Pedagogy eJournal最新文献

{"title":"Do You Get Cream with Your Choice? Characteristics of Students Who Moved into or Out of the Louisiana Scholarship Program","authors":"Yujie Sude, Patrick J. Wolf","doi":"10.2139/ssrn.3376237","DOIUrl":"https://doi.org/10.2139/ssrn.3376237","url":null,"abstract":"Private school choice programs often are accused of failing to serve disadvantaged students. Critics claim that participating private schools “skim the cream off the top” by admitting only the best students and “push out” students who are the most difficult to teach. This study tests these student selection hypotheses in the context of the Louisiana Scholarship Program (LSP). We find LSP applicants are less advantaged than their public school peers regarding their family socioeconomic status and initial test scores. No consistent evidence indicates that the LSP private schools are “skimming the cream” or “pushing out” students based on their family social status or initial test scores. However, students with disabilities are less likely than students without disabilities to use a voucher initially. Students who were placed in LSP private schools that were farther from their homes or that serve a larger minority population are more likely to leave their LSP schools than LSP students placed in schools closer to their homes or that serve smaller minority populations. LSP students with better educational resources in their residential public school district are more likely to leave the LSP than students with worse educational resources. Finally, the LSP students still using vouchers after three years are more likely to have a low family income, more likely to be African American, and more likely to be female than the population of non-applicants to the program.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125869373","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":"Fairness and Ethics in Multiple Choice (MC) Scoring: An Empirical Study","authors":"G. Ypsilandis, Anna Mouti","doi":"10.17323/2411-7390-2019-5-1-85-97","DOIUrl":"https://doi.org/10.17323/2411-7390-2019-5-1-85-97","url":null,"abstract":"One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects in different levels of the NFLES-Gr test for Italian as an L2 in Greece. Results clearly indicate that the tested scoring procedure provides refined insights into students’ interlanguage levels, enhances sensitivity in scoring procedures, and may provide significant differences for testees found to be close to the pass/non-pass borderline without jeopardizing test reliability.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122862278","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":"Do Students Learn More When Studying with Similar Students? Evidence from Korean High Schools","authors":"D. Kwak, Jin-Young Lee","doi":"10.2139/ssrn.3415395","DOIUrl":"https://doi.org/10.2139/ssrn.3415395","url":null,"abstract":"This paper examines the effects of high school de-tracking on Korean SAT scores. After accounting for the sample selection bias using an event study approach with matching, we identify three distinct channels of de-tracking effects: classroom effects from peer quality and teaching effectiveness, campus effects from school facilities and resources, and supplement effects from parental inputs. We find that de-tracking reduces the test scores for each subject by 0.05-0.09 of one standard deviation, and that classroom effects are the most important. The negative classroom effect is primarily driven by teaching effectiveness (i.e., teacher-student match quality), and the effect heterogeneity comes mostly from peer quality changes. We also find that the negative effect of de-tracking is the strongest for students at the top percentiles of the score distribution and the part of classroom effects is mitigated by supplementary effects for the parents of students at the top percentiles of the score distribution.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"os-24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127862205","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 Influence of Parents Going Out to Work on the Performance of Children’s Compulsory Education – Evidence From China","authors":"Hongming Zhang, Yanqiang Qiu","doi":"10.2139/ssrn.3337149","DOIUrl":"https://doi.org/10.2139/ssrn.3337149","url":null,"abstract":"This paper uses the China Education Tracking Panel Data (CEPS) to analyze the impact of parents' migrant workers on the performance of compulsory education for left-behind children. The study found that migrant workers have a significant negative impact on the performance of left-behind children in compulsory education. Although the income of the family can be improved after the parents go out to work, and the educational performance of the left-behind children is positively affected, it is still not enough to make up for the negative impact of the parents not being around. The paper also finds that the negative impact of parents going out to work on the educational performance of left-behind children may come from the pressure of parents' high educational expectations. When the father went out to work, the restraints on the left-behind children are weakened, and exacerbating the impact of the bad peer effect on the left-behind children. After using the PSM to exclude the self-selection problem and replace the score variable to do robustness test, the conclusions of this paper can be considered to be robust and significant.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131094516","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 Instructional Quality on Student Achievement: Evidence from Japan","authors":"Hiroyuki Motegi, M. Oikawa","doi":"10.2139/ssrn.3323355","DOIUrl":"https://doi.org/10.2139/ssrn.3323355","url":null,"abstract":"Abstract This paper investigates the heterogeneous effects of changes in instructional time on student achievement due to differences in instructional quality, using student test scores and data on teachers and schools from the Trends in International Mathematics and Science Study (TIMSS), as well as a natural experiment caused by a 2002 Japanese curriculum standards revision that reduced instruction time for math but not for science for second-year junior high school (grade 8) students. The random matching of teachers and students in Japan and our application of the time dimension of panel data to two subjects, mathematics and science, allow us to control for unobserved heterogeneities such as individual fixed effects and school fixed effects. We confirm that instructional time is more effective in combination with higher-quality teachers, as measured by common indicators such as experience, schooling, and academic major. We also find that these effects are larger for students whose socioeconomic status (SES) is lower.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133688492","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":"공사립유치원 유형에 따른 교육수익률 추정 (An Empirical Analysis on the Returns to Preschool Education by Kindergarten Establishment Type in Korea)","authors":"Geunhwan Park, Seung-Gyu Sim, Sung-gyun Hong, Gihoon Hong","doi":"10.2139/ssrn.3301844","DOIUrl":"https://doi.org/10.2139/ssrn.3301844","url":null,"abstract":"Korean Abstract: 본 연구는 국내 유치원 시장을 대상으로 유치원의 설립 유형이 유치원 교육의 수익률에 미치는 영향을 추정하였다. 한국아동패널조사에서 제공하는 인지 및 비인지능력 점수에 기반하여 도시 규모 및 유치원 설립 유형에 따른 유치원 교육의 수익률을 추정한 결과, 7대 대도시에서는 국공립과 사립유치원의 교육 수익률이 통계적으로 유의미한 차이를 보이지 않지만, 중소도시에서는 국공립 유치원이 사립 유치원에 비하여 우수한 교육 서비스를 제공함을 밝혔다. 이러한 결과는 지역적 구분과 무관하게 상대적으로 균일화된 교육서비스를 제공하는 국공립유치원에 비하여 중소도시의 사립유치원의 교육 환경이 열악함을 의미하고 있다는 점에서 유치원 시장의 경쟁 구조와 관련한 정책적 시사점을 제시하고 있다. \u0000 \u0000English Abstract: This study aims to understand the impact of kindergarten establishment type on the returns to preschool education in Korea. Using data on the cognitive and noncognitive ability test scores from Panel Study on Korean Children (PSKC) to estimate the returns to education by city size and type of kindergarten establishment, we find that there is no statistically significant difference in terms of the quality of education between private and public kindergartens in the 7 major cities in Korea. On the other hand, the results from the sample of small and medium sized cities show that a child who attends a public institution for preschool education is expected to experience a greater increase in both cognitive and noncognitive test scores than an observationally-similar child attending a private institution. The result offers policy implications in regards to the degree of competition in the kindergarten market in that the average quality of education services provided by private kindergartens located in small and medium sized cities is inferior to that of public institutions.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122752099","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 Effectiveness of Giving Grade, Corrective Feedback, and Corrective Feedback-Plus-Giving Grade on Grammatical Accuracy","authors":"Arash Hashemifardnia, Ehsan Namaziandost, M. Sepehri","doi":"10.5861/IJRSLL.2019.3012","DOIUrl":"https://doi.org/10.5861/IJRSLL.2019.3012","url":null,"abstract":"This study compared the effects of giving grade, corrective feedback (CF), and CF-plus-giving grade on Iranian pre-intermediate EFL students’ learning simple past and simple present tenses. To fulfil this objective, 84 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then randomly divided into three equal experimental groups; CF-only group (n=28), grade-only group (n=28), and CF-plus-grade group (n=28). Afterwards, the researchers measured the participants’ English grammar knowledge by administering a grammar pre-test including 20 items related to simple past and simple present tenses. After pre-testing, the researchers taught simple present tense to the participants of all groups explicitly. After teaching all points of simple present tense, the researchers gave some homework related to simple present tense to the participants to do at home. In the following session, the researchers checked the participants’ homework and gave grade to one group; gave both written and oral CFs to the other group, and gave grades in addition to the CFs to the third group. In the next session, the researchers taught simple past tense to the participants of all groups explicitly. When they taught all related points of simple past tense, they gave some assignments related to simple past tense to the participants to do at home. In the next session, the researchers corrected the participants’ homework through giving grade, written and oral CFs, giving grades in addition to the CFs. Finally, a post-test of grammar including 20 objective items related to simple present and simple past tenses was administered to the participants to measure the effects of the treatment on their grammar improvement. The results of One-Way ANOVA and paired-samples t-tests indicated that all experimental groups improved on their post-tests but the CF-plus-grade group had better performance than the other two groups on the post-test. The implications of this study may encourage teachers to use both grades and CFs in the EFL classrooms to correct the EFL learners’ grammatical mistakes.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122727659","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":"A Review of Financial Patterns on Higher Education within the BRICS Nations: A Case Study on South Africa","authors":"R. Rena","doi":"10.2139/ssrn.3308710","DOIUrl":"https://doi.org/10.2139/ssrn.3308710","url":null,"abstract":"This paper discusses how the analysis of investment trends in human capital in the BRICS nations is executed. First, the background of the study sets the research into momentum, highlighting the role of education in the economy and how the economy, in turn affects, education. More aspects of education such as the three levels of education (primary, secondary and tertiary education), their importance, the accessibility and financing of education and eventually its dichotomy, are discussed. It is from the background that the problem statement is derived, which gives rise to the purpose of the study. The aims and objectives are derived from the problem statement, giving rise to the research questions. The importance of the study is also discussed in full view of the scope of the study. The methodology and the assumptions made in the study are briefly outlined, followed by the definition of terms and the layout of the whole research.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123552382","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":"Learner Autonomy Through Role Plays in English Language Teaching","authors":"Tatiana Baranovskaya, Valentina Shaforostova","doi":"10.17323/2411-7390-2018-4-4-8-19","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-4-8-19","url":null,"abstract":"Nowadays, learner autonomy is considered to be a multidimensional and diversified concept. A number of scientists have found support for the importance of learner autonomy but there is little empirical research on using different strategies for promoting and evaluating students’ autonomy. Accordingly, in order to become better language learners, students should plan, implement, and evaluate their own learning. This study aims at fostering and evaluating students’ autonomy by scaffolding their speaking practices through role plays in an English for Special Purposes (ESP) course. The research suggests that role-play strategies should help students develop their autonomy in acquiring ESP speaking skills. The study argues that developing autonomy is an efficient way to improve students’ performance in ESP speaking skills as it provides them with relevant scaffolding. This article provides theoretical grounding for autonomy. The entry-level and post-study speaking scores (IELTS test) are compared across experimental and control groups. A class-based training course of ESP speaking was offered in an institutional setting to 38 (15 male, 23 female) second-year students at a national research university in Russia. A special questionnaire was developed to assess learner autonomy in ESP speaking, which proved that role play promoted learner autonomy and encouraged students to master ESP speaking skills. The results of the study indicate that students who were developing their speaking skills via role play performed significantly better than their peers in the control group. The level of their English language competence improved. The role plays in the ESP speaking course proved to be a viable and productive teaching strategy for fostering autonomy among students.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124574641","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":"An Examination of Relative Clauses in Argumentative Essays Written by EFL Learners","authors":"Hesamoddin Shahriari, F. Shadloo, Ahmad Ansarifar","doi":"10.17323/2411-7390-2018-4-4-77-87","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-4-77-87","url":null,"abstract":"Syntactic complexity has received a great deal of attention in the literature on second language writing. Relative clauses, which function as a kind of noun phrase post-modifier, are among those structures that are believed to contribute to the complexity of academic prose. These grammatical structures can pose difficulties for EFL writers even at higher levels of proficiency, and it is therefore important to determine the frequency and accuracy with which relative clauses are used by L2 learners since understanding learners’ strengths and weaknesses in using these structures can inform teachers on ways to improve the process of their instruction in the writing classroom. This paper reports on a corpus-based comparison of relative clauses in a number of argumentative essays written by native and non-native speakers of English. To this end, 30 argumentative essays were randomly selected from the Persian sub-corpus of the ICLE and the essays were analyzed with respect to the relative clauses found in them. The results were then compared to a comparable corpus of essays by native speakers. Different dimensions regarding the structure of relative clauses were investigated. The type of relative clause (restrictive/non-restrictive), the relativizer (adverbial/pronoun), the gap (subject/non-subject), and head nouns (both animate and non-animate) in our two sets of data were manually identified and coded. The findings revealed that the non-native writers tended to use a greater number of relative clauses compared to their native-speaker counterparts.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129854159","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}