2017-2018 Subject Codes Pre-Kindergarten-8Th Grade
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Singapore: Rapid Improvement Followed by Strong Performance
7 Singapore: Rapid Improvement Followed by Strong Performance Singapore is one of Asia’s great success stories, transforming itself from a developing country to a modern industrial economy in one generation. During the last decade, Singapore’s education system has remained consistently at or near the top of most major world education ranking systems. This chapter examines how this “tiny red dot” on the map has achieved and sustained so much, so quickly. From Singapore’s beginning, education has been seen as central to building both the economy and the nation. The objective was to serve as the engine of human capital to drive economic growth. The ability of the government to successfully match supply with demand of education and skills is a major source of Singapore’s competitive advantage. Other elements in its success include a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world. Strong PerformerS and SucceSSful reformerS in education: leSSonS from PiSa for the united StateS © OECD 2010 159 7 Singapore: rapid improvement Followed by Strong perFormance introduction When Singapore became independent in 1965, it was a poor, small (about 700 km2), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring conflict among the ethnic and religious groups that made up its population. -
Attending Kindergarten Improves Cognitive Development in India, but All Kindergartens Are Not Equal∗
Attending kindergarten improves cognitive development in India, but all kindergartens are not equal∗ Joshua T. Dean Seema Jayachandran University of Chicago Booth School of Business Northwestern University July 23, 2020 Abstract Early childhood is a critical period for child development, and several studies find high returns to formal early schooling (e.g., pre-K) in developed countries. However, there is limited evidence on whether formal pre-primary schooling is an effective model in developing countries. We study the impacts of attending kindergarten on child devel- opment in Karnataka, India, through a randomized evaluation. We partnered with a private kindergarten provider to offer two-year scholarships to children in low-income families. Children who attend the partner kindergarten due to the scholarship experi- ence a 0.8 standard deviation gain in cognitive development. Some children induced to attend the partner kindergarten would not have attended kindergarten, while others would have attended a different kindergarten. We use machine learning techniques to predict each child's counterfactual activity and then estimate separate treatment ef- fects for each type of switcher. We find that the short-run effect on cognition is driven mostly by children who would have otherwise not attended kindergarten. About 40% of the effect on cognitive development persists through first grade, with more persis- tence for higher-order thinking skills. In contrast, we find no effects on socioemotional development, which could be due to most children interacting with other children in daycare centers even if they do not attend kindergarten. ∗We thank UBS Optimus Foundation for funding this research; Tvisha Nevatia, Sadish Dhakal, Aditya Madhusudan, Akhila Kovvuri, Sachet Bangia, Alejandro Favela, Ricardo Dahis, and Ariella Park for research assistance; and Azzurra Ruggeri for advising us on measurement of child development. -
SHERMAN ALEXIE Indian Education
SHERMAN ALEXIE SHERMAN ALEXIE is a poet, fiction writer, and filmmaker known for witty and frank explorations of the lives of contemporary Native Americans. A Spokane/Coeur d'Alene Indian, Alexie was born in 1966 and grew up on the Spokane Indian Reservation in Wellpinit, Washington. He spent two years at Gonzaga University before transferring to Washington State University in Pullman. The same year he graduated, 1991, Alexie published The Business ofFancydancing, a book of poetry that led the New York Times Book Review to call him "one of the major lyric voices of our time." Since then Alexie has published many more books of poetry, including I Would Steal Horses ( 1993) and One Stick Song (2000); the novels Reservation Blues (1995) and Indian Killer (1996); and the story collections The Lone Ranger and Tonto Fistfight in Heaven (1993), The Toughest Indian in the World (2000), and Ten Little Indi ans ( 2003). Alexie also wrote and produced Smoke Signals, a film that won awards at the 1998 Sundance Film Festival, and he wrote and directed The Business of Fancydancing (2002), a film about the paths of two young men from the Spokane reservation. Living in Seattle with his wife and children, Alexie occasionally performs as a stand-up comic and holds the record for the most consecutive years as World Heavyweight Poetry Bout Champion. Indian Education Alexie attended the tribal school on the Spokane reservation through the seventh grade, when he decided to seek a better education at an off-reservation :', \ all-white high school. As this year-by-year account of his schooling makes clear, he was not firmly at home in either setting. -
Evolution and Impact of English Language Policy in Taiwan
University of Mississippi eGrove Honors College (Sally McDonnell Barksdale Honors Theses Honors College) Spring 5-2-2021 Evolution and Impact of English Language Policy in Taiwan Kaitlin Ashleigh Rigby University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/hon_thesis Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Rigby, Kaitlin Ashleigh, "Evolution and Impact of English Language Policy in Taiwan" (2021). Honors Theses. 1732. https://egrove.olemiss.edu/hon_thesis/1732 This Undergraduate Thesis is brought to you for free and open access by the Honors College (Sally McDonnell Barksdale Honors College) at eGrove. It has been accepted for inclusion in Honors Theses by an authorized administrator of eGrove. For more information, please contact [email protected]. EVOLUTION AND IMPACT OF ENGLISH LANGUAGE POLICY IN TAIWAN By Kaitlin Ashleigh Rigby A thesis submitted to the faculty of The University of Mississippi in partial fulfillment of the requirements of the Sally McDonnell Barksdale Honors College. Oxford, MS May 2021 Approved By ______________________________ Advisor: Dr. Cheng-Fu Chen ______________________________ Reader: Dr. Zhini Zeng ______________________________ Reader: Dr. Joshua Howard i © 2021 Kaitlin Ashleigh Rigby ALL RIGHTS RESERVED ii ABSTRACT This thesis takes a look at how English language policy (ELP) in Taiwan has changed over time and how it has affected the education system. This thesis also investigates the different attitudes directed toward ELP, some areas of concern, and problems that have occurred as a result of Taiwan’s approach toward ELP. Understanding why Taiwan supports the English language as much as it does while also considering its approach to implementing policy will provide insight on how Taiwan believes that the ELP is a necessary part of globalization. -
Brief Introduction to Technology Education in Taiwan
Preface Technology Education at both elementary and secondary schools levels has become an important means to develop citizens' technological literacy for all worldwide. In Taiwan, Living Technology is also necessary to be energetically offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction is to present the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field. We would like to acknowledge the support of funds for facilitating academic performances from the National Taiwan Normal University. Also, thanks to hardworking authors and editors. All of them are essential to the publication of this brief introduction. Lung-Sheng Steven Lee (Professor & Dean) July 2004 1 The National Status The Overview of Technology Education in Taiwan The Technology Education in Kindergartens, Elementary Schools, and Junior High Schools Technology Education at the Senior High School Level Technology Teacher Education Professional Associations and Events of Technology Education Examples of Schools The Affiliated Kindergarten of National Taiwan Normal University Taipei Municipal Jianan Elementary School Taichung Municipal Li Ming Elementary School Taipei Municipal Renai Junior High School Taipei Municipal Jinhua Junior High School The Affiliated Senior -
Stats in Brief: Instructional Time for Third- and Eighth-Graders in Public and Private Schools
The amount of time students spend in learning environments, as well STATS IN BRIEF as the amount of time that students U.S. DEPARTMENT OF EDUCATION FEBRUARY 2017 NCES 2017–076 are exposed to instruction in particular subjects, have been topics of debate and concern in education policy and practitioner circles (McMurrer 2008; Instructional Time National Academy of Education 2009). Indeed, an early but foundational review of literature on instructional time highlighted for Third- and its importance for student learning (Berliner 1990). Differences in the use of time, however, make instructional time Eighth-Graders difficult to study. For instance, allocated time—or the time that schools or teachers schedule for instruction in particular in Public and subjects—is distinct from the time that students spend actively engaged with and learning from instructional materials Private Schools: (Berliner 1990). Despite the difficulties in studying instructional time in its varied forms, researchers have agreed that it is School Year 2011–12 important to study the amount of time that students in different grades have been AUTHORS PROJECT OFFICER exposed to particular subjects (Coates Kathleen Mulvaney Hoyer John Ralph Dinah Sparks National Center for Education Statistics 2003; Lanahan, Princiotta, and Enyeart Activate Research, Inc. 2006; Long 2014; Morton and Dalton 2007; Perie, Baker, and Bobbitt 1997). Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships among variables, or support causal inferences. We This publication was prepared for NCES encourage readers who are interested in more complex questions and in- under Contract No. -
Children's Reading and Mathematics Achievement in Kindergarten and First Grade
Children's Reading and Mathematics Achievement in Kindergarten and First Grade Kristin Denton, Education Statistics Services Institute Jerry West, National Center for Education Statistics Acknowledgments The authors wish to recognize the 20,000 children and their parents, and the more than 8,000 kindergarten and first grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,000 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials. We would like to thank Elvie Germino Hausken and Jonaki Bose of the National Center for Education Statistics, and Lizabeth Reaney, Naomi Richman, Amy Rathbun, Jill Walston, Thea Kruger, Sarah Kaffenberger, Nikkita Taylor, and DeeAnn Brimhall of the Education Statistics Services Institute for their hard work and dedication in supporting all aspects of the ECLS-K program. We also appreciate the comments we received from program offices within the Department of Education and NCES staff members Sam Peng, Laura Lippman, and Bill Fowler. In addition, we would like to recognize the input we received from Barbara Wasik of Johns Hopkins University, Doug Downey of the Ohio State University, and Susan Fowler of the University of Illinois at Urbana-Champaign. Westat, Incorporated—in affiliation with the Institute for Social Research and the School of Education at the University of Michigan, and the Educational Testing Service, under the direction of the National Center for Education Statistics (NCES)—conducted the base-year and first grade study. -
The Long-Lasting Effects of School Entry Age: Evidence from Italian Students
The Long-Lasting Effects of School Entry Age: Evidence from Italian Students Michela Ponzo and Vincenzo Scoppa ∗ Using data for 9, 13 and 15-year-old students from three different datasets (PIRLS-2006, TIMSS-2007 and PISA-2009), we investigate whether the age at school entry affects children school performance at the fourth, eighth and tenth grade levels. Since student’s age in a grade may be endogenous, we use an Instrumental Variable estimation strategy exploiting the exogenous variations in the month of birth coupled with the entry school cut-off date. We find that younger children score substantially lower than older peers at the fourth, the eighth and the tenth grade. The advantage of older students does not dissipate as they grow older. We do not find any significant effect of the relative age of a child with respect to the classmates’ age. Finally, we show that secondary school students are more likely to be tracked in more academic schools rather than in vocational schools if they are born in the early months of the year. Keywords: school entry age, educational production function, student achievement, choice of track; instrumental variables, Italy, PIRLS; TIMSS; PISA. JEL classifications: I21, I28, J13; J24 . 1. Introduction What is the optimal age for children to begin school? Do the effects of age on achievement, if any, tend to persist as children grow older? Are there consequences of school entry age when individuals enter in the labor market? To answer these questions, a growing economic literature is investigating the effects of school entrance age on student achievement and on individual labor market performance. -
Middle School Grade Advancement Guidelines 345.4-Rule(3)
Middle School Grade Advancement Guidelines 345.4-Rule(3) General The goal of the middle school is to provide a successful and rewarding educational experience for all students. As a part of this responsibility, it is necessary to identify early those students who appear to be having difficulties and devise a plan to assist them with their educational program. Should students exhibit academic deficiencies at the end of the school year, it is ultimately the responsibility of the principal to determine if a student will be promoted to the next higher grade, retained with appropriate placement at the student's current grade, directed to some remediation procedure in order to be promoted, or if other options should be implemented. Legal Premise The Board of Education, acting through its duly-appointed agents (administration and teachers), has full authority to determine the promotion and retention of students. The purpose of this policy is to recognize the district's authority to make these decisions while providing procedural and substantive safeguards that will assure placements that are in the best interests of students. Promotion Requirements In order for a sixth, seventh, or eighth grade student to be promoted to the next grade, the student must successfully complete the following requirements: 1. Receive no more than one failing (F) end of the year course grade in the following subjects: reading (grade six), mathematics, language arts, science, social studies. 2. Receive passing grades of D or better in at least half (50 percent) of all other subjects. If a student fails to meet the above requirements, the student may be promoted upon successful completion of a summer program prior to entering the next grade and/or with the recommendation of the principal. -
Highlights from TIMMS
NATIONALCENTERFOREDUCATIONSTATISTICS Overall Comparative Findings N ATIONAL N ATIONAL N A C ENTER FOR TIONAL Overview C ENTER FOR C ENTER FOR EDUCA EDUCA TION E TION S DUCA S TATISTICS TION TATISTICS STATISTICS FIGURE10–OVERALLCOMPARATIVEFINDINGS and Key Findings U.S.PERFORMANCERELATIVETOTHEINTERNATIONALAVERAGEATAGLANCE Pursuing Excellence Pursuing Excellence Pursuing Excellence A S A STUDY A S TUDY M OF TUDY MATHEMA OF U.S. F ATHEMA U.S. E MATHEMA OF U.S. TICS AND OUR LEARNING TICS AND IGHTH-G TICS AND TWELFTH S TH-G , C SCIENCE RADE -G Content Fourth Eighth Final Year of Advanced Math & IN INTERNA CIENCE RADE URRICULUM IN I SCIENCE RADE A TEACHING, NTERNA A TIONAL CHIEVEMENT IN INTERNA , AND TIONAL CHIEVEMENT CONTEXT TIONAL ACHIEVEMENT CONTEXT CONTEXT Across Grade Levels Area Grade Grade Secondary School Science Students THIRD THIRD I INITIAL I INITIAL NTERNA FINDINGS FROM THE THIRD INITIAL NTERNA FINDINGS FROM THE TIONAL INTERNA F TIONAL TIONAL INDINGS FROM THE M MATHEMA ATHEMA TICS AND MATHEMA TICS AND TICS AND SCIENCE SCIENCE S STUDY CIENCE STUDY STUDY O O FFICE OF Mathematics Above Below Below ____ FFICE OF EDUCA OFFICE OF U.S. D U.S. D EDUCA EP TIONAL EDUCA TIONAL ARTMENT OF R U.S. D TIONAL EPARTMENT OF R ESEARCH AND EPAR ESEARCH AND EDUCA TMENT OF RESEARCH AND With information on a half-million students worldwide,including EDUCA TION IMPROVEMENT EDUCA TION IMPROVEMENT TION IMPROVEMENT NCES 97-198 Overall NCES 97-225 NCES 98-049 more than 33,000 U.S.students in more than 500 U.S.public and Science Above Above Below ____ private schools,the Third International Mathematics and Science Overall Study (TIMSS) is the largest,most comprehensive,and most rigorous interna- tional study ofschools and students ever conducted.During the 1995 school Advanced ____ ____ ____ Below year,students from 41 nations,including our country's major trading partners, Mathematics were assessed at three different grade levels (fourth,eighth,and in the final year ofsecondary school) to compare their mathematics and science achievement. -
The Netherlands
THE NETHERLANDS Martina Meelissen Annemiek Punter Faculty of Behavioral, Management & Social Sciences, University of Twente Introduction Overview of Education System Dutch schools traditionally have significant autonomy. The Dutch education system is based on the principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the Netherlands has the right to establish a school, determine the principles on which the school is based, and organize instruction in that school. Public and private schools (or school boards) may autonomously decide how and to a large extent, when to teach the core objectives of the Dutch curriculum based on their religious, philosophical, or pedagogical views and principles. The Minister of Education, Culture, and Science is primarily responsible for the structure of the education system, school funding, school inspection, the quality of national examinations, and student support.2 The administration and management of schools is decentralized and is carried out by individual school boards. Specifically, these boards are responsible for the implementation of the curriculum, personnel policy, student admission, and financial policy. A board can be responsible for one school or for a number of schools. The board for public schools consists of representatives of the municipality. The board for private schools often is formed by an association or foundation. Two-thirds of schools at the primary level are privately run. The majority of private schools are Roman Catholic or Protestant, but there also are other religious schools and schools based on philosophical principles. The pedagogical approach of a small number of public and private schools is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter Petersen, Célestin Freinet, and Rudolf Steiner. -
Grade Level Content Expectations
S E V E N T H G R A D E SCIENCE GRADE LEVEL CONTENT 7 EXPECTATIONS v.4.07 SCIENCE Welcome to Michigan’s K-7 Grade Level Content Expectations SCIENCE PROCESSES Purpose & Overview In 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of PHYSICAL SCIENCE comprehensive state grade level assessments in Mathematics and English Language Arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle and high school, LIFE SCIENCE were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science. In this global economy, it is essential that Michigan students possess EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live. Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school. Development In developing these expectations, the Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which had been the gold standard for the high school content expectations.