Exploring the relationship between Information and Communication Technologies (ICT) and academic performance: A multilevel analysis for Spain

With the world becoming increasingly digitalized, determining the relationship between the use of Information and Communication Technologies (ICT) and educational outcomes takes on special relevance for guiding educational policy decisions in a reasoned way. The objective of this research is to explore the relationship between different types of ICT use at school and at home, students' attitudes towards ICT, and academic performance, as well as to see if these associations differ according to the level of performance of the students. For this purpose, we apply multilevel regression models and quantile regression models with data from the Programme for International Student assessment survey (PISA) 2015. The results show differences in the sign of the association according to the ICT variable analysed. The positive association between ICT use and academic performance is related with its use for entertainment at home, the students’ interest in ICT and an earlier starting age for using ICT. Results also show that higher availability of computers per student in the schools is associated with higher levels of academic performance. However, the use of ICT for schoolwork at home, the use of ICT by students in schools and the importance of ICT as a topic in social interaction for students, are factors negatively associated with academic performance. Finally, our quantile regressions by ability levels suggest that certain types of ICT use appear to be particularly associated with the academic performance of students in the lowest percentiles of performance. These results highlight the need to consider and include ICT as an input into the educational production function. Moreover, public policies should consider the interaction between ICT and the educational performance of underperforming students.     

Educational resource multipliers for use in local public finance: An input-output approach

This paper develops an input-output framework for use in local public finance. A state-wide educational system is described in terms of its school districts and educational programs for which local, state and federal funds are allocated. A distinction is made between earmarked funds and discretionary funds. Educational resource multipliers are developed to show how changes in earmarked funds directly and indirectly affect the total level of educational expenditures in all districts and the total level of educational expenditures on all programs. The theoretical results are illustrated using data for the State of Pennsylvania. Finally, we show how the input-output approach relates to the standard partial equilibrium approach in the education finance literature.     

A fuzzy service quality based approach for performance evaluation of educational units

Educational unites try to make efficient use of resources to achieve higher service qualities. This paper presents a new hybrid fuzzy approach based on service quality for performance evaluation of educational units. The proposed approach includes four stages: firstly, evaluation and gap analysis of students' expectations and perceptions in the service quality of educational units are performed based on fuzzy SERVQUAL questionnaires. In the second stage, the corresponding weights of dimensions and sub-dimensions of SERVQUAL are determined via fuzzy AHP method. In the third stage, the educational units are ranked using fuzzy TOPSIS method with respect to service quality sub-dimensions. Finally, a fuzzy DEA method is applied to determine the efficiency of educational units based on their service quality ratings. The approach is used for performance evaluation of eight higher education institutes in Iran. The proposed approach increased the accuracy of performance evaluation of educational units based on service quality.     

论体育院校图书馆教育职能的核心价值

文章首先从加强体育院校图书馆教育职能的重要性展开论述,阐述了当代图书馆特别是体育院校图书馆教育职能的核心价值,得出了体育院校图书馆的核心价值是素质教育,对目前体育院校如何利用图书馆提高大学生综合素质有较强的现实指导意义。     

Comparison of methods for long-range assessment in education

There are many problems with attempting to assess the long-range impact of educational innovations or programs. The two fundamental components upon which most long-term educational evaluations are based are the use of standardized tests to measure cognitive growth and methodologies which project normal growth. Long-range educational evaluations are then based upon this notion of normal growth.

This study examines the accuracy of various student test score projection techniques-idiographic analysis, standard score method, regression analysis and a differential equation growth model. The study found that even though estimates for its parameters were derived from a small sample, the differential equation growth model was generally more accurate for long-range projection than the other models and approximately the same accuracy for short-term projections as regression. Idiographic analysis and the standard score method were generally poor in terms of accuracy of prediction, especially for extended time periods.

The study concludes with an overview of the problems of projecting student test scores and suggests a stochastic procedure based upon Bayesian analysis as a more realistic probabilistic projection technique for use in educational policy formulation—especially since this procedure is more compatible with expected value and benefit cost analysis which are now becoming an integral part of comprehensive instructional evaluation.     

关于教育伦理的两点思考

教育是一种社会制度,其基础是教育伦理。教育制度改革的基础是教育伦理改善,即确立教育活动主体间理性的心理及行为秩序。教育伦理体现为教育活动的主体——教育者与受教育者的教育伦理观及价值观,具体表现为教育者基于人格与职业的尊严要求获得来自受教育者的挚诚尊重,受教育者则基于人格尊严及受教育权利而要求教育者具备优良的师德修养。现实中,作为一种教育理念的"尊重教育"在伦理实践中有片面和偏执的倾向,对师德的内涵亦缺乏统一的界定及理性的建构。     

An international comparison of educational systems: a temporal analysis in presence of bad outputs

This study uses the global non-radial Malmquist index to measure performance change in the educational systems of 29 countries/economies participating in PISA 2003 and 2012 for students at age 15 in the disciplines of mathematics and reading. This methodology is particularly appropriate both for its desirable properties as well as its suitability for the educational context. Results indicate a positive evolution in educational systems’ performance during this period. This improvement is mainly due a positive efficiency change, which offsets the negative technological change observed. Nevertheless, a deeper scrutiny at the country level shows that results varied remarkably among them.     

Graduate education and long‐term inventive performance: Evidence from undergraduates' choices during recessions

Using individuals' life‐cycle invention data, we investigate how graduate education affects inventive performance and inventors' abilities to absorb and combine diverse knowledge sources. To control for the endogeneity of educational choice, we use the status of college labor markets as an instrumental variable (IV), specifically the difference between the unemployment rate and its long‐run average rate by academic field. We find that graduate education, induced by the IV, significantly enhances inventive performance and the scope of exploited knowledge, exceeding the levels implied by ordinary least squares. Graduate education can have a significant causal effect on inventive capability and performance.     

CHILD MENTAL HEALTH AND EDUCATIONAL ATTAINMENT: MULTIPLE OBSERVERS AND THE MEASUREMENT ERROR PROBLEM

We examine the effect of survey measurement error on the empirical relationship between child mental health and personal and family characteristics, and between child mental health and educational progress. Our contribution is to use unique UK survey data that contain (potentially biased) assessments of each child's mental state from three observers (parent, teacher and child), together with expert (quasi‐)diagnoses, using an assumption of optimal diagnostic behaviour to adjust for reporting bias. We use three alternative restrictions to identify the effect of mental disorders on educational progress. Maternal education and mental health, family income and major adverse life events are all significant in explaining child mental health, and child mental health is found to have a large influence on educational progress. Our preferred estimate is that a one‐standard‐deviation reduction in ‘true’ latent child mental health leads to a 2‐ to 5‐month loss in educational progress. We also find a strong tendency for observers to understate the problems of older children and adolescents compared to expert diagnosis. © 2015 The Authors. Journal of Applied Econometrics published by John Wiley & Sons, Ltd.     

Measuring the efficiency of European education systems by combining Data Envelopment Analysis and Multiple-Criteria Evaluation

Education is considered an important factor of economic growth, employment and social inclusion. However, the economic crisis has put the need to achieve educational goals in the most efficient way ever more to the fore. The main objective of this paper is to assess the spending efficiency of European compulsory educational systems, creating a ranking of countries based on the efficiency scores of their systems using a number of standard variables from the literature. To this end, we also present a methodological innovation that combines Data Envelopment Analysis (DEA) with discrete Multiple Criteria Evaluation (MCE), two methods that we consider complementary if used for providing a performance analysis. Moreover, both methods identify a set of common variables which are associated with higher levels of efficiency in educational systems (e.g. some characteristics of teachers, the stock of adults’ human capital and lower expenditures per student). The results show that findings using DEA are largely confirmed by MCE.

     

继续教育与学习型社会建设

随着经济社会快速发展,继续教育对构建学习型社会的作用得到社会认可。而我国继续教育在教育结构、执行标准、教学质量监督评价体系等方面还存在诸多问题,客观上制约了其作用的充分发挥。因此,继续教育应该从教师队伍建设、教育内容更新、管理体制创新、与国内外优质教育资源合作等方面有所作为,力求实现更大发展。     

Efficient estimation of probit models with correlated errors

Maximum Likelihood (ML) estimation of probit models with correlated errors typically requires high-dimensional truncated integration. Prominent examples of such models are multinomial probit models and binomial panel probit models with serially correlated errors. In this paper we propose to use a generic procedure known as Efficient Importance Sampling (EIS) for the evaluation of likelihood functions for probit models with correlated errors. Our proposed EIS algorithm covers the standard GHK probability simulator as a special case. We perform a set of Monte Carlo experiments in order to illustrate the relative performance of both procedures for the estimation of a multinomial multiperiod probit model. Our results indicate substantial numerical efficiency gains for ML estimates based on the GHK–EIS procedure relative to those obtained by using the GHK procedure.     

Innovative Ireland—technological,industrial and societal challenges

The aims of this paper, from a perspective of the public sector, are (1) to provide a brief background scan of contemporary society, particularly the new challenges for technological, industrial and societal change, (2) to outline in passing some needs for and implications of innovative and entrepreneurial activities, and (3) by so doing provide a perspective on educational and related needs.The thesis of this paper is that Irish society, by virtue of its historical record, its cultural values, its educational and industrial performance and its human resources, is well placed to develop rapidly under contemporary conditions of change. Underlying this proposition is the assumption that the formal educational system from primary to tertiary levels including continuing education has a major role to play in contributing to maximising this economic and social development opportunity.     

Assessing the efficiency of Turkish secondary education: Heterogeneity, centralization, and scale diseconomies

This paper begins with a historical overview of the Turkish educational system. We then use Data Envelopment Analysis (DEA) and econometric methods to evaluate the system's efficiency. In doing so we identify scale diseconomies and relate them to underlying structural characteristics of the system. Selected suggestions on improving performance are offered. The roles of heterogeneity and centralization are also highlighted. Heterogeneity is modeled as an undesirable measure. The linkage between indicators of centralization and scale diseconomies was found to be statistically significant. The authors believe this to be the first study that investigates the impact of systemic characteristics such as heterogeneity and centralized structure on educational outcomes for Turkey. Since the country straddles the Middle East and the Balkans, culturally as well as geographically, it may be of interest to other countries in the region.     

Forecasting risk measures using intraday and overnight information

Volatility forecasts are important for a number of practical financial decisions, such as those related to risk management. When working with high-frequency data from markets that operate during a reduced time, an approach to deal with the overnight return volatility is needed. In this context, we use heterogeneous autoregressions (HAR) to model the variation associated with the intraday activity, with distinct realized measures as regressors, and, to model the overnight returns, we use augmented GARCH type models. Then, we combine the HAR and GARCH models to generate forecasts for the total daily return volatility. In an empirical study, for returns on six international stock indices, we analyze the separate modeling approach in terms of its out-of-sample forecasting performance of daily volatility, Value-at-Risk and Expected Shortfall relative to standard models from the literature. In particular, the overall results are favorable for the separate modeling approach in comparison with some HAR models based on realized variance measures for the whole day and the standard GARCH model.     

Teacher quality and dropout outcomes in a large,urban school district

Recent research shows that variation in teacher quality has large effects on student performance. However, this research is based entirely on student test scores. Focusing on high-school math teachers, this paper evaluates teacher quality in terms of another educational outcome of great interest—graduation. I use a unique instrumental variables approach to identify teacher effects and find that differences in teacher quality have large effects on graduation outcomes. Because teacher effects on graduation outcomes will be more pronounced for students who are on the graduation margin, the results imply an avenue through which high-quality teachers are more productive with disadvantaged students.     

Mathematical analysis applied to school attendance areas

The objective of this paper is to develop a generalized mathematical model of pupil assignment within school districts. This model can then be used to examine various policies of student integration. Proposed bussing schemes, school location policies, educational parks, attendance boundaries, etc., can be tested for cost, travel time or other measures of efficiency. Extension to other areas of educational planning is feasible.

Mathematical programming techniques are used to assign resources (say school children) to facilities (say schools) subject to restrictions on facilities (say capacity limits) and resources (say a maximum travel time or a desirable range of school “mixtures”) so that a measure of performance, the “objective function” (say total cost or total time of travel) is optimized. The model is intended to allow examination of a wide range of objective functions and system constraints.     

Convergence of stochastic approximation algorithms under irregular conditions

We consider a class of stochastic approximation (SA) algorithms for solving a system of estimating equations. The standard condition for the convergence of the SA algorithms is that the estimating functions are locally Lipschitz continuous. Here, we show that this condition can be relaxed to the extent that the estimating functions are bounded and continuous almost everywhere. As a consequence, the use of the SA algorithm can be extended to some problems with irregular estimating functions. Our theoretical results are illustrated by solving an estimation problem for exponential power mixture models.     

Organizational performance and managerial turnover

Involuntary and voluntary managerial job‐termination hazard functions are estimated for English professional soccer for the period 1972–1997. A novel feature is the use of match‐level data, which reveals aspects of the hazard otherwise concealed by estimation using annual data. Short‐term fluctuations in performance strongly influence the involuntary termination hazard. The latter is also heavily dependent on the team's current league position relative to its position when the manager took charge, and on the win ratio over the entire spell. Managerial human capital attributes are found to have a greater influence on the voluntary rather than on the involuntary termination hazard. Copyright © 1999 John Wiley & Sons, Ltd.     

Volatility forecast comparison using imperfect volatility proxies

The use of a conditionally unbiased, but imperfect, volatility proxy can lead to undesirable outcomes in standard methods for comparing conditional variance forecasts. We motivate our study with analytical results on the distortions caused by some widely used loss functions, when used with standard volatility proxies such as squared returns, the intra-daily range or realised volatility. We then derive necessary and sufficient conditions on the functional form of the loss function for the ranking of competing volatility forecasts to be robust to the presence of noise in the volatility proxy, and derive some useful special cases of this class of “robust” loss functions. The methods are illustrated with an application to the volatility of returns on IBM over the period 1993 to 2003.