on the services of higher education.

Exploring Readiness Oof Iraqi Universities To Achieve The Quality Of Sustainable Education According To (Quacquarelli Symonds) QS Standards

This study sought to address a vital issue for Iraqi universities regarding their readiness to implement QS (Quacquarelli Symonds) standards to enhance the quality of sustainable education by focusing Iraqi universities on issues that increase their readiness to improve their educational quality indicators and QS World University Rankings ®). These criteria cover six main areas: academic reputation, employer review, teaching citations, faculty ratio compared to students, international students, and international professors. The researchers conducted a series of structured interviews for a number of faculty members, senior leaders and committees formed at the University of Al-qadissiyah and Al-Muthanna University for the purpose of determining the critical criteria for QS ranking, in which the ranking of the two universities can be improved according to the above standard. The current research found a set of conclusions and recommendations, in order to support its initiative to achieve outstanding levels of educational quality according to the QS ranking, the human resource in Iraqi universities, represented by the professors and teaching staff of the university, needs training and academic improvement in the field of global publishing as well as improving the English language. The most important recommendations were the establishment of training courses and workshops to promote the global academic publication and improving professors and teaching staff's English language as they affect 60% of the degree of the QS academic reputation and the citations.

Concepções de corpo nos Indicadores da Qualidade na Educação Infantil (MEC–2009)

O presente trabalho busca descrever e analisar concepções de corpo presentes no documento Indicadores da Qualidade na Educação Infantil, publicado pelo MEC em 2009, que busca um distanciamento das práticas assistencialistas e compensatórias que demarcam as práticas neste nível da educação básica. Procura observar se este distanciamento aparece (ou não), fundado em novas concepções de corpo que, por sua vez, produziriam outros modos de relação, técnicas e cuidados a ele destinados. Os resultados apontam para: a) a permanência de concepções e práticas orientadas para o corpo-organismo e apoiadas em uma de ideia de cuidado e de autonomia típicas de paradigma biomédico, apesar de o documento afirmar o contrário; b) a inserção, ainda que mínima, de concepções vinculadas ao corpo como construção social, com críticas à violência, preconceitos, padrões estéticos estereotipados e à indiferença à dor e ao sofrimento.

Teacher Quality or Quality Teaching? Eighth Grade Social Studies Teachers’ Professional Characteristics and Classroom Instruction as Predictors of U.S. History Achievement

ABSTRACTUsing data from the 2010 National Association of Education Progress eighth grade test of U.S. history (NAEP-US8), the current study explored the intersections among traditional indicators of teacher quality and competing dimensions of quality teaching on students’ history knowledge. Findings indicated that eighth grade social studies teachers with academic backgrounds in history and secondary education were associated with increased use of disciplinary practices valued by the field (i.e., reading across multiple source materials, discussion, and writing in the content area) and performance-based assessment. Furthermore, when accounting for both teacher characteristics and instructional decision-making, alternatively licensed middle grades teachers were associated with lower average student achievement on NAEP-US8. Holding other conditions constant, eighth grade teachers with backgrounds in secondary education were associated with higher average student performance. Results further suggest that middle grades teachers who focus instruction on disciplinary practices are associated with increased student learning outcomes as measured by NAEP-US8. Findings from this study have potential implications for middle grades social studies teacher education as well as curricular and certification policies.

A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

Math outcomes for students with disabilities, in particular students with emotional disturbance (ED), are bleak, warranting intervention strategies that have research to support their utility. The purpose of this meta-analysis was to examine the literature of math interventions used with students with ED to improve math outcome variables. Our statistical analysis included 17 studies, categorized as addressing fractions, number sense, geometry and measurement, algebra, word problems, and “other.” Although only four of the included studies met all of the CEC-EBP (Council for Exceptional Children’s Standards for Evidence-Based of Practices in Special Education) quality indicators, results of effect size calculations suggest large effects for all interventions. Results of publication bias analyses were mixed. Limitations, directions for future research in this field, and implications for practice are discussed.

Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts

ABSTRACTThe digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

An Examination of Teacher Employment Policies in Turkey and Different Countries

Teacher employment is important in terms of determining and assessing the quality of education in the educational system of a country. Policies on teacher employment are both determinants of teacher training process and affect many variables in education. Teacher employment should be assessed in the context of supply and demand balance, as is the case in all areas. The quota of teacher training institutions is determined in the direction of countries' teacher employment policies and those who select teaching as a career are directed to this profession. Inadequate balance between supply and demand and lack of cooperation between teacher-training institutions and teacher-employing institutions bring with it many problems. For this reason, there should be a strong co-operation link between teacher-training institutions and teacher-employing institutions. When the teacher training and employment processes of the countries are examined, different applications attract attention. The extent to which teachers' employment models and teacher salaries affect the quality of education is a matter that requires to be investigated. For this reason, this study aimed to examine the process of teacher employment in Turkey and some countries and to reveal the relationship between teacher employment processes and educational quality. To this end, employment models of different countries have been determined and their relations with education quality indicators have been examined. The research has reached the conclusion that teacher employment processes and teacher salaries are important and affect the educational quality. Therefore, the authors of this research thinks that it is necessary to rearrange the teacher education policies in our country to improve the quality of education.

A New Approach to Defining and Measuring Family Engagement in Early Childhood Education Programs

Almost every state-level Quality Rating and Improvement System (QRIS) in the country includes family engagement as an indicator of early childhood education quality. Yet, most QRIS measure family e...

Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools

Gaps between the educational attainment of pupils from higher and lower income families are widespread and persistent. Teacher quality is amongst the most important school-based determinants of pupil attainment, making the allocation of teachers to pupils a potentially important reason for this attainment gap. We use a range of well-evidenced indicators of teacher quality from the School Workforce Census and the Teaching and Learning International Survey to investigate the extent of social inequalities in access to teacher quality in England. Looking at the allocation of teachers between schools, we find that disadvantaged pupils are more likely to have unqualified, inexperienced or out-of-subject teachers. We present evidence that this reflects both demand from early-career teachers to work in such schools and a greater supply of vacant positions in these schools, due to poor staff retention. We find some evidence of an inequitable allocation of teacher quality to classes within schools, though this is limited to our teacher experience indicator. This is in part due to teachers with more experience at a specific school being better able to influence their allocation to less disadvantaged classes. Implications for policy are discussed.

Teaching quality: High school students’ autonomy and competence

How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.

Randomized controlled trials informing public policy: Lessons from project STAR and class size reduction

Randomized controlled trials (RCTs) and related research strategies are increasingly seen as the preferred methodology for evaluating policy interventions, but a single-minded focus on identifying causal effects limits their capacity to support actual policy decisions. A detailed look at Project STAR illustrates this point and offers some possible correctives. Initiated by the Tennessee legislature to help decide whether to enact state-wide class size reduction (CSR), STAR compared the test scores of students randomly assigned to classes of different size. It addressed a well-formed research question, but focused narrowly on refining a single link in a long chain of evidence necessary to address the policy question at hand: whether CSR would be a good use of a large increase in education spending. It disregarded the limitations of test scores as indicators of education quality and ignored general equilibrium effects on teacher quality and salaries. Moreover, the emphasis it placed on estimating average CSR effects in a given setting diverted attention from the heterogeneity of these effects and the conditions that mediated their impact, limiting its external validity. These observations continue to be relevant for the design of policy-oriented research, and for the academic training of empirical economists.

A Comparison of Teacher Quality in Math for Late Elementary and Middle School Students With and Without Disabilities

Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math to fourth- through eighth-grade SWDs and students without disabilities, using multiple indicators of teacher quality. Overall, SWDs had access to teachers of similar quality as their peers, but grouping all disabilities masked heterogeneity. Students with learning disabilities were only 2 to 8 percentage points more likely than their peers to have teachers with special education certification. Based on our findings, the low math achievement of SWDs is unlikely to be the result of limited access to the same teacher quality as their peers without disabilities.

ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ ПІДВИЩЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ УКРАЇНИ

The article emphasizes the need for orientation of higher education in Ukraine to meet the educational needs of the individual, to restore the intellectual, spiritual potential of the nation, the output of domestic science, technology and culture to world European levels, the formation of statehood and democracy in society, the provision of the labor market by highly skilled and competitive specialists. The condition for ensuring such orientation is the change in the relevant quality indicators of higher education through the change in the national idea of higher education; the development of higher education should be subject to the laws of a market economy; Higher education development should be considered in the context of trends in the development of world educational systems, including Western European ones. A group of standards has been negotiated under the terms of guaranteeing the quality of higher education - these are standards for the internal quality assurance of institutions of higher education; - standards for external quality assurance of institutions of higher education; - European Standards for External Agencies for Quality Assurance in Higher Education. The process of assessing the quality of higher education in Ukraine, which is conducted under internal and external procedures, is investigated, namely: - the process of internal evaluation includes systematic collection of administrative information, interviews of students and graduates, informal discussions with teachers and students; - The component of external evaluation is the attendance of the faculty by the control group to determine the quality of teaching and teaching. External observers are teachers or people of professional background who, based on communication with students and young researchers, make a final report. Within the framework of the definition of psychological and pedagogical conditions for improving the quality of higher education in Ukraine, it is proposed to use the experience of the quality assurance system in European countries, namely: - a culture of quality assurance: availability of strategy, policy and atmosphere of internal quality assurance of higher education institutions; - culture of quality assurance: the autonomy of institutions of higher education as a prerequisite for the effectiveness of quality assurance processes; - culture of quality assurance: external quality assurance as a function of an independent agency and the direction of external quality assessment to improve the performance of institutions of higher education; - Motivation for quality assurance; - quality assurance of scientific activity: from the index of quotes to peer review; - the interaction of universities with stockholders; - reform of the third cycle of higher education; - Internationalization as a tool for quality assurance; - the role of students in the processes of quality assurance.