scholarly journals Teachers’ Pay for Performance in the Long-Run: The Dynamic Pattern of Treatment Effects on Students’ Educational and Labour Market Outcomes in Adulthood

2020 ◽  
Vol 87 (5) ◽  
pp. 2322-2355
Author(s):  
Victor Lavy
Keyword(s):  
High School ◽  
High School Students ◽  
Pay For Performance ◽  
University Education ◽  
School Students ◽  
High Stakes ◽  
Market Outcomes ◽  
Long Run ◽  
High School Outcomes

Abstract This article examines the dynamic effects of a teachers’ pay for performance experiment on long-term outcomes at adulthood. The program led to a gradual increase in university education of the treated high school students, reaching an increase of 0.25 years of schooling by age 28–30. The effects on employment and earnings were initially negative, coinciding with a higher rate of enrolment in university, but became positive and significant with time. These gains are largely mediated by the positive effect of the program on several high school outcomes, including quantitative and qualitative gains in the high-stakes matriculation exams.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

scholarly journals Comparison of the Effect of Major- Versus Minor-Keyed Music on Long-Term Declarative Memory in High School Students

2018 ◽  
Vol 4 (1) ◽  
pp. 97-106
Author(s):  
Anita Sayar
Keyword(s):  
High School ◽  
High School Students ◽  
Experimental Test ◽  
Declarative Memory ◽  
Statistical Significance ◽  
Long Term Memory ◽  
Memory Retention ◽  
School Students ◽  
Term Memory

This pilot study compared the effect of music played in major and minor keys on long-term declarative memory in high school students. Major and minor keys are pivotal theoretical distinctions in music known to trigger different emotional responses. While the influence of specific genres of music on memory have been studied, possible effects of the tonality of music have not been explored. It was hypothesized that music would improve LT-DM, and music played in the minor key would illicit a greater improvement than the major. A total of 21 volunteer high school students were equally randomized between two groups. Each group completed a control and an experimental long-term memory test. Tests comprised of a reading phase where students studied a standardized passage, and a multiple-choice question phase 7 days later, where their memory of the studied text was examined. The reading phase of the control test was conducted in a quiet environment. During the reading phase of the experimental test, a piece of piano music was played. The same music was played in the major key for one group and in the minor key for the other. Both groups demonstrated a statistically significant improvement in the experimental test compared to their own control (p = 0.0078, p = 0.0107). A trend towards better memory retention with the minor-keyed music was observed compared with the major key. The difference between the two groups of improvement with music, however, did not meet statistical significance (p = 0.31). A larger complementary study may provide more definitive information regarding comparative effects of major and minor musical keys on long-term memory.

scholarly journals The effect of the detraining period caused by the COVID-19 pandemic on the change of direction performance of fencers

2021 ◽  
Vol 25 (1) ◽  
pp. 4-9
Author(s):  
Sercin Kosova ◽  
Merve Koca Kosova
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Parameter ◽  
Training Programme ◽  
School Students ◽  
Ability Test ◽  
Specific Change ◽  
Change Of Direction ◽  
Regular Training

Background and Study Aim. The COVID-19 pandemic has caused many athletes to interrupt their regular training programme. The change-of-direction performance is a highly critical parameter for fencing. This study aims to investigate the effects of the detraining process caused by the COVID-19 pandemic on the change-of-direction performance of fencers. Material and Methods. The study sample comprised 15 fencers (11 males, 4 females) who were competitors in the U17-20 age categories (mean age: 15.75±1.51 years; height: 170.30±7.68 cm; weight: 65.16±10.83 kg) in Turkey. All participants were high school students. Branch-specific change-of-direction tests (4-2-2-4-m shuttle and 7-m repeat lunge ability) were measured in the middle of the competition season and after the detraining period. The detraining period lasted 31 weeks due to the pandemic process.   Results. The results showed that participants were slower in the post 7-m repeat lunge ability test (23.32±2.21 sec.) compared with the pre-test (22.38±1.58 sec.) and participants were slower in the post 4-2-2-4-m shuttle test (6.43±0.54 sec.) compared with the pre-test (5.84±0.33 sec.) (p<0.05). Conclusions. The present study showed that long-term detraining reduces fencer’s change-of-direction performance.  Basic exercise programs can be arranged to reduce the rate of adverse effects during long-term detraining process.

Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey

2021 ◽  
pp. 016235322110447
Author(s):  
Hope E. Wilson
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Attainment ◽  
Leadership Positions ◽  
Academically Talented ◽  
School Students ◽  
And Mathematics ◽  
Talented Students ◽  
Academically Talented Students

Residential Science High Schools (RSHS) for academically talented students that focus on science, technology, engineering, and mathematics (STEM) provide opportunities for high school students to accelerate their education. This study examines the results of a retrospective survey from one RSHS, including alumni for more than 20 years after graduation. The results indicate that the alumni have high levels of educational attainment and careers in STEM fields. In addition, the alumni perceive their experiences at the RSHS to have been positive, and that the RSHS prepared them for their educational pursuits, careers, social experiences, and future leadership positions. Finally, although the alumni did report a drop in academic self-concept while they were in the program, this drop did not appear to have an effect on their long-term goals or educational attainment. The implications for this study are to support the use of radical acceleration in the form of residential schools for an educational intervention for academically talented high school students.

HIV/AIDS education effects on behaviour among senior high school students in a medium-sized city in China

2009 ◽  
Vol 20 (8) ◽  
pp. 549-552 ◽  
Author(s):  
X X Ye ◽  
H Huang ◽  
S H Li ◽  
G Xu ◽  
Y Cai ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Hiv Prevention ◽  
Knowledge Score ◽  
Senior High School ◽  
People Living With Hiv ◽  
School Students ◽  
Senior High School Students ◽  
Hiv Aids

Few studies have examined the long-term effects of peer-led HIV prevention in Chinese adolescents. A two-year follow-up study was conducted among senior high school students in a medium-sized city of Fujian Province, from 1 March 2006 to 30 April 2008. In all, 3068 students from 14 schools were invited in March 2006, and 893 students in five schools were followed up. Data were collected at baseline, right after intervention (one month later) and two years later by a self-administered questionnaire. In the intervention group, the average knowledge score including reproductive health and HIV/AIDS/sexually transmitted diseases rose from 4.30 to 7.06 one month later ( P < 0.01) and to 7.08 two years later ( P < 0.01). There was no significant difference between the average knowledge score after one month and two years ( P > 0.05). Sustained increases were found in the attitude scores towards people living with HIV/AIDS (PLWH) and intention of condom use after intervention. The study indicates that peer-led HIV prevention education succeeds in improving and sustaining HIV/AIDS-related knowledge and some behaviour intentions. Future research should focus on strategies to sustain long-term behaviour change.

Test of the Role in Retention of Illustrations in Text

1980 ◽  
Vol 47 (1) ◽  
pp. 204-206
Author(s):  
Philippe C. Duchastel
Keyword(s):  
High School ◽  
High School Students ◽  
Empirical Test ◽  
Theoretical Framework ◽  
Long Term Memory ◽  
Prose Passage ◽  
School Students ◽  
Term Memory ◽  
Short Text

Illustrations in a text were hypothesized to enhance long-term memory of the text. The experiment varied the availability of illustrations (an illustrated prose passage versus a non-illustrated passage) and delay of retention (immediate posttests versus posttests given 2 wk. later). The passage was a short text on energy and the participants were high-school students. Illustrations did not enhance retention, which suggests the theory upon which the hypothesis was based needs to be refined. The functionally oriented theoretical framework was shown to be amenable to empirical test.

Does an Extra Year Make Any Difference? The Impact of Early Access to Algebra on Long-Term Gains in Mathematics Attainment

1996 ◽  
Vol 18 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Julia B. Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Mathematics ◽  
Curriculum Policy ◽  
School Students ◽  
High School Math ◽  
Early Access ◽  
Nationally Representative ◽  
The Impact

This study investigates the lasting impact of taking algebra before high school on students ‘subsequent mathematics attainment in high school. Using a nationally representative sample of high school students, I explore the effects of early access to algebra on students’ access to advanced mathematics courses and subsequent high school math achievement. Results demonstrate that early access to algebra has an effect beyond simple increased knowledge measures and, in fact, may “socialize” a student into taking more mathematics, regulating access both to advanced coursework and increased achievement in high school. Implications for broader curriculum policy changes concerning early access to algebra are discussed.

Sign in / Sign up

Export Citation Format

Share Document