Suchergebnisse

Welcome to your new job! You may not have a real job that pays real money, but right now school is your job. You have to be there on time every day, come prepared to work, follow directions, and work with other people. This title will allow students to explain how an author uses reasons and evidence to support particular points in a text

Abstract:Increased parent school involvement is associated with better academic outcomes; yet, proximal contributors to this effect remain understudied. We focus on one potential proximal contributor, youth's positive and negative future self‐images or "possible selves," reasoning that if parent school involvement fosters possible selves, then interventions aimed at enhancing youths' possible selves should moderate the negative effect of low parent school involvement. We examine a 2‐year follow‐up of a randomized clinical trial of a possible self‐based intervention (N= 239), demonstrating with regression equations that the intervention moderated the association of low parent school involvement with worse grades and less school‐engaged behavior. Low parent school involvement negatively influenced achievement among control, not intervention youth, suggesting that school‐based, possible self‐focused interventions can moderate the undermining effect of low parent school involvement.

This article finds the relationship that learning environments have on school success, in the Latin American countries participating in the International Program for Student Assessment (PISA), of the year 2018, estimating the Educational Production Function. Subsequently, the Shorrocks-Shapley decomposition is applied to determine which of the dimensions associated with learning has a greater weight in the heterogeneity of school success. It was found that the best school environments favor school success, while when the school climate in the classroom is "not the best", performance drops. It was calculated, for the group of Latin American countries, that, on average, learning environments explain the variability of school success in 29.09% for mathematics, 28.01% for reading and 28.71% for science, being the dimension that to a greater extent explains this heterogeneity.

ObjectiveWe investigated how educational performance during secondary education evolves in the years before, during, and after parental divorce.BackgroundTheoretical models predict different divorce effect patterns in the school year of the divorce and in the years around it. However, we are not aware of any existing studies attempting to measure this pattern.MethodThe study was based on unique panel data capturing parental divorce and school results for 2,685 Belgian pupils. We employed this panel to correct for time‐invariant, unobservable drivers of educational performance, as well as to take into account time‐variant unobserved drivers.ResultsThe results indicate that the divorce penalty peaks in the school year of the divorce. A zero treatment effect in the preceding and subsequent years cannot be rejected. Moreover, simpler econometric strategies tended to overestimate the divorce penalty.ConclusionOur findings are mostly in line with the parental adjustment and life stress theories. From a policy perspective, we suggest that it is essential to support children in the months before and after parental divorce, while special treatment in later years may be less necessary.

The paper is about the selected aspects of communicative competences of pupils in the primary education focusing on speech skills and reading literacy. The text deals with the reading literacy within the context of communication competence. It focuses in detail on the processes of reading comprehension and reading intentions in the selected group of pupils of various kinds of primary schools in the primary education. It also presents the results of current research findings. Comparative analysis procedure was used to assess an educational progress in pupils of 3rd classes in the selected areas of literacy. There were described the strengths and weaknesses of the educational reality related to the curricular postulates. Based on the results of the research there were submitted proposals and measures for the special pedagogical theory and practice at a general, legislative and curriculum level.

This paper arises from the concern about school inequality. This is a topic that uses to concern European organizations. Education is one of the five key goals of the "European Strategy 2020" to achieve economic growth, to combat social inequality and build a socially and economically strong Europe. This concern is also shared by international organisations such as the OECD, the World Bank and the UNESCO which, together with the European Union have become political agents that exercise their influence on national policies. ; Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.

This paper aims to overview the current practices of Korean language education in Australian secondary schools, by looking at policies, curriculum, and a number of issues concerning implementation of the programs. The areas that have been investigated include: rationale for the Korean language program and its goal; curriculum; course books and teaching materials; teacher training and methodology; teaching facilities; number of students; governmental support; attitudes of students; and problem area. The paper concludes with a series of suggestions for improvement.