Browsing by Subject "Educational reform"
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Item Do competition and accountability improve quality of education? : the Chilean case from 2002 to 2013(2015-08) Quezada-Hofflinger, Alvaro Ariel; Galbraith, James K.; Von Hippel, Paul T.; Stolp, Chandler; Ward, Peter; Gilbert, RobertThis dissertation studies the macro-level impact of market-oriented reforms in education. Specifically, it evaluates the intended and unintended consequences of the introduction of competition and the high-stakes accountability program in Chile. Competition and high-stakes accountability systems in education are neoliberal, market-oriented policies implemented by lawmakers with the stated goal of improving the quality of education. Performance on standardized tests is a key marker of quality in this system—schools are ranked based on student scores. Funding opportunities are also attached to performance. Thus, advocates argue that if schools compete with each other and parents have the freedom and information to choose their children’s schools, the education system would react to these pressures and lead schools with lower performance on standardized tests to eventually close due to low enrollment. Therefore, the overall quality of education would improve. Influenced by economist Milton Friedman and under the military regimen of August Pinochet, Chile implemented a universal education voucher program in 1981. In 2015, more than half of Chilean students in primary and secondary education are enrolled in private-voucher schools. Furthermore, and as part of its neoliberal agenda, the Chilean government also implemented a high-stakes accountability program as way to make teachers and school administrators responsible for student performance on standardized test. I use a mixed methods research approach to explore the intended and unintended consequences of the introduction of competition and the high-stakes accountability system. The results show competition has had a negative impact on quality of education at the national level, while families and students from Santiago, the capital, have benefited from competition. Furthermore, in those schools that participate in the high-stakes accountability system, contrary to the expected outcome, teachers are not increasing their use of academic strategies, such as spending more time with students, finding new learning methods, or giving students more homework or assignments in order to improve their performance on standardized tests. Instead, teachers and schools are increasingly using non-academic strategies, such as excluding low-performing students from the test-taking pool, as a way to improve scores.Item An educational formula : critical border education that transcends social and linguistic barriers(2012-08) Villarreal, Elizabeth; Valenzuela, Angela; Urrieta, Luis; Zamora, Emilio; Franquiz, Maria; Salinas, Cynthia S.Student academic achievement is a collective effort of family, community, and school experience (Sloat, Makkonen, & Koehler, 2007). However the biggest burden is placed on teachers who are assumed and expected to possess the skills, knowledge, caring, and commitment to students often without the appropriate support, resources and professional development. With a focus on teacher development this work will listen to the voices of eight veteran educators from the Texas-Mexico border region and trace the steps in their formation and critical understandings of themselves and their professions to better diagnose students’ academic needs. The site of my study is in the southern-most part of the U.S.-Mexico border known as the Lower Rio Grande Valley of Texas (RGV). This dynamic region of our country was occupied by immigrant settlers in the middle 1700s and has seen much socio-political and cultural change throughout the years. Nucleus to the “browning of America” (Rodriguez, 2002), the demographic shift toward more ethnic/racial diversity, and in particular the ascent of Latinos as the largest minority in the country, the Border and its teachers provide key insights regarding effective ways to educate Latino children because they have served this community the longest. This study is a synthesis of historical sociology and cultural anthropology inquiries based on applied research method of interviews with Border educators. It includes: ethnographic and historical data, and testimonios, or critically documented histories, that address views on educational reform intended to foster academic success among Latino students. Latinos have become the nation’s largest majority at 16.3% of the population. The growth trend is also evident in Texas with a 37.6% and 90.4% for the RGV (Census, 2010). The correlation between poverty and educational attainment places this population at a significant disadvantage in the nation as well as in the RGV. Some observers have expressed concern that Latinos will represent the majority of the population by 2040 as the “poorer, less educated, and productive” (Jillson, 2012, p. xiii). My work challenges this conceptual relationship between poverty and school failure by focusing on a region where the student body has historically been predominantly Latino and economically disadvantaged with a 32.6% poverty rate compared to a national figure of 11.3% (Census, 2010). My findings on the epistemic value of identity demonstrated through my Spotlight Identity (SI) framework, support the notion that aligning students with teachers of similar experiential and cultural backgrounds positively impacts academic achievement and that, generally speaking, these affinities improve relations with families and allow for teachers to better understand the academic and personal challenges that the students are facing. My constructivist analysis suggests that academic success can be achieved, regardless of economic impediments when communities, schools, educators, and families work collaboratively with a child-centered approach. For participants in the study, barriers such as low socioeconomic (SES) were not seen as germane to student academic success when all the elements in their “educational equation” were in place. Academic success—construed by participants as significant student yearly progress, meeting grade level requirements, and high school completion—can be achieved, regardless of social and economic factors, when communities, schools, educators, and families work together through child-centered efforts and mediated through “critical bicultural education” (Darder, 1991).Item The improvement of the total program of Allan Junior High School in Austin, Texas, based upon an analysis of pupil needs(1950) Wilborn, Lee Jesse, 1906-; Umstattd, James Greenleaf, 1896-1988Item A multifocal analysis of Korean educational policies on the teaching profession(2011-05) Kim, Kyu Tae; Reyes, Pedro, 1954-; Sharpe, Edwin R.; Young, Michelle D.; Holme, Jennifer J.; Sakamoto, ArthurKorean education policies were derived from the 5.31 Education Reform oriented to the increase of autonomy and accountability for school effectiveness and the quality instruction through teacher professionalism enhancement. The policies are related to the influences of historical events and contexts embedded in the interactions of policy players who have their own arguments, particularly professionalism versus managerialism. The policies have been driven by right-wing perspectives. As a result, the roles, powers, functions, and structures of teaching profession have gradually changed. From the structural analysts, Basil Bernstein and Michel Foucault, teaching profession has become a system of supervision, compliance, normalization, isomorphism related to the collection code. The dynamic, complex and multilevel policy implementation need to be analyzed from a multifocal approach coupled with historical institutional, political, and structural analysis. This analysis contributes to understanding the changes of teaching profession resulted from intricate and dynamic interactions embedded in policy environments causing or influencing policy implementation directly and indirectly. Korean educational policy analysts, generally, tend to use one of the institutional, the political, and the structural perspective. Most policy analyses are concerned with the political analysis focused on exploring the political interaction between policy players, presenting policy issues and alternatives, analyzing the new institutionalism of education policy formation and implementation process, and influencing of policies on school organization and teachers apart from the political environment and the political interactions. In this respect, the multifocal policy analysis will be beneficial to shed light on a multifocal analysis of Korean educational policies.Item A statistical analysis of the effects of project-based learning on student high school and college outcomes(2015-05) Craig, Tara Theresa; Marshall, Jill Ann; Azevedo , Flavio; Beretvas, Susan N; Marder, Michael; Riegle-Crumb, CatherineThis dissertation research study is an analysis of the effects of project-based learning on a cohort of high school students’ achievement on mathematics and science standardized tests and graduation rates. The study also investigates college enrollment and first year grade point averages (GPA) for students taught solely through project-based instructional methods in high school. In the 21st century, STEM fields dominate our work force, but there is a decline in interest and persistence towards these fields that can be traced back to high school achievement in mathematics. The people that are choosing and prepared for STEM majors and careers are not representative of the US population, as they are lacking ethnic and gender diversity. The underlying premise is that inquiry-based teaching practices engage and motivate students leading to increased learning; however this premise is not currently fully supported with empirical research. This research compares students that attended a high school that teaches all courses through project-based learning with a matched control group of students. I first analyzed the demographic makeup of students that chose to apply to Manor New Tech, a STEM-focused, PBL school. Then, I developed multiple linear regression models that allowed me to determine that students attending the PBL school performed as well as the control group on math standardized exams and significantly better on one of the science standardized exams. Further analysis showed that ethnic and gender achievement gaps on the standardized assessments were maintained when students attended the PBL school. Similarly, students that attended the PBL school as likely to graduate high school. Comparing the PBL school with a more affluent school that also teaches all courses through PBL showed that graduates from the PBL school of focus in this research were significantly more likely to enroll in 2-year institutions of higher education and just as likely to enroll in 4-year and private institutions in Texas as the more affluent school. Finding that attendance at MNTH does not harm students’ standardized test performance or graduation rates could imply that being taught through PBL does not enhance high school and college outcomes. It could also imply that students taught at the PBL school, MNTH, are not experiencing authentic PBL, or conversely that students attending the comparison school, MHS, are receiving instruction through project-based methods as well. Lastly, the standardized assessments used to measure achievement may not be sensitive to some higher order skill development that may occur when taught through inquiry-based methods. Future research plans are to create new achievement measures that will capture more robust learning than traditional standardized tests. Using these instruments, further analysis of difference in students’ performance when they are taught through inquiry methods will be conducted.Item De un Día al otro : expressions and effects of changing ideology in national curriculum and pedagogy in Nicaraguan secondary schools(2011-08) Woodward, Nicholas Joel; Roberts, Bryan R., 1939-; Gordon, Edmund T.Nicaragua has undergone several major upheavals in the last three decades that have fundamentally shaped and reshaped society. The Sandinista government (1979-1990) ended with the election of Violeta Chamorro in 1990 that ushered in 16 years of neoliberal government. In 2006 former president and leader of the current Sandinista Party, Daniel Ortega, was reelected to the presidency. At every step, education has been an essential component of the struggle to shape the state according to certain ideological precepts. Each administration has produced its own educational reforms that are ostensibly in the name of improving quality, but more precisely about developing schools consistent with the philosophy of the ruling classes. In this study, I seek to examine the Nicaraguan educational system as a site of multiple global and local processes that interact to produce lived experiences for teachers and students in and out of the classroom. In examining the most recent iteration of educational reforms and their effects in the communities of San Marcos, Estelí and Bluefields, I ask the questions: What role or function does education play in society? How does it “work” to (in most cases) normalize certain values, ideas and beliefs? And what forms do resistance and acquiescence to these processes take in an educational system like that of Nicaragua that has numerous internal and external forces attempting to condition it in contrasting ways? Major themes that emerge from the research include the prominence of social, historical and geographical factors that people use to fashion their language and perceptions of the world and the dominant influence of local power relations in conditioning people’s behaviors and actions. Analysis of responses to the current educational reform efforts demonstrates that local social connections and networks are paramount to studies of ideology and hegemony. The overriding message from Nicaragua is that chronic underfunding and constant reform have weakened the ability of the educational system to disseminate ideas, beliefs and values, particularly when they run counter to those of other powerful institutions in society.