Using data from the most recent (2015-16) round of Private School Universe Survey, I examine the types of private schools that decide to participate in school voucher programs in seven locations. Regression analysis indicates that more specialized private schools are less likely to participate in voucher programs than regular private schools. Specifically, the preferred model finds that private schools that identify as Montessori, special education, and alternative are less likely to participate in voucher programs than schools that identify as regular. In addition, schools that are non-co-educational and schools that focus on serving home-school students are less likely to participate.
{"title":"Which Schools Participate? An Analysis of Private School Voucher Program Participation Decisions Across Seven Locations","authors":"Corey A. DeAngelis","doi":"10.2139/ssrn.3309754","DOIUrl":"https://doi.org/10.2139/ssrn.3309754","url":null,"abstract":"Using data from the most recent (2015-16) round of Private School Universe Survey, I examine the types of private schools that decide to participate in school voucher programs in seven locations. Regression analysis indicates that more specialized private schools are less likely to participate in voucher programs than regular private schools. Specifically, the preferred model finds that private schools that identify as Montessori, special education, and alternative are less likely to participate in voucher programs than schools that identify as regular. In addition, schools that are non-co-educational and schools that focus on serving home-school students are less likely to participate.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123944031","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}
Dutch Abstract: Het is onduidelijk of verticale integratie van schoolbesturen gunstig of ongunstig is. Dit is theoretisch onderzocht op basis van de transactiekostentheorie en vervolgens empirisch. Hierbij is gebruik gemaakt van in- en uitstroomgegevens van verticale en niet-verticale besturen, cijfers over het voortijdig schoolverlaten, financieel presteren en de mate van overhead. Het onderzoek laat zien dat verticale integratie bij schoolbesturen geen voordelen biedt maar op een aantal punten juist nadelen.
English Abstract: In the Netherlands there are some 65 school boards (of 1500) that are vertically integrated: they include school types in successive life stages of pupils. The question is whether this is an advantage because pupils can be guided smoothly through the educational system and there is more efficiency, or a disadvantage because the organization becomes considerably more complex. This issue is viewed from transaction cost theory. Data on student flows, educational results and financial results show that vertical integration of school boards offers more disadvantages than benefits.
{"title":"Hebben verticale schoolbesturen voordelen? (Do Vertically Integrated School Boards Have Benefits?)","authors":"Jos Verkroost","doi":"10.2139/ssrn.3308153","DOIUrl":"https://doi.org/10.2139/ssrn.3308153","url":null,"abstract":"<b>Dutch Abstract:</b> Het is onduidelijk of verticale integratie van schoolbesturen gunstig of ongunstig is. Dit is theoretisch onderzocht op basis van de transactiekostentheorie en vervolgens empirisch. Hierbij is gebruik gemaakt van in- en uitstroomgegevens van verticale en niet-verticale besturen, cijfers over het voortijdig schoolverlaten, financieel presteren en de mate van overhead. Het onderzoek laat zien dat verticale integratie bij schoolbesturen geen voordelen biedt maar op een aantal punten juist nadelen.<br><br><b>English Abstract:</b> In the Netherlands there are some 65 school boards (of 1500) that are vertically integrated: they include school types in successive life stages of pupils. The question is whether this is an advantage because pupils can be guided smoothly through the educational system and there is more efficiency, or a disadvantage because the organization becomes considerably more complex. This issue is viewed from transaction cost theory. Data on student flows, educational results and financial results show that vertical integration of school boards offers more disadvantages than benefits.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114919340","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}
F. Schiltz, P. Sestito, T. Agasisti, Kristof De Witte
School rankings based on value-added (VA) estimates are subject to prediction errors, since VA is defined as the difference between predicted and actual performance. We introduce the use of random forest (RF), rooted in the machine learning literature, as a more flexible approach to minimize prediction errors and to improve school rankings. Monte Carlo simulations demonstrate the advantages of this approach. Applying the proposed method to Italian middle school data indicates that school rankings are sensitive to prediction errors, even when extensive controls are added. RF estimates provide a low-cost way to increase the accuracy of predictions, resulting in more informative rankings, and more impact of policy decisions.
{"title":"The Added Value of More Accurate Predictions for School Rankings","authors":"F. Schiltz, P. Sestito, T. Agasisti, Kristof De Witte","doi":"10.2139/ssrn.3432393","DOIUrl":"https://doi.org/10.2139/ssrn.3432393","url":null,"abstract":"School rankings based on value-added (VA) estimates are subject to prediction errors, since VA is defined as the difference between predicted and actual performance. We introduce the use of random forest (RF), rooted in the machine learning literature, as a more flexible approach to minimize prediction errors and to improve school rankings. Monte Carlo simulations demonstrate the advantages of this approach. Applying the proposed method to Italian middle school data indicates that school rankings are sensitive to prediction errors, even when extensive controls are added. RF estimates provide a low-cost way to increase the accuracy of predictions, resulting in more informative rankings, and more impact of policy decisions.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115472198","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}
Pub Date : 2018-07-01DOI: 10.33844/ijol.2018.60383
Christina Arfara, Athanasios Lamprakis, George Tsivos, Dr Irene Samanta
The purpose of this paper is to explore the impact of Emotional Intelligence at work-group level on Learning Organization, examining five dimensions of L.O. according to Senge’s model, within a framework of Greek Public Administration reform. The research was conducted among Greek Independent Administrative Authorities, a modern European institution that among others guarantees transparency and optimum performance, leading to upgraded public sector services. Our research is a quantitative research consisting of 257 valid questionnaires out of a sample of 300 employees. Our research highlights the strong correlation between Work-group Emotional Intelligence and Learning Organization. A constructive emotional climate affects the vision of the organization, while emotions have an impact on employees’ attitudes/behaviours and on the learning process within the group as well as on the diffusion of information. Finally, our research demonstrated that emotional intelligence affects the personal improvement and development of employees. Managers should focus on developing more emotionally intelligent employees by cultivating an emotional environment that promotes positive behaviours, system thinking and group learning. Thus, the benefits generated can be identified at both individual and organizational level, including higher levels of employees’ personal development, better communication processes and implementing the organization’s vision.
{"title":"The Role of Work-Group Emotional Intelligence in Learning Organizations: A Case Study of the Greek Public Sector","authors":"Christina Arfara, Athanasios Lamprakis, George Tsivos, Dr Irene Samanta","doi":"10.33844/ijol.2018.60383","DOIUrl":"https://doi.org/10.33844/ijol.2018.60383","url":null,"abstract":"The purpose of this paper is to explore the impact of Emotional Intelligence at work-group level on Learning Organization, examining five dimensions of L.O. according to Senge’s model, within a framework of Greek Public Administration reform. The research was conducted among Greek Independent Administrative Authorities, a modern European institution that among others guarantees transparency and optimum performance, leading to upgraded public sector services. Our research is a quantitative research consisting of 257 valid questionnaires out of a sample of 300 employees. Our research highlights the strong correlation between Work-group Emotional Intelligence and Learning Organization. A constructive emotional climate affects the vision of the organization, while emotions have an impact on employees’ attitudes/behaviours and on the learning process within the group as well as on the diffusion of information. Finally, our research demonstrated that emotional intelligence affects the personal improvement and development of employees. Managers should focus on developing more emotionally intelligent employees by cultivating an emotional environment that promotes positive behaviours, system thinking and group learning. Thus, the benefits generated can be identified at both individual and organizational level, including higher levels of employees’ personal development, better communication processes and implementing the organization’s vision.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120921991","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}
Understanding job performance of academic deans is essential to managing organizations. It is therefore significant to find out job performance of the immediate leaders to measure productivity at work. Learning to navigate within the broader organizational environment and the significant changes in the nature of their work makes academic dean position stressful and difficult. Along the emotional struggles are with a great sense of loneliness and isolation. Academic deans must turn such struggles into enjoyable tasks because they need to man educational organizations and hold responsible of the activities to achieve the goals placed on their hands.
The problem of a dean's multitudinous responsibilities seemed apparent in modern day educational setting. State Universities and Colleges (SUCs) Region III academic deans were not differently far from the academic deans in general.
This research regional in scope was done with the aim at finding out the relationship between Inside-out Leadership and Self-efficacy to the Job Performance of Academic Deans in State and Universities and Colleges (SUCs) in Region III for the A.Y. 2016- 2017.
The correlational approach was utilized in this study with three questionnaires using RSLQ for Self-efficacy, GSEQ for Self-efficacy, and APR: Dean Evaluation Process Questionnaire for Job Performance as the instruments used in gathering the pertinent data. Findings revealed that ADs were highly efficacious, and were using inside-out strategies to a great extent but the latter skills were not significant to their job performance.
{"title":"'Inside-Out Leadership' Toward Developing Efficacious Leaders among Academic Deans in State Universities and Colleges","authors":"Susana Galvez","doi":"10.2139/ssrn.3446963","DOIUrl":"https://doi.org/10.2139/ssrn.3446963","url":null,"abstract":"Understanding job performance of academic deans is essential to managing organizations. It is therefore significant to find out job performance of the immediate leaders to measure productivity at work. Learning to navigate within the broader organizational environment and the significant changes in the nature of their work makes academic dean position stressful and difficult. Along the emotional struggles are with a great sense of loneliness and isolation. Academic deans must turn such struggles into enjoyable tasks because they need to man educational organizations and hold responsible of the activities to achieve the goals placed on their hands.<br><br>The problem of a dean's multitudinous responsibilities seemed apparent in modern day educational setting. State Universities and Colleges (SUCs) Region III academic deans were not differently far from the academic deans in general. <br><br>This research regional in scope was done with the aim at finding out the relationship between Inside-out Leadership and Self-efficacy to the Job Performance of Academic Deans in State and Universities and Colleges (SUCs) in Region III for the A.Y. 2016- 2017. <br><br>The correlational approach was utilized in this study with three questionnaires using RSLQ for Self-efficacy, GSEQ for Self-efficacy, and APR: Dean Evaluation Process Questionnaire for Job Performance as the instruments used in gathering the pertinent data. Findings revealed that ADs were highly efficacious, and were using inside-out strategies to a great extent but the latter skills were not significant to their job performance. <br>","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114120424","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}
Parental involvement in education over the past decade has proved to positively influence students' achievement; however, the relationships involved are not fully understood yet. This current study was carried out to determine the correlation between the degree of parents' involvement in their children's education and parent's level of satisfaction with students' competence in English as a second language. Data were gathered with questionnaires. This study revealed that when parents of ESL students are ‘often involved’ in their children's education, they are likely to be ‘moderately satisfied’ with their children's competence in English as a second language. For schools teaching ESL to improve students' competence in English, one way to accomplish that is to ensure that parents are at least moderately involved in their children's education.
{"title":"Parents' Involvement, Satisfaction, and Students' Competence in English as a Second Language in Private Schools in Nakhon Ratchasima, Thailand","authors":"McWinner Yawman, H. Edwards","doi":"10.2139/ssrn.3127953","DOIUrl":"https://doi.org/10.2139/ssrn.3127953","url":null,"abstract":"Parental involvement in education over the past decade has proved to positively influence students' achievement; however, the relationships involved are not fully understood yet. This current study was carried out to determine the correlation between the degree of parents' involvement in their children's education and parent's level of satisfaction with students' competence in English as a second language. Data were gathered with questionnaires. This study revealed that when parents of ESL students are ‘often involved’ in their children's education, they are likely to be ‘moderately satisfied’ with their children's competence in English as a second language. For schools teaching ESL to improve students' competence in English, one way to accomplish that is to ensure that parents are at least moderately involved in their children's education.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114277540","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}
Corey A. DeAngelis, Patrick J. Wolf, L. Maloney, Jay F. May
We examine the differences in cost-effectiveness and return-on-investment (ROI) for public charter schools and traditional public schools (TPS) in eight major cities in the United States. The cities are Atlanta, Boston, Denver, Houston, Indianapolis, New York City, San Antonio, and the District of Columbia. We utilize data on how much money is invested in public charter schools and TPS, what levels of student achievement are attained across the two public school sectors, and how much economic payoff our society can expect to receive as a result of the educational investments in each sector. Ours is the first study to examine these differences across the United States at the city level. We find that public charter schools outperform TPS on both productivity metrics overall and for all eight cities. On average, public charter schools are around 35 percent more cost-effective and produce 38-53 percent higher return-on-investment than TPS, depending on how one weights the sample.
{"title":"Bigger Bang, Fewer Bucks? The Productivity of Public Charter Schools in Eight U.S. Cities","authors":"Corey A. DeAngelis, Patrick J. Wolf, L. Maloney, Jay F. May","doi":"10.2139/ssrn.3125824","DOIUrl":"https://doi.org/10.2139/ssrn.3125824","url":null,"abstract":"We examine the differences in cost-effectiveness and return-on-investment (ROI) for public charter schools and traditional public schools (TPS) in eight major cities in the United States. The cities are Atlanta, Boston, Denver, Houston, Indianapolis, New York City, San Antonio, and the District of Columbia. We utilize data on how much money is invested in public charter schools and TPS, what levels of student achievement are attained across the two public school sectors, and how much economic payoff our society can expect to receive as a result of the educational investments in each sector. Ours is the first study to examine these differences across the United States at the city level. We find that public charter schools outperform TPS on both productivity metrics overall and for all eight cities. On average, public charter schools are around 35 percent more cost-effective and produce 38-53 percent higher return-on-investment than TPS, depending on how one weights the sample.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132657377","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}
The system of higher education in Europe nowadays is faced with a number of challenges regarding standards of accreditation and quality assessment, relations to other organizations and labor market, expectations and demand of learners, university management, etc. The many-year reforms conducted in Bulgaria have led to some characteristics in higher education system and the institutions felled in the trap of changes, thus being in a situation which imposes the need of urgent and adequate actions in term of a purposeful national policy and an effective strategic management at university level. Current paper makes discussions on the most topical problems of Bulgarian universities regarding provision of quality education and competitiveness on international markets. The results presented on the basis of the analyses of the main legislative and strategic documents on national levels are complemented by the data provided by the Bulgarian University Ranking System and the information provided by the National accreditation and evaluation agency. Prospects for future development of the system of higher education in Bulgaria are outlined in the context of the accreditation procedures, quality assurance and ranking systems, academic staff development and links to scientific research, economy and society. The conclusions and recommendations made could be useful as an experience analyzed and a practice presented, as well as a basis for further discussions and research.
{"title":"Prospects for Development of Higher Education in Bulgaria","authors":"V. Terziev, Nikolay Nichev, Plamen Bogdanov","doi":"10.18768/IJAEDU.370213","DOIUrl":"https://doi.org/10.18768/IJAEDU.370213","url":null,"abstract":"The system of higher education in Europe nowadays is faced with a number of challenges regarding standards of accreditation and quality assessment, relations to other organizations and labor market, expectations and demand of learners, university management, etc. The many-year reforms conducted in Bulgaria have led to some characteristics in higher education system and the institutions felled in the trap of changes, thus being in a situation which imposes the need of urgent and adequate actions in term of a purposeful national policy and an effective strategic management at university level. Current paper makes discussions on the most topical problems of Bulgarian universities regarding provision of quality education and competitiveness on international markets. The results presented on the basis of the analyses of the main legislative and strategic documents on national levels are complemented by the data provided by the Bulgarian University Ranking System and the information provided by the National accreditation and evaluation agency. Prospects for future development of the system of higher education in Bulgaria are outlined in the context of the accreditation procedures, quality assurance and ranking systems, academic staff development and links to scientific research, economy and society. The conclusions and recommendations made could be useful as an experience analyzed and a practice presented, as well as a basis for further discussions and research.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124061947","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}
This paper examines the full-time school program in Rio de Janeiro's municipal schools. The program, called as the"Single-Shift"schools (Turno Unico), extends the time students spend in municipal schools and seeks to improve the quality of education provision by creating a diverse curriculum for the use of the extra time in school. Unlike the model prevalent in most Brazilian public schools, in which the school day is divided in two shifts of four to five hours each, Single-Shift schools provide education in a format in which students attend a seven-hour daily shift. A subset of Single-Shift schools was certified when they included aspects such as having all teaching staff fully dedicated to a single school. Difference-in-differences estimates, including school and time fixed effects, as well as restrictive school-by-time controls, indicate sizable and robust positive results for the certified Single-Shift program in middle schools. The results indicate that just extending the school day does not grant positive impacts on student performance if it is not also coupled with a more comprehensive and careful consideration on how the additional school hours are used and organized, which requires a well-structured and integrated curriculum, teachers fully dedicated to one school, and focused teacher training.
{"title":"Full-Time Teachers, Students, and Curriculum: The Single-Shift Model in Rio De Janeiro","authors":"Tassia Cruz, A. Loureiro, E. Sá","doi":"10.1596/1813-9450-8086","DOIUrl":"https://doi.org/10.1596/1813-9450-8086","url":null,"abstract":"This paper examines the full-time school program in Rio de Janeiro's municipal schools. The program, called as the\"Single-Shift\"schools (Turno Unico), extends the time students spend in municipal schools and seeks to improve the quality of education provision by creating a diverse curriculum for the use of the extra time in school. Unlike the model prevalent in most Brazilian public schools, in which the school day is divided in two shifts of four to five hours each, Single-Shift schools provide education in a format in which students attend a seven-hour daily shift. A subset of Single-Shift schools was certified when they included aspects such as having all teaching staff fully dedicated to a single school. Difference-in-differences estimates, including school and time fixed effects, as well as restrictive school-by-time controls, indicate sizable and robust positive results for the certified Single-Shift program in middle schools. The results indicate that just extending the school day does not grant positive impacts on student performance if it is not also coupled with a more comprehensive and careful consideration on how the additional school hours are used and organized, which requires a well-structured and integrated curriculum, teachers fully dedicated to one school, and focused teacher training.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120953853","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}
E. Avraamova, T. Klyachko, Dmitriy Loginov, Elena Semionova, Галина Токарева, I. Yakovlev
Russian Abstract: В работе представлены результаты пятой волны мониторингового исследования эффективности общего образования, проводимого Центром экономики непрерывного образования ИПЭИ РАНХиГС. Участниками социологического опроса 2017 г. стали 41 директор школы, 2107 представителей домохозяйств, 2038 учителей общеобразовательных организаций, расположенных в городских поселениях и сельской местности Челябинской области, Алтайского и Ставропольского краев, а также в Санкт-Петербурге. Рассмотрены позиции педагогических работников по широкому кругу вопросов, относящихся к проблематике общего образования: кадровая ситуация в школах, качество преподавания, требования семей к организации образовательного процесса, удовлетворенность учителей профессиональной деятельностью. English Abstract: The paper presents the results of the fifth wave of the monitoring study of the effectiveness of general education conducted by the Center for the Economics of Continuing Education of the IAER RANEPA. Participants of the sociological survey in 2017 were 41 school principals, 2107 representatives of households, 2038 teachers of general education organizations located in urban settlements and rural areas of the Chelyabinsk region, the Altai and Stavropol regions, and also in St. Petersburg. The positions of teachers on a wide range of issues related to the problems of general education are considered: the personnel situation in schools, the quality of teaching, the requirements of families for the organization of the educational process, and the satisfaction of teachers with professional activities.
{"title":"Мониторинг Региональных Систем Общего Образования – 2017 Год (Социологические и Экономические Аспекты) (Monitoring of Regional Systems of General Education - 2017 (Sociological and Economic Aspects))","authors":"E. Avraamova, T. Klyachko, Dmitriy Loginov, Elena Semionova, Галина Токарева, I. Yakovlev","doi":"10.2139/SSRN.3166137","DOIUrl":"https://doi.org/10.2139/SSRN.3166137","url":null,"abstract":"Russian Abstract: В работе представлены результаты пятой волны мониторингового исследования эффективности общего образования, проводимого Центром экономики непрерывного образования ИПЭИ РАНХиГС. \u0000Участниками социологического опроса 2017 г. стали 41 директор школы, 2107 представителей домохозяйств, 2038 учителей общеобразовательных организаций, расположенных в городских поселениях и сельской местности Челябинской области, Алтайского и Ставропольского краев, а также в Санкт-Петербурге. \u0000Рассмотрены позиции педагогических работников по широкому кругу вопросов, относящихся к проблематике общего образования: кадровая ситуация в школах, качество преподавания, требования семей к организации образовательного процесса, удовлетворенность учителей профессиональной деятельностью. \u0000English Abstract: The paper presents the results of the fifth wave of the monitoring study of the effectiveness of general education conducted by the Center for the Economics of Continuing Education of the IAER RANEPA. \u0000Participants of the sociological survey in 2017 were 41 school principals, 2107 representatives of households, 2038 teachers of general education organizations located in urban settlements and rural areas of the Chelyabinsk region, the Altai and Stavropol regions, and also in St. Petersburg. The positions of teachers on a wide range of issues related to the problems of general education are considered: the personnel situation in schools, the quality of teaching, the requirements of families for the organization of the educational process, and the satisfaction of teachers with professional activities.","PeriodicalId":197240,"journal":{"name":"Educational Organization eJournal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132594551","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：