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2. The Power of Believing You Can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru. Policy Research Working Paper 9141
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World Bank, Outes-León, Ingo, Sánchez, Alan, and Vakis, Renos
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This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. ¡Expande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small improvement in math test scores and educational expectations, with a large and sustained impact in test scores among students outside the capital city. At a cost of $0.20 per pupil, ¡Expande tu Mente! was highly cost-effective. The results show the potential that brief growth-mindset interventions have for developing countries. [This paper is a product of the Poverty and Equity Global Practice.]
- Published
- 2020
3. Is School Funding Unequal in Latin America? A Cross-Country Analysis. CEPA Working Paper No. 20-11
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Stanford Center for Education Policy Analysis (CEPA), Bertoni, Eleonora, Elacqua, Gregory, Marotta, Luana, Martinez, Matías, Santos, Humberto, and Soares, Sammara
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Public spending on education has increased significantly in Latin America over the last several decades. Yet, the question remains as to whether greater spending translates into a more equitable distribution of resources. We address this issue by measuring inequality in per-pupil spending between regions of varying socioeconomic status (SES) within five different countries: Brazil, Chile, Colombia, Ecuador, and Peru. The results show that while Brazil's funding gap has narrowed over time, this federal nation has the widest socioeconomic spending divide, due to large inequalities in local revenues between high and low SES regions. School funding in Colombia has become more regressive over time, though its gap is half the size of Brazil's. Meanwhile, the distribution of school funding in Peru has changed, shifting from regressive (benefiting the richest regions) to progressive (benefiting the poorest regions). Education spending in Chile and in Ecuador have instead been consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeting disadvantaged rural areas, the funding formulas in Chile address socioeconomic inequalities beyond the rural-urban gap.
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- 2020
4. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
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World Bank, Evans, David K., and Yuan, Fei
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In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]
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- 2019
5. Entrepreneurial Learning in TVET. Discussion Paper
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) and McCallum, Elin
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As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.
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- 2019
6. Educational Gaps among Ethnic Minorities: The Case of Afro-Peruvian Girls. Echidna Global Scholars Program Paper
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Brookings Institution, Center for Universal Education and Villar-Márquez, Eliana
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In a multicultural country like Peru, specific and disaggregated data on ethnic and racial minorities are a key resource to inform public policies about neglected populations. For decades, data on Afro-Peruvians has been both limited and inaccurate. Although there are 106 Afro-Peruvian communities, the most recent national census in October 2017 revealed that the Afro-Peruvian population consists of only 828,841 inhabitants, or 3.57 percent of the country's total. For decades, indigenous populations were considered the poorest and most vulnerable minority ethnic group in Peru. That is not always the case. Afro-Peruvian girls are either equally or more disadvantaged than their indigenous counterparts. Peru could benefit from its demographics, because 34.6 percent of its population is aged 0 to 19. However, competitiveness would require a dramatic improvement in the quality of the country's public education. Despite Peru's commitments to the Agenda 2030 and Sustainable Development Goals (SDGs) 4 and 5, the poorest Afro-Peruvian women still have fewer years of schooling than men, which makes them less competitive in the labor market and forces them to take unskilled jobs with lower salaries and few or no benefits. This policy paper relies on a desk review and fieldwork conducted in May 2018 in the community of Yapatera, in the Piura region along the northern coast. Yapatera is a poor community with a high concentration of the Afro-descendant population, located 846 kilometers from the capital city of Lima. The fieldwork included individual interviews and small group conversations. Interview subjects were administrators, teachers, and students (girls and boys in the 4th and 5th grades) at the local public secondary school, as well as community leaders, staff at the Health Center, the Women's Emergency Center, and the police station.
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- 2018
7. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807
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RTI International, Sitabkhan, Yasmin, and Platas, Linda M.
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This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
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- 2018
8. Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions
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Bernard Van Leer Foundation (Netherlands), Woodhead, Martin, Ames, Patricia, Vennam, Uma, Abebe, Workneh, and Streuli, Natalia
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Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses on the challenges of translating into practice the potential of quality early childhood care and education to transform young lives. These include building a positive equity agenda, setting clear policy objectives, raising quality standards, building the skills and motivation of teachers, and recognising where equity goals can be incompatible with a market-led private system. The paper asks which children do and do not have access to an early childhood programme, and explores children's and parents' views about the quality of what is on offer. A brief summary of data collection methods is appended. (Contains 2 boxes, 21 figures and 9 footnotes.)
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- 2009
9. Opportunity to Learn: A High Impact Strategy for Improving Educational Outcomes in Developing Countries. Working Paper
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Academy for Educational Development, Gillies, John, and Quijada, Jessica Jester
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This paper reports that the basic opportunity to learn does not exist in many countries, and that a concerted management focus to assure that schools provide basic elements of an opportunity to learn (OTL) could potentially yield big improvements in learning. The paper assesses: (1) what basic factors create the opportunity to learn; and (2) to what extent is the lack of these basic elements a problem in developing countries? Elements of a foundational opportunity to learn are identified as: (1) The school is open and located near the student; (2) Minimum instructional time of 850-1000 hours annually; (3) Teacher absenteeism and tardiness; (4) Student absenteeism and tardiness; (5) Appropriate class size and student-teacher ratios; (6) Learning materials are available to every student and regularly used; (7) Time-on-Task; and (8) Learning to read. General strategies suggested for addressing OTL include incorporating OTL issues and awareness in activities and assistance programs such as teacher and principal training; incorporating OTL measures in management and information systems at the school level; and raising awareness by tracking an OTL Index). (Contains 6 figures and 5 tables.) [This paper was written for EQUIP2: Educational Policy, Systems Development, and Management, one of three USAID-funded Leader with Associates Cooperative Agreements under the umbrella heading Educational Quality Improvement Program (EQUIP).]
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- 2008
10. Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions
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Bernard Van Leer Foundation (Netherlands), Ames, Patricia, Rojas, Vanessa, and Portugal, Tamia
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This working paper is part of a series on early transitions from "Young Lives," a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores the diverse experiences of 28 children from four contrasting communities in Peru as they start school. These detailed case studies highlight common problems: exclusion of certain parts of the population from pre-school services, lack of coordination between pre-schools and primary schools, issues with physical punishment and cultural diversity. It proposes four ways in which children's early educational transitions can be enhanced, looking at such factors as educational structures, curriculum planning and teacher training. (Contains 4 figures, 3 tables and 23 footnotes.)
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- 2010
11. Teachers: Powerful Innovators--Generating Classroom Based Education Reform. GEC Working Paper Series. Number 4
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Academy for Educational Development, AED Global Education Center and Alvarado, Felix
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The countries of Central America have made great educational strides in recent years. More children are now attending school and more finish primary school; however, there is still a long way to go. We still need to ensure that the children who go to school learn effectively and can use their education to develop useful life and work skills. This document sets out to recognize and commend the many ways in which teachers innovate inside and outside the classroom, as well as to identify the ways in which institutions, programs and projects can more effectively foster innovation. While this paper focuses on experiences in Central America, the findings have worldwide applicability and it is the authors' hope that the information will be shared across regions, countries, and communities to support and improve teacher innovation. The case studies used in this publication are based on Academy for Educational Development (AED) projects in El Salvador, Honduras, Guatemala, Nicaragua, Peru and the Dominican Republic. In particular, the authors have relied on the help of many colleagues and leaders in these countries who are committed to improving educational quality, who have referred them to examples of teacher innovation and in many cases have written down the stories. This paper is divided into four sections. The first section explores the importance of teachers as the linchpin to effective learning in the classroom, the significance of innovation in that role and some of the assumptions that get in the way of seeing the teacher as an innovator. The second section illustrates, by using examples from teaching practice in the different countries, the wealth of innovative practices that teachers have discovered. The third section proposes a model for nurturing innovation based on teacher empowerment, teacher formation and institutional development. Examples of interventions that have been effective in strengthening teacher innovation are used to illustrate this model. Finally, the authors present a working framework of principles and components for a strategy to foster teacher innovation, taking into account the capacities and responsibilities of different actors in the education sector. Appended are: (1) Description of Projects and Initiatives; (2) Additional Resources; and (3) Bibliography. (Contains 1 footnote.) [This paper was written with Diane La Voy.]
- Published
- 2006
12. Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48
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Bernard Van Leer Foundation (Netherlands), Vogler, Pia, Crivello, Gina, and Woodhead, Martin
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Children face many important changes in the first eight years of life, including different learning centres, social groups, roles and expectations. Their ability to adapt to such a dynamic and evolving environment directly affects their sense of identity and status within their community over the short and long term. In particular, the key turning points in children's lives--such as "graduating" from kindergarten to primary school or going through a culturally specific rite of passage--provide challenges and opportunities for learning and growth on multiple levels. This paper provides a review of the major perspectives in research on early childhood transitions and reveals the predominant areas of focus in both academic and professional studies, as well as important neglected viewpoints and study populations. Beginning with a broad and inclusive definition of the topic, the authors provide an overview of early childhood transitions research, highlighting the underlying assumptions that informed the studies. They assess concepts in the developmental theory that preceded transitions research as well as in the logic that determines how transitions are structured. More recent approaches are examined, including systems theories and the role of children as active participants in transitions. Several examples in this review show how multidisciplinary collaboration and culturally sensitive interventions can result in better participation of both parents and children in crucial early childhood transitions. Citing the need to harmonise early childhood education and care programmes with local education practices, the authors stress the value of greater transparency in the creation of policy and programming for children, in order to identify potentially limiting assumptions. Broadening and diversifying perspectives on transitions can lead to more integrated and culturally relevant rights-based early childhood programmes worldwide. A glossary and a bibliography are included. (Contains 7 footnotes.)
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- 2008
13. Helping Children Outgrow War. SD Technical Paper.
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Agency for International Development (IDCA), Washington, DC. Bureau for Africa., Miller, Vachel W., and Affolter, Friedrich W.
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Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for project design. While not intended to serve as a training manual per se, the guidebook contains elements that can be extracted for use in training workshops or policy discussions. Following the Teacher Emergency Packages (kits which enable teachers to begin instructional activities in a war-ravaged context), cases are as follows: (1) Child Soldiers (exploitation of child fighters in Africa); (2) Butterfly Garden (Batticaloa, Sri Lanka, has a garden dedicated to creative play for war-affected children); (3) Children's Participation (illustrates challenges of children's participation in a conflict setting in Sri Lanka); (4) Peace Education (insights from a project in a Kenyan refugee camp); (5) Project DiaCom (in Bosnia, the project allows Serb and Bosniak teachers to enter into a dialogue process); (6) Community Leadership (builds capacity for community in internally displaced people in Azerbaijan); and (7) Human Rights Training (in Peru, a human rights organization conducts workshops that bring together diverse participants to learn about their rights and share experiences). (BT)
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- 2002
14. The Impact of Training on Women's Micro-Enterprise Development. Education Research Paper. Knowledge & Research.
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Department for International Development, London (England)., Leach, Fiona, Abdulla, Salwa, Appleton, Helen, el-Bushra, Judy, Cardenas, Nora, Kebede, Kibre, Lewis, Viv, and Sitaram, Shashikala
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A study investigated the impact of training on women's micro-enterprise development in four programs in Ethiopia, India, Peru, and Sudan. Research design was a series of case studies of projects and programs providing training in technical or business skills. Impact of training was measured against these four indicators: income, access to and control of resources, status, and quality of life. The study examined the training process to find out in what specific ways training helped women to improve and expand their micro-enterprises. The sample in each country consisted of two groups: women about to undergo training (focus of the study) and women who had already received training; 74 women participated. The study showed poor women needed training to develop skills and self-confidence to allow them to operate and survive in the informal sector; access to credit is important but not sufficient for the poorest women; the impact of training and increased income varied in strength but could be negative as well as positive; well-designed and well-delivered training could lead to increased income that could lead to improved self-esteem and status in the household and community; effectively delivered training developed enhanced survival strategies in women; training provided to groups in a participatory model was an empowering and liberating experience for women; and training in generic business skills was more effective than training in technical skills. (Appendixes include 61 references.) (YLB)
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- 2000
15. Working Papers in Educational Linguistics, 1996-1997.
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Pennsylvania Univ., Philadelphia. Graduate School of Education. and Furumoto, Mitchell A.
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Reports of language research in the 1996 issue include: "Corpus Planning for the Southern Peruvian Quechua Language" (Serafin M. Coronel-Molina); "Foreign Language Planning in U.S. Higher Education: The Case of a Graduate Business Program" (Mitchell A. Furumoto); "Charting New Directions: Of Communication in a Social Service Setting" (Craig Heim); "Appropriacy Planning: Speech Acts Studies and Planning Appropriate Models for ESL Learners" (Mitsuo Kubota). Reports in the 1997 issue include: "Tradition and Transition in Second Language Teaching Methodology" (Teresa Pica); "Cultural Consciousness in a Language Class" (Hiamanti Banerjee); "Language Policy: Status Planning for the Quechua Language in Peru" (Coronel-Molina); "Politeness Strategies in the Workplace: Which Experiences Help Japanese Businessmen Acquire American English Native-Like Strategies?" (Yuko Nakajima); and "Who Is Telling Stories and Whose Stories Are Being Told?" (Anne Pomerantz). An index to 1984-1997 issues of the journal and abstracts of 1996-97 doctoral dissertations done for the Language in Education Division (LED) of the University of Pennsylvania are also included. (MSE)
- Published
- 1997
16. Women's Work, Education, and Family Welfare in Peru. World Bank Discussion Papers 116.
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World Bank, Washington, DC., Herz, Barbara K., and Khandker, Shahidur R.
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This report examines ways of improving women's productivity and education and the consequences for development in Peru. The research finds that women account for about 39 percent of family income in Peru. They carry the main responsibility for child care and heavily influence family decisions on children's education and family size. Improving opportunities for women thus can be a means to foster economic and social development as well as an end in itself. The main way to expand women's opportunities is through human capital investments, notably education beyond the primary level. This will increase women's earning capacity, broaden their labor force participation, and thereby promote economic growth, family welfare, and slower population growth. This report is comprised of seven articles: (1) "The Extent and Impact of Women's Contribution in Peru: A Descriptive Analysis" (M. Schafgans); (2) "Labor Market Participation, Returns to Education, and Male-Female Wage Differences in Peru" (S. Khandker); (3) "Modeling Economic Behavior in the Informal Urban Retail Sector in Peru" (J. Barry Smith; M. Stelcner); (4) "Household Production, Time Allocation, and Welfare in Peru" (J. Dagsvik; R. Aaberge); "Fertility Determinants in Peru: A Quantity-Quality Analysis" (M. Schafgans); (6) "Gains in the Education of Peruvian Women, 1940 to 1980" (E. King; R. Bellew); and (7) "Does the Structure of Production Affect Demand for Schooling in Peru?" (I. Gill). Numerous tables of data, figures, and diagrams appear throughout the report. A lengthy bibliography is included. (Author/DB)
- Published
- 1991
17. Education and Earning in Peru's Informal Nonfarm Family Enterprises. Living Standards Measurement Study Working Paper No. 64.
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World Bank, Washington, DC. and Moock, Peter
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Data from the 1985 Living Standards Survey in Peru were studied in this analysis of non-farm family businesses from the informal sector in order to categorize 2,735 family enterprises and to explain the earnings per hour of family labor. Most of the existing research on the self-employed uses the individual as the unit of analysis; however, this study uses the enterprise as the unit of analysis and asks whether schooling makes a difference in family income. Generally these businesses are loosely organized, pay no taxes, and employ a large segment of the Peruvian working sector. Regression analyses show significant effects of schooling on earnings. Returns differed markedly among four sub-sectors and by gender and by location (Lima, other cities, rural). The results were consistent with education being valueless in traditional activities but having a positive effect in jobs requiring literacy, numeracy, and adjustment to change. Post secondary education had a fairly high and significant pay off in urban areas for both women and men. A 20-item bibliography and 11 tables of statistical data are included. (NL)
- Published
- 1990
18. Does Education Pay in the Labor Market? The Labor Force Participation, Occupation, and Earnings of Peruvian Women. Living Standards Measurement Study Working Paper Number 67.
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World Bank, Washington, DC. and King, Elizabeth M.
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This study examined how education and postschool vocational training affect the type and extent of labor market participation of women in Peru. It also estimated monetary returns to different levels of schooling, to formal general and technical schooling, and to training. The sample, which comprised more than 5,600 women in urban and rural Peru, was drawn from the Peruvian Living Standard Survey. More than 70 percent of these women were in the labor force at the time of the survey, about 35 percent working in paid jobs. The overall level of female labor force participation in Peru is 72 percent, and this percentage is higher in rural areas than in urban areas. The majority (60 percent) of paid female workers are self-employed, but these jobs tend to be very low paying. Women holding jobs in the public sector are the best paid. In general, the study found that education and training enhance the contribution of women in the labor market. Although education does not increase the participation of Peruvian women in the labor force (and may in fact decrease it), it alters the occupational distribution of female workers by increasing the proportion of women in paid employment. Among paid employees, education is positively related to hourly earnings; the relationship is nonlinear, with primary education showing higher returns than secondary education. The return to postsecondary education appears low and negative, except for the small fraction of women who have earned a diploma. The poor performance of the Peruvian economy since the early 1970s has influenced this result. (26 references.) (Author/KC)
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- 1990
19. Administrative and Organisational Problems in Rural Education, with Special Attention to the Modalities of Community Participation in Decision-Making. IIEP Seminar Paper: 17.
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United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. and Lyons, Raymond F.
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The following problems in the field of educational organization are examined in terms of a Peruvian case study: prerequisites for community participation in national planning; national planning which starts at the local level; integration of formal and nonformal education programs at the local level to meet the needs of the total local population; integration of educational programs with other social development and production programs; and the extent to which local and regional authorities can act on their own in the face of barriers at the central level. Illustrating the manner in which these problems might be addressed, Peru's educational plan is described as one based upon the Community Education Nucleus (CEN) concept. CEN is described as involving many educational nuclei, each of which serves elementary and secondary education institutions within a prescribed area of control and includes the following hierarchical structure; a zonal chief; a sub-zonal coordinator; a CEN director supported by an administrative support unit, a community education council (parent, community, and teaching interests), and the educational development team (four specialists in kindergarten and basic regular education, extension education, basic laboral education, and student orientation and welfare). The aggregate of nuclei needs and plans is identified as constituting the zonal, regional, and national educational objectives. (JC)
- Published
- 1975
20. The Willingness To Pay for Education in Developing Countries: Evidence from Rural Peru. Living Standards Measurement Study Working Paper No. 54.
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World Bank, Washington, DC., Gertler, Paul, and Glewwe, Paul
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Schools in developing nations tend to be concentrated in urban areas, making it necessary for children living in rural areas to travel long distances to attend school. Government resources are limited and many countries have limited education expenditures due to faltering economic growth. Since government is the principal provider of education and the demand far exceeds the supply, some economists are now advocating increasing school fees to fund education improvements. Using a theoretical model of the demand for schooling and the principle of compensating variations, this study calculated parental willingness to pay for new secondary schools in rural areas of Peru. The results showed that even those in the poorest quarter of the Peruvian income distribution sector were willing to pay fees high enough to cover operating costs of opening new secondary schools in rural villages. An extensive list of statistical tables and a 25-item bibliography are included in the report. (NL)
- Published
- 1989
21. Construction of a Literature Map on Collaborative Virtual White Boards
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Cinthya Lady Butron Revilla, Edith Gabriela Manchego Huaquipaco, Diana Lizeth Prado Arenas, and Alexandra Milagros Perez Ramirez
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The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.
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- 2023
22. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
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This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
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- 2023
23. It's Not Too Late to Act on Early Learning: Understanding and Recovering from the Impact of Pre-Primary Education Closures during COVID-19. Innocenti Research Brief 2021-03
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UNICEF Office of Research – Innocenti (Italy), Nugroho, Dita, Jeon, Youngkwang, Kamei, Akito, and Lopez Boo, Florencia
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This paper presents a new estimate that pre-primary school closures in 2020 may cost today's young children US$ 1.6 trillion in lost earnings over their lifetimes. However, most low-and-middle income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from accelerated, bridging, and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.
- Published
- 2021
24. Exploring the Disparity of Minority Women in Senior Leadership Positions in Higher Education in the United States and Peru
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Chance, Nuchelle L.
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In this essay, the author compares and contrasts accessibility to higher education senior leadership for women in the United States and Peru. This paper addresses the disparity and challenges of women in higher education senior leadership focusing on minority women such as indigenous and Afro-Peruvian women in Peru and women of color in the United States. The author further calls for empirical research on the character traits, career path, motivations, definitions of success, and challenges of women who serve in executive higher education leadership positions. This paper further contributes to the field of comparative and international higher education, both domestically and abroad, while addressing demographic challenges such as sex and race for women in and seeking higher education administrative leadership career goals.
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- 2021
25. Errors in the Study of the Variational Behavior of Functions in the University Engineering Students
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Espino, Alejandro Ecos, Núñez, Joffré Huamán, Moscoso, Braulio Barzola, Chávez, Zoraida Manrique, Alvitez, Alejandro Rumaja, and Cajo, Oscar García
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The study of the variational behavior of functions constitutes an important element in the understanding of the change of phenomena in real life. His understanding is an essential axis in the mathematical training of university students, especially those who pursue engineering careers. This article presents the results of a study whose objective was to determine the mistakes made by engineering students about the variational behavior of functions. The Duval Semiotics Records Theory was taken as a reference and a questionnaire was prepared with questions about identification of regions of variability for "x" and "y"; regions of growth, decrease, stability, extreme values and, analysis and description of the behavior of the function. The evaluation of the answers was done in a quantitative-qualitative way, from an exploratory and descriptive perspective, with 100 students participating in the civil engineering career. The results indicate that students do not make a real reflection on the variational behavior in intervals of the variables or in a global way. They have difficulty discriminating between the behavior of the function and the location of the function. They present cognitive difficulties that do not allow them to make an adequate conversion from one register to the other. Errors related to mathematical language were found, to the limitations to obtain spatial information, to establish erroneous inferences and to the inadequate development of previous knowledge, which does not allow them to properly evaluate the variational behavior of the functions. [For full proceedings, see ED621941.]
- Published
- 2020
26. Instructional Methods in Emergency Online Teaching: The Case of a Latin American Business School
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Valcazar, Edy, Avolio, Beatrice, and Prados-Pena, Ma. Belen
- Abstract
Instructional methods have an impact on the learning process and the quality of educational services aimed at accomplishing learning objectives. The purpose of this paper is to examine the most preferred instructional methods during emergency online teaching used by instructors. The data was collected through semi-structured interviews with 36 full-time and part-time faculty members belonging to an accredited Hispanic business school. The results showed that faculty used many different instructional methods during synchronous and asynchronous sessions. Similarly, there is a relationship between the professors' academic areas and the instructional methods used. Based on these results, this study proposes a reference model of instructional methods for higher education based on professors' experiences during emergency online teaching that includes five categories: group methods, active methods to contribute to the development of competencies, methods to ascertain prior knowledge, methods that promote understanding through the organization of information and methods that use digital tools. The originality of the study lies in the fact that it analyzes the migration experience from in-person to online teaching at an accredited Hispanic business institution.
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- 2023
27. Paper promises: Peruvian frontline health workers' perspectives on mental health policies during COVID-19.
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Mayo-Puchoc, Nikol, Bejarano-Carranza, Jenny, Paredes-Angeles, Rubí, Vilela-Estrada, Ana Lucía, García-Serna, Jackeline, Cusihuaman-Lope, Noelia, Villarreal-Zegarra, David, Cavero, Victoria, and Ardila-Gómez, Sara
- Subjects
COVID-19 pandemic ,MENTAL health policy ,COMMUNITY mental health services ,MENTAL health promotion ,DIGITAL divide - Abstract
Governments globally deployed various non-pharmacological public health measures to respond to the COVID-19 pandemic (i.e. lockdowns and suspension of transportation, amongst others); some of these measures had an influence on society's mental health. Specific mental health policies were therefore implemented to mitigate the potential mental health impact of the pandemic. We aimed to explore the implementation of mental health regulations adopted by the Peruvian health system by focusing on the care services at Community Mental Health Centres (CMHCs), based on the experiences of health workers. We conducted a phenomenological qualitative study to understand the implementation of mental health policies launched in Peru during the COVID-19 pandemic. Data were obtained from a document review of 15 national policy measures implemented during the pandemic (March 2020 to September 2021), and 20 interviews with health workers from CMHCs (September 2021 to February 2022). The analysis was conducted using thematic content analysis. Most implemented policies adapted CMHC care services to a virtual modality during the COVID-19 pandemic; however, various challenges and barriers were evidenced in the process, which prevented effective adaptation of services. Workers perceived that ineffective telemedicine use was attributed to a gap in access to technology at the CMHCs and also by users, ranging from limited access to technological devices to a lack of technological skills. Further, although mental health promotion and prevention policies targeting the community were proposed, CMHC staff reported temporary interruption of these services during the first wave. The disparity between what is stated in the regulations and the experiences of health workers is evident. Policies that focus on mental health need to provide practical and flexible methods taking into consideration both the needs of CMHCs and socio-cultural characteristics that may affect their implementation. [ABSTRACT FROM AUTHOR]
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- 2023
- Full Text
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28. Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
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Stutchbury, Kris and Woodward, Clare
- Abstract
YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.
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- 2017
29. PHYSICOCHEMICAL INDICATORS OF SOIL WITH CONVENTIONAL RICE (Oriza sativa L.) MANAGEMENT UNDER IRRIGATION.
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Trigoso-Becerril, Daniel, Florida-Rofner, Nelino, and Rengifo-Rojas, Alex
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IRRIGATION management ,ORGANIC farming ,CROP residues ,SOILS ,RICE ,SECONDARY forests ,INDICATORS & test-papers - Abstract
Copyright of La Granja, de Ciencias de la Vida is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2023
- Full Text
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30. Iberian (South American) Model of Judicial Review: Toward Conceptual Framework
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Klishas, Andrey A.
- Abstract
The paper explores Latin American countries legislation with the view to identify specific features of South American model of judicial review. The research methodology rests on comparative approach to analyzing national constitutions' provisions and experts' interpretations thereof. The constitutional provisions of Brazil, Peru, Mexico, and Ecuador are taken as core examples to compare the relevant procedure with Anglo-Saxon and European models of judicial review. The paper underlines that within the traditional separation of powers (i.e. legislative, executive and judicial), each of the respective branches conducts supervision and review functions to a particular extent. The text covers some examples regarding the head of the state, the supreme legislative body activities in this respect, and goes further to explore the nature of the phenomenon under study, taking into account that the majority of Latin American countries supported the organizational structure of judiciary operating in line with the separation of powers and also grant their courts of general jurisdiction the right of review for constitutionality and legality. The comparative analysis of national constitutions' provisions and scholars' interpretations has led to a number of conclusive statements regarding distinctive features of constitutional supervision and judicial review procedure in the South American legal tradition.
- Published
- 2016
31. Inferential Statistical Reasoning of Math Teachers: Experiences in Virtual Contexts Generated by the COVID-19 Pandemic
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Lugo-Armenta, Jesús Guadalupe and Pino-Fan, Luis Roberto
- Abstract
The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants' inferential reasoning in a similar way.
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- 2021
32. Overview of the Girls' Education Activity.
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Brush, Lorelei, Heyman, Cory, Provasnik, Stephen, Fanning, Marina, Lent, Drew, De Wilde, Johan, Leal, Angela, Saher, Najat Yamouri, Robles, Ana Maria, and Mendoza, Johanna
- Abstract
In 1996, the United States Agency for International Development (USAID) began the Girls' Education Activity (GEA). GEA's goal has been to assist host country governments and private sector and nongovernmental entities in formulating, institutionalizing, and implementing country initiatives for girls' education. These initiatives have been designed to ensure substantially increased educational opportunities for girls at the primary school level. This paper provides an overview of the GEA, presenting the general background of the contracts with the host countries and describing the multi-sectoral approach of the GEA. The paper presents information from a study based on five years of accumulated knowledge about girls' education in GEA countries, previously presented in monthly, quarterly, and annual reports to USAID; project designs and descriptions; and a "Start-Up Handbook for Girls' Education Activities." It states that the analytic study was based on these documents, supplemented by in-country interviews conducted over several trips by U.S.-based project staff between January and July 2001. It notes that between 50 and 75 respondents were interviewed in each country. The paper provides a conceptual framework for analyzing change (CFAC) and addresses systemic change for girls' education in GEA countries. It discusses systemic change for girls' education in Guatemala and in Peru and considers factors that effected systemic change in GEA countries. It also discusses some political contexts, linkages, and in-country control. (BT)
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- 2002
33. Leading from the Heart: The Passion To Make a Difference. Leadership Stories Told by Kellogg National Fellowship Program Fellows.
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Kellogg Foundation, Battle Creek, MI. and Sublett, Roger H.
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This document presents the personal narratives of 19 participants in the National Fellowship/Leadership program. In their narratives, the Kellogg fellows recount their experiences developing leadership knowledge, skills, and competencies while addressing human, societal, and community issues. The following papers are included: "Preface" (William C. Richardson); "Foreword" (Barbara Kellerman); "Introduction" (Roger H. Sublett); "Ride for Righteousness and Justice: Leadership Lessons from a Transcontinental Bike Ride for Hunger Relief" (David G. Altman); "Leading through Conflict: The Interconnectedness of AIDS and Land Conflict in Zimbabwe" (Paul Terry); "Toward Ethical Leadership: My Journey from Tanzania to Belize" (Edward J. O'Neil, Jr.); "Among Angels and Soldiers" (Jenna Berg); "Bringing Attention to America's Forgotten Caregivers: Grandparents Raising Grandchildren" (Meredith Minkler); "Building a Community Vision" (Army Lester); "Practice, Practice" (Pat Mora); "Spirituality in Leadership: Must It Remain the Unspoken?" (Melinda K. Lackey); "Loud, Proud, and Passionate: Women with Disabilities Emerge in Beijing" (Susan Sygall); "Child of the Mississippi Delta" (Royal P. Walker, Jr.); "The Longest Journey" (Colleen Stiles); "Recognizing Others' Truths" (Paul J. Gam); "Something to Contribute, Something to Learn" (Suzanne Burgoyne); "Falling Slate and Sacrifice" (Bob Henry Baber); "Three Faces of Leadership" (Patrick F. Bassett); "Leadership Weather" (Steven J. Moss); "Leadership Lessons in Rock Climbing" (Donna L. Burgraff); "Leadership Lessons from the Jungle" (Fay M. Yoshihara); and "Adelberto's Dilemma" (Ken Fox). (MN)
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- 2001
34. The Digital Competence of Academics in Higher Education: Is the Glass Half Empty or Half Full?
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Inamorato dos Santos, Andreia, Chinkes, Ernesto, Carvalho, Marco A. G., Solórzano, Claudia M. V., and Marroni, Lilian S.
- Abstract
This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.
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- 2023
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35. Understanding Latin America's Educational Orientations: Evidence from 14 Nations
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Osiobe, Ejiro U.
- Abstract
Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.
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- 2020
36. Andean Pedagogies Intersecting the Photovoice Process
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Kenfield, Yuliana
- Abstract
For decades social researchers have explored indigenous knowledges and practices, yet decisive input by Quechuan peoples in the research process has remained minimal, nearly non-existent. This non-participatory approach to research about Quechuan peoples, cultures, and languages has reproduced asymmetric relationships between subject and expert, enabling a prescribed set of research which obscures Andean methodologies. For informative results which truly represent Andean pedagogies, couple decolonial thinking with photovoice, a visual participatory methodology rooted in Freirean thought. Participatory research prevents the disregard of cogent, pre-colonial ways of knowing. This paper conceptualizes Andean pedagogies, indigenous-mestizo practices that emerged during a photovoice study with Andean college students in Cusco, Peru. Acting as collaborators as well as participants, these students helped determine the scope, goals, and actions of this work. Andean pedagogies such as "muyu muyurispa," "tinku," and "kuka akulliy" reconfigured this photovoice process and disrupted coloniality processes which obscure research with Andean peoples. The practice of decolonial thinking during participatory research projects disrupts asymmetric, deliberate, or unintentional power relations between participants and investigators.
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- 2020
37. Revisiting the Continua of Biliteracy: International and Critical Perspectives.
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Hornberger, Nancy H. and Skilton-Sylvester, Ellen
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The continua model of bilteracy offers a framework in which to situate research,teaching, and language planning in linguistically diverse settings. Using this model, and citing examples of Cambodian and Puerto Rican students in Philadelphia's public schools as illustrative of the challenge facing American educators, this paper suggests that the more their learning contexts allow learners to draw on all points of the continua, the greater are the chances for their full biliterate development. The paper revisits the continua model from the perspective of several international cases of educational policy and practice in linguistically diverse settings--Brazil, Peru, Ecuador, and Bolivia, and from a critical perspective which seeks to make explicit the power relationships which define bi(multi)literacies in these contexts. Building from these perspectives and from continuing research in Philadelphia's Cambodian and Puerto Rican communities, the paper proposes an expanded continua model which takes into account not only biliterate contexts, media, and development, but also, crucially, the content of biliteracy. The paper concludes with comments on how the insights of the continua model of biliteracy can contribute to the understanding not only of diverse classrooms, but also of all classrooms. (Contains 55 references.) (Author/MSE)
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- 1998
38. Financial Literacy -- A Traditional, yet New Field for Business Educators
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Greimel-Fuhrmann, Bettina
- Abstract
It is the objective of this paper to explore the definitions of financial education, as well as of financial literacy, in order to reveal the many dimensions that these terms comprise. Furthermore, the paper is intended to present, analyze, and discuss recent empirical research findings on various dimensions of financial literacy in an international context. The paper is concluded by summarizing the most important implications for future work and future research and development in this field.
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- 2014
39. Emergency Remote Education: A Perspective of Its Potentialities and Limitations in a Peruvian University
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Barreto, Israel Barrutia and Aparicio, Santiago Saturnino Patricio
- Abstract
This research aims to identify the potentialities and limitations of emergency remote education in the Peruvian university context as a consequence of the COVID-19 pandemic based on teachers' experience of the Hermilio Valdizán National University (UNHEVAL). The type of this research was descriptive and the sample consisted of 123 teachers of the academic period 2020-I. For the data collection, a questionnaire was used, whose validation was made through the judgment of experts (0.96) and the reliability of the results through the Z-test. According to the results, flexibility stands out between the potentialities in regards to topics' distribution, time, and the possibility to produce greater interest in the participants. It was observed that time flexibility is not considered as favorable unlike what was detected through literature. Infrastructure stands out, especially when is related to the connectivity and Internet access as well as the distractors produced by the easy access to devices and applications that are not related to the class session. The paper revealed weakness in the digital competencies of both teachers and students, and the scarce level of social interaction caused by social isolation. It is concluded that the potentialities and limits of emergency remote education in a Peruvian university are conditioned by different elements specific to each context or country and must be considered for the production of new educational proposals as a policy of prevention of the possibility of new events that require mandatory isolation.
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- 2022
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40. Educating on a Budget: The Subsistence Model of Low-Fee Private Schooling in Peru
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Balarin, María, Fontdevila, Clara, Marius, Paola, and Rodríguez, María Fernanda
- Abstract
Over the last decades, Peru has experienced an extraordinary rise of low-fee private schools (LFPSs). While global debates on the quality of this modality of schooling have been gaining currency, research on the organizational practices of LFPSs remains comparatively underdeveloped. This paper aims at identifying and describing the managerial, business and organizational practices exhibited by Peruvian LFPSs--and at understanding them in relation to the social norms and institutional arrangements specific to the context in which they operate. The study draws on a combination of archival analysis, interviews with decision-makers, and interviews with school owners and principals. The results of our research show that the specificities of the socioeconomic, cultural and regulative environments in which Peruvian LFPSs operate have led to the consolidation of a particular subsistence model of LFPS where profit-making appears to play a limited role. This model is also characterized by the low formalization of management routines, the impossibility to generate economies of scale, and the reliance on interpersonal trust as a means to reduce risk -- in a context of low bureaucratization and limited regulatory oversight. We argue that, in view of the distinctly low achievement levels of Peruvian LFPSs, gaining a fine-grained understanding of their organizational practices (and the incentives they respond to) remains a relevant task, and a necessary step to devise effective policy strategies.
- Published
- 2019
41. How Playful Learning Can Help Leapfrog Progress in Education
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
- Published
- 2019
42. Assessing the Impact of a Student Loan Program on Time-to-Degree: The Case of a Program in Peru
- Author
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García, Luis
- Abstract
This paper evaluates whether student loans given to poor students at a large university in Peru are effective in reducing the time-to-degree. It uses a methodology that avoids the "selection problem" because the students voluntarily request a loan depending on their economic situation. The econometric results confirm the negative effect of educational loans for students.
- Published
- 2019
43. Hearing the Voice of Faculty: Global Recommendations for Faculty Recognition in Higher Education Institutions
- Author
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Benito, Agueda and Scott-Milligan, Fionna
- Abstract
Faculty constitutes one of the most important elements of higher education institutions. Their role is key in curriculum development, in guiding students' learning and driving their engagement, in conducting research, and in the overall success of their institutions. This paper presents the results of a number of faculty interviews and a focus group carried out in nine different Laureate institutions, operating in eight different countries. Faculty members were asked about professional recognition, its importance, and how it should occur. The results of the study show a lot of consistency, starting with the conviction of its importance, and then the differentiation between an environment of recognition and appreciation, and the need for formal recognition opportunities. Faculty shared some other interesting ideas and aspirations, providing good guidance for institutions that are interested in enhancing faculty recognition as part of their continuous improvement process.
- Published
- 2018
44. Using Multilingual Analytics to Explore the Usage of a Learning Portal in Developing Countries
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Protonotarios, Vassilis, Stoitsis, Giannis, Kastrantas, Kostas, and Sanchez-Alonso, Salvador
- Abstract
Learning analytics is a domain that has been constantly evolving throughout recent years due to the acknowledgement of its importance by those using intelligent data, learner-produced data, and analysis models to discover information and social connections for predicting and advising people's learning [1]. Learning analytics may be applied in a variety of different cases, but their role in understanding the multilingual requirements of users of learning portals is of an outstanding significance. As the adaptation of existing portals in multilingual environments is a cost- and time-consuming aspect of the development of a portal, the outcomes of learning analytics may provide the requirements on which further multilingual services of a portal will be built, ensuring their efficiency. This paper aims to identify and interpret the behavior of users from developing countries in a multilingual learning portal using the log files of the portal by applying the methodology defined in a previous work by Stoitsis et al. [2] The paper also aims to identify the aspects that should be studied by future related works by focusing on specific regions and countries that exhibit special interest for further adaptation of the portal to additional multilingual environments.
- Published
- 2013
45. CARACTERíSTICAS DE LOS TRABAJOS PUBLICADOS SOBRE LAS PROPIEDADES DE LAS PLANTAS EN REVISTAS MÉDICAS PERUANAS.
- Author
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Pamo-Reyna, Oscar G.
- Subjects
- *
MEDICINAL plants , *MEDICAL botany , *USEFUL plants , *BIBLIOMETRICS - Abstract
Objective: To determine the characteristics of the original papers about the plants properties published in Peruvian medical journals. Material and methods. We reviewed the bibliographic databases of SciELO Peru and SISBIB for the period 2004-2008. Results. We found 825 original papers in 14 journals, but only 45 were included to the study. The number of the included original papers by year was 3 (2004), 5 (2005), 9 (2006), 13 (2007) y 15 (2008). The journals that published the highest rate of original papers about plants were journals from medical faculties Rev Med Vallejiana (33%), Horizonte Médico (29%) y An Fac Med (13%). The institutions that developed more studies were Universidad. Nacional Mayor de San Marcos (45,5%), Universidad de San Martín de Porres (22%) y Universidad Nacional de Trujillo (13%). from 226 authors, 11 were the most productive authors with the 22,1% of the total production. from 57 studied plants, the most investigated were Lepidium sp. (maca), Croton palanostigma (sangre de grado), Calophyllum brasiliense (lagarto caspi) and Smallanthus sonchifolius (yacón). The potential uses of the plants more researched were nutritional, antineoplastic, antioxidative, hypoglycemic and arterial hypotensive. There were only six (13,3%) clinical studies and the rest was experimental or biochemical. Conclusions. The published scientific medical production related to the plant properties is scanty but growing, mainly done in the public and private universities with almost null participation of the private enterprise. There is an elite of highly-producing authors. [ABSTRACT FROM AUTHOR]
- Published
- 2009
46. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1
- Author
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)
- Published
- 2006
47. Evaluation of 'Amazonía Lee' Reading Intervention in Peru
- Author
-
Society for Research on Educational Effectiveness (SREE)
- Abstract
Countries in Latin America and the Caribbean have made progress in increasing primary school enrollment and completion among the very poor. However, challenges in improving reading persist. This study contributes to the evidence base on what works to improve early-grade reading skills by evaluating an early reading program implemented in two departments of the Amazon region of Peru: Ucayali and San Martín. "Amazonía Lee" has four main components. First, the capacity development component aimed to strengthen pedagogical skills and instructional capabilities of teachers, principals, and regional specialists. The following three components were originally envisioned to be implemented at the regional level in both departments. However, during the period of the study they were only implemented in the schools implementing "Amazonía Lee." First, the community engagement component aimed to promote the active engagement of the educational community in support of student learning. Second, a regional assessment system aimed to monitor student achievement and to develop local capacity related to these assessments. Last, a teacher non-monetary incentive system aimed to motivate teachers to improve student learning. The evaluation addressed the following central question: What was the impact of "Amazonía Lee" programs on early-grade reading and other intermediate outcomes relative to other prevailing practices and programs? When compared to prevailing practice, "Amazonía Lee" achieved substantive effects of magnitudes similar to those found in other rigorous evaluations. However, when compared to a program that provided services similar to those provided by "Amazonía Lee," students in both groups had similar reading outcomes. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
- Published
- 2018
48. Parliamentary Library and Information Services as Instruments for Democratic Development.
- Author
-
Torres, Patricio Aranda
- Abstract
This paper formulates the means for an improved role for all citizens through a dynamic and interactive parliamentary library and information system. It illustrates the success of such a proposal to strengthen the legitimacy of parliaments by referring to the experience of the Congress of the Republic of Peru and explains what is being done to help Peruvian citizens who do not yet have personal access to electronic networks. Following an introduction, the first section discusses networks and the media, including the Internet as a social institution, differences between audiovisual information and the electronic medium, the role of parliaments and their information services, the importance of communication in policy making, and control of political information by the television, newspaper, and radio media. The Peruvian experience is described in the second section, including the Peruvian Virtual Parliament, a weekly radio program, and access through the World Wide Web to the Digital Archive Systems for Peruvian Legislation. The third section covers the Library of the Peruvian Congress, including objectives, services, collections, electronic catalog, and staff. Library services to encourage citizen participation are summarized in the last section. (MES)
- Published
- 1999
49. The Information Right and the Information Policies in Latin America.
- Author
-
Morales, Estela
- Abstract
This paper begins with a discussion of society and information, as well as the right to information. A 1996 UNESCO (United National Educational, Scientific, and Cultural Organization) document entitled "UNESCO and an Information Society for All" is highlighted. Information and informatics policies are then considered. Efforts related to information policies in Mexico are summarized in the following areas: the right to information; the General Library Act; the Copyright Federal Act, the Book Act; and the Program for Informatic Development. Information policy experiences in other Latin American countries, including Argentina, Colombia, Costa Rica, Chile, Peru, and Venezuela, are also described. (Contains 11 endnotes.) (MES)
- Published
- 1999
50. Meeting Basic Learning Needs through Programmes of Early Childhood Care and Development.
- Author
-
Consultative Group on Early Childhood Care and Development, Haydenville, MA.
- Abstract
Noting that early childhood development is the foundation for basic education across the life span, the first chapter of this report discusses the benefits of early interventions for individuals and society and justifies the basis for programs which aim at meeting the basic learning needs of young children. It also suggests several questions which each country may consider to make their early childhood care and development activities effective. The next chapter presents a list of eight arguments that make a case for making a heavy investment in programs for early childhood development. Six complementary program approaches that are concerned with the child, family, community, institutions, legal and policy frameworks, and the distribution of knowledge are suggested in the third chapter. The fourth chapter describes programs in Colombia, Nepal, India, Peru and Brazil which represent models ranging from formal schools to home day care and cooperative programs. The advantages and limitations of these center-based approaches are summarized. The advantages and limitations of approaches which educate and support caregivers are presented in chapter 5. Programs ranging from home visiting to the use of communications media and child-to-child programs which reflect this approach and are adopted by Indonesia, China, Jamaica, Thailand, and Chile are described in chapter 5. A research review and summary of the effects of early childhood interventions on progress and performance in primary school is presented in the last chapter along with suggestions for policy and programming. (BAC)
- Published
- 1993
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