Context or Culture: Can Timss and Pisa Teach Us About What Determines Educational Achievement in Science?

We conducted the first national survey of computing education at Japanese universities in 2016. In this paper, we report the survey result of the computing education at non-IT departments and faculties whose major subject is not computing. The survey covers various aspects of computing education including program organization, quality and quantity of educational achievement, students, teaching staff and computing environment. We collected 994 answers through the survey. At least 87,000 non-ICT students are taking computing education in Japan. Although computing education is carried out at every major academic discipline, teaching effort greatly differs depending on the academic discipline. We also find shortage of teaching staff for computing education. The analysis result will be an essential input to develop reasonable curriculum guidelines and accreditation criteria to improve computing education at non-IT departments.

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A Study of Supporting Plans to Improve Harmonious Educational Achievement of Middle School Students

Journal of educational Research Institute ◽

10.15564/jeri.2012.11.14.2.111 ◽

2012 ◽

Vol 14 (2) ◽

Author(s):

In-hoi Lee

Keyword(s):

Middle School ◽

Middle School Students ◽

Educational Achievement ◽

School Students

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Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

Vanderbilt Undergraduate Research Journal ◽

10.15695/vurj.v9i0.3795 ◽

2013 ◽

Vol 9 ◽

Author(s):

Erika Anne Leicht

Keyword(s):

International Student ◽

Educational Opportunity ◽

Educational Achievement ◽

Student Assessment ◽

Minor Role ◽

Highly Educated ◽

International Student Assessment ◽

Educational Backgrounds ◽

Different Types ◽

Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

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