Pedagogy eJournal最新文献

{"title":"Early Childhood Education In Russia: The Interrelation of Income Level and Parental Investment","authors":"Y. Seliverstova","doi":"10.2139/ssrn.3919591","DOIUrl":"https://doi.org/10.2139/ssrn.3919591","url":null,"abstract":"Within the framework of human capital and rational choice theory the effective formation of cognitive and non-cognitive skills in early childhood attracts both parents and researchers. Besides traditional home-based activities and kindergarten programs, many families in Russia choose extra classes for their children. The increasing inequality in early childhood education (ECE) has become a new problem, since not all parents can afford to pay for such extra activities (EA). This study investigates the interrelation between family income and the educational strategies chosen by parents. Data for the study were drawn from an online survey, conducted among 260 parents of children aged 3–7 years old. This dataset made it possible to estimate how much families with different income pay for EA in ECE and identify the motives of their educational investment practices. The results showed that the gap in spending on education in poor, low- and middle-income families is significant. However, financial constraints lead to increased parental involvement. The results show that parents from poor and low-income families value extra classes for preschoolers. This study emphasizes the need for further research into home-based teaching practices within poor and low-income families. A deeper understanding of this issue could improve the efficiency of ECE for children from disadvantaged families.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125090617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Higher-Achieving Peers on Major Choices and Labor Market Outcomes","authors":"Jan Feld, U. Zölitz","doi":"10.2139/ssrn.3858799","DOIUrl":"https://doi.org/10.2139/ssrn.3858799","url":null,"abstract":"This paper investigates how exposure to higher-achieving male and female peers in university affects students’ major choices and labor market outcomes. For identification of causal effects, we exploit the random assignment of students to university sections in first-year compulsory courses. We present two main results. First, studying with higher-achieving peers has no statistically significant or economically meaningful effects on educational choices. Second, we find suggestive evidence that women who have been exposed to higher achieving male peers end up in jobs in which they are more satisfied.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"1926 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128015368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do People Trade Off Resources Between Quick and Slow Learners?","authors":"Ranveig Falch","doi":"10.2139/ssrn.3781559","DOIUrl":"https://doi.org/10.2139/ssrn.3781559","url":null,"abstract":"How society invests in human capital is important for economic growth and social welfare. The paper reports from the first experiment designed to elicit people’s preferences for how to prioritize educational resources, where 2,000 Americans trade off educational resources between quick and slow learners. I find that they give strong priority to slow learners and assign two thirds of the educational resources to this group. Both cost efficiency and the motivation of the learners causally affect the resource allocation. The findings provide important insights for the present policy debate on how to distribute educational resources in society.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114211924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"АНАЛИЗ И ОЦЕНКА СОЦИАЛЬНО-ЭКОНОМИЧЕСКОГО СОСТОЯНИЯ РЕГИОНАЛЬНЫХ СИСТЕМ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ (Analysis and Assessment of the Socio-Economic State of Regional Systems of Preschool Education)","authors":"T. Klyachko, Dmitriy Loginov, Elena Semionova, A. Tishchenko, G. Tokareva","doi":"10.2139/ssrn.3861039","DOIUrl":"https://doi.org/10.2139/ssrn.3861039","url":null,"abstract":"<b>Russian Abstract:</b>В научном докладе представлены результаты анализа ресурсного обеспечения системы дошкольного образования за счет бюджетных ассигнований консолидированных бюджетов субъектов Российской Федерации, дана оценка социально-экономического состояния дошкольного образования в российских регионах. <br><br><b>English Abstract:</b>The scientific report presents the results of the analysis of the resource provision of the preschool education system at the expense of budgetary allocations of the consolidated budgets of the constituent entities of the Russian Federation, an assessment of the socio-economic state of preschool education in the Russian regions is given.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116504681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determining if There is a Relationship Between How Much Time a Faculty Member Spends Assessing Student Assignments and Final Grades at a Rural University: A One Year Analysis","authors":"G. Keller, Allen J. Klingenberg","doi":"10.2139/ssrn.3728143","DOIUrl":"https://doi.org/10.2139/ssrn.3728143","url":null,"abstract":"[This research paper was an extension of a previous study that evaluated if there were statistically significant relationships between the amount of time students spent on course assignments and final course grades. The focus of this exploratory investigation was to ascertain if there were statistically significant associations between the amount of time a faculty member spent reading, assessing and grading student assignments and the final grade given. In this investigation the researcher utilized data recorded from the University’s Canvas Learning Management System (LMS) regarding his total activity time spent evaluating student assignments for the same 11 courses (5 face-to-face, 6 online) taught by this researcher during the 2018 academic year. The total student population consisted of 308 students enrolled in a small, liberal arts, rural public university located in the Pacific Northwest. <br><br>Four main discoveries were derived from this exploratory research investigation; a) data derived from this study supports the premise that when a faculty member allocates more time to carefully review student assignments, greater grade variations occur with a Chi-Square of 289.5 significant at the .005 level; b) statistically significant differences were found between the instructor’s total activity time spent in the Learning Management System and grades assigned to undergraduate male and female students enrolled in Principles of Management courses taught by the faculty member, with a Chi-Square of 56.7 significant at the .05 level; c) no statistically significant difference was found between the instructor’s total activity time spent in the Learning Management System and course grades of Masters degree students enrolled in face to face and online courses and d) a statistical significant relationship was found between the instructor’s total activity time spent in the Learning Management System and course grades of students enrolled in face to face courses taught by the faculty member, with a Chi-Square of 26.89 significant at the .05 level. Two suggestions for future research on this topic are suggested; more research needs to be conducted on how much time faculty spend evaluating student assignments and expanding the number of subjects in the research population (faculty and students) that can enlarge the amount and diversity of courses and disciplines observed to create a baseline from which further research can be conducted and perhaps drive improvements regarding student study and faculty grading methodologies. <br><br><br><br>","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126349445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sophistication and Cautiousness in College Applications","authors":"Yan Song, Kentaro Tomoeda, Xiaoyu Xia","doi":"10.2139/ssrn.3711118","DOIUrl":"https://doi.org/10.2139/ssrn.3711118","url":null,"abstract":"In the literature of school choice and college admissions, there is increasing empirical evidence that the equilibrium of centralized mechanisms may not be played in real-world settings (Abdulkadiroglu et al., 2006; Kapor et al., 2020). In this paper, we test the equilibrium of college admissions markets, and quantify the welfare cost of two types of application mistakes resulting from either sincere applications or pessimistic beliefs. First, we provide a clean test of equilibrium from a large field dataset of Chinese college admissions, by exploiting the variation in assignment mechanisms as well as the uniqueness of equilibrium. Our reduced-form evidence shows that equilibrium was not fully played in these markets and suggests that both types of application mistakes were made. Motivated by this observation, we estimate a parsimonious student decision model that incorporates two behavioral types, sincere and cautious, into the equilibrium. Our estimates show that these two behavioral types account for a significant fraction of students; however, China’s recent policy reforms from the Immediate Acceptance to the Chinese parallel mechanism have leveled the playing field for these students, especially for those with high priority.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121553508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Computer-Assisted Assessment on EFL Learners’ Writing Cohesion and Coherence","authors":"Seyed Omid Tabatabaei, Zahra Farajnezhad","doi":"10.2139/ssrn.3891998","DOIUrl":"https://doi.org/10.2139/ssrn.3891998","url":null,"abstract":"There are many studies that have been conducted with respect to the effectiveness of assessment on EFL learners, However, the computer-assisted assessment technique has been left underexplored. The purpose of the current study is to fill this gap in the literature. For this aim, the researcher selected 61 upper-intermediate EFL learners through the convenience sampling method. The participants were at the age of 17 to 23. The researcher assigned the participants into two groups, the experimental group (n=31) and the control group (n=30). A computer-assisted assessment technique was employed with Edmodo software in the experimental group. This way mostly follows an interventionist model with mediation offered from a menu of predetermined clues, hints, and leading questions selected in a lock-step fashion (moving from most implicit to most explicit) by the computer. The participants of the control group continued in a conventional way. The results of this study showed that computer-assisted assessment can be regarded as an effective technique for enhancing EFL learners’ writing cohesion and coherence. EFL teachers and teacher educators can be the beneficiaries of the current study to enrich their concourses with the more computer-assisted assessment based.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115444364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La situación de los niños y jóvenes colombianos frente al fomento de la ciencia, la tecnología y la innovación (The Situation of Children and Youth Towards the Promotion of Science, Technology, and Innovation in Colombia)","authors":"A. Facundo, José Guillermo García Isaza, J. Peña R., Centro Editorial FCE Universidad Nacional de Colombia","doi":"10.2139/ssrn.3625034","DOIUrl":"https://doi.org/10.2139/ssrn.3625034","url":null,"abstract":"<b>Spanish Abstract:</b> El presente artículo ofrece un resumen del Informe final del Proyecto “Apoyo técnico y conceptual al programa Jóvenes Investigadores e Innovadores”, un trabajo realizado durante un mes por el Centro de Investigaciones para el Desarrollo – CID de la Universidad Nacional de Colombia, que tuvo como propósito identificar las fuentes y estadísticas básicas disponibles en el país que le sirvan al actual Ministerio de Ciencia, Tecnología e Innovación – MINCIENCIAS, para fundamentar y diseñar una política de ciencia, tecnología e innovación con niños y jóvenes. Dicho trabajo es uno de los diversos estudios de base que ha venido solicitando inicialmente Colciencias y en la actualidad por el Ministerio de Ciencia, Tecnología e Innovación, para articular los diversos programas y acciones de fomento de las vocaciones científicas, desarrollo de la tecnología y la innovación, con el fin de definir una política que permita propiciar, fortalecer y agilizar el ingreso de las diversas regiones del país a la sociedad del conocimiento. El estudio se centró específicamente en analizar, con base en estadísticas, la situación sociodemográfica, educativa y de fomento de los niños y jóvenes del país en materia de ciencia, tecnología e innovación. Y, puesto que Colombia es un país diverso tanto natural como culturalmente, el trabajo hizo énfasis en evidenciar especialmente las diferencias al respecto.<br><br><b>English Abstract:</b> This article offers a summary of the Final Report of the Project \"Technical and conceptual support to the Young Investigators and Innovators program\", work carried out by the Development Research Center - CID of the National University of Colombia, whose purpose was to identify the basic sources and statistics available in the country that serve the current Ministry of Science, Technology and Innovation - MINCIENCIAS, to support and design a science, technology and innovation policy with children and young people. This work is one of several basic studies that has been initially requested by Colciencias and currently by the Ministry of Science, Technology and Innovation, to articulate the various programs and actions that have been carried out in the promotion of scientific vocations, technology development and innovation, in order to define a policy that allows the promotion, strengthening and speeding up of the various regions of the country into the knowledge society. The study focused specifically on analyzing, based on statistics, the socio-demographic, educational and fostering situation that has been carried out with children and young people in the country in terms of science, technology, and innovation. And, since Colombia is a diverse country both naturally and culturally, the work emphasized the differences in this regard.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125117345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grades as Noisy Signals","authors":"B. Tan","doi":"10.2139/ssrn.3544407","DOIUrl":"https://doi.org/10.2139/ssrn.3544407","url":null,"abstract":"Letter grades are noisy and coarse measures of academic achievement. However, these grades serve as important signals to both employers and to the student on his or her ability. I study the consequences of these noisy measures using administrative data from the National University of Singapore which records both the letter grades as well as the precise marks (0-100) received for each course that a given student takes. I exploit a regression discontinuity design -- specifically, close to the letter grade cutoffs, individuals with very similar achievement will receive different letter grades. I find that receiving a better grade in a single class for students on the margin results in 32 US dollars greater monthly earnings post-graduation. Looking at each letter grade cut off, I find that the effect is largest at the A- cutoff, followed by the A and B+ cutoffs. There is a null effect for elective courses, which indicates that only signals for major-relevant courses are important. The effect is driven by courses taken in years 1 and 2 (years 3 and 4 are graduation years). The effects are significantly larger for men than women, and for STEM courses than non-STEM courses. There are two possible mechanisms: 1) Employers use grades as a signal of ability and thus pay similar students different salaries based on this coarse measure. 2) Students interpret better or worse grades as a signal of their own ability which effects their future behavior and outcomes. Testing the second mechanism, I find that receiving a worse grade for students on the margin results in only slightly lower grades in future semesters, but these students take significantly \"easier courses\". This indicates that students under invest in human capital accumulation as a result of receiving a noisy negative signal of ability.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122300128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autonomy, Performance And Efficiency: An Empirical Analysis Of Russian Universities 2014-2018","authors":"T. Agasisti, E. Shibanova","doi":"10.2139/ssrn.3553716","DOIUrl":"https://doi.org/10.2139/ssrn.3553716","url":null,"abstract":"This paper studies the relationship between university institutional autonomy (both formal and informal) and their performance and efficiency using multi-stage empirical methodology. First, we measure an “autonomy-in-use” index, and then we employ Data Envelopment Analysis in order to evaluate institutional efficiency. Lastly, we use a panel fixed effect regression and an instrumental variable approach to provide robust evidence for the relationship between institutional autonomy, performance and efficiency. We find that formal status of autonomy does not predict higher publication activity or efficiency. However, the findings also reveal that informal autonomy is positively associated with efficiency scores, and advanced practices in staff management can contribute to increases in publication activity and overall institutional efficiency","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133333548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}