The pupils (n 219) of two fourth standard classes (mean age 10 years 5 months) m three Dublin boy... more The pupils (n 219) of two fourth standard classes (mean age 10 years 5 months) m three Dublin boys’ schools were randomly divided into two groups an experimental group that used the SRA Reading Laboratory Ha and a control group that followed their normal reading programme with minor innovations to balance possible Hawthorne effects in the experimental group Within each school both groups were taught by the same teacher Before and after the experimental period, which lasted fourteen weeks, pupils took tests in reading speed, readmg accuracy, reading vocabulary, readmg comprehension and spelling, they also com pleted a subject preference inventory Significant differences, in favour of the experimental group, were found only for amount of improvement m readmg speed and reading accuracy <
Formal education is designed to transmit more than basic skills like numeracy and literacy; it sh... more Formal education is designed to transmit more than basic skills like numeracy and literacy; it should also transmit key social and cultural values. The school curriculum, and the way it is taught, are expected to promote among young citizens both a sense of national solidarity and a well-informed, tolerant understanding of others. Education is a key vehicle for forming individual attitudes about other groups, both domestically and in other countries; education also helps shape a student’s fundamental attitudes toward society. The modern ideal of using the formal education system to promote more tolerance and respect for diversity has its roots in the 1948 document, “The Universal Declaration of Human Rights. ” The 1989 Convention on the Rights of the Child goes further, stating that formal education should not only be devoid of discrimination but also should seek to develop “respect for the child’s parents, his or her own cultural identity, language and values, for the national valu...
This volume is a product of the staff of the International Bank for Reconstruction and Developmen... more This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The findings, interpretations, and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions
This fourth volume of the National Assessment of Educational Achievement series is comprised of t... more This fourth volume of the National Assessment of Educational Achievement series is comprised of two parts and provides step-by-step details on how to analyze data collected in a national assessment. Part I provides a general introduction to statistical analyses normally carried out in large-scale assessments, measuring central tendency and dispersion of student scores and relationships between variables. Part II describes IATA (Item and Test Analysis) software, which uses classical test and item response theories to establish scales on which to report student scores. Steps in the analysis of pilot and final test administrations are described in detail. Today's global knowledge economy requires governments, education systems, and schools to closely monitor a variety of educational outcomes, including student achievements. A national assessment of student achievement in key curriculum areas contributes to this effort by addressing issues relating to: quality; equity; provision; an...
The pupils (n 219) of two fourth standard classes (mean age 10 years 5 months) m three Dublin boy... more The pupils (n 219) of two fourth standard classes (mean age 10 years 5 months) m three Dublin boys’ schools were randomly divided into two groups an experimental group that used the SRA Reading Laboratory Ha and a control group that followed their normal reading programme with minor innovations to balance possible Hawthorne effects in the experimental group Within each school both groups were taught by the same teacher Before and after the experimental period, which lasted fourteen weeks, pupils took tests in reading speed, readmg accuracy, reading vocabulary, readmg comprehension and spelling, they also com pleted a subject preference inventory Significant differences, in favour of the experimental group, were found only for amount of improvement m readmg speed and reading accuracy <
Formal education is designed to transmit more than basic skills like numeracy and literacy; it sh... more Formal education is designed to transmit more than basic skills like numeracy and literacy; it should also transmit key social and cultural values. The school curriculum, and the way it is taught, are expected to promote among young citizens both a sense of national solidarity and a well-informed, tolerant understanding of others. Education is a key vehicle for forming individual attitudes about other groups, both domestically and in other countries; education also helps shape a student’s fundamental attitudes toward society. The modern ideal of using the formal education system to promote more tolerance and respect for diversity has its roots in the 1948 document, “The Universal Declaration of Human Rights. ” The 1989 Convention on the Rights of the Child goes further, stating that formal education should not only be devoid of discrimination but also should seek to develop “respect for the child’s parents, his or her own cultural identity, language and values, for the national valu...
This volume is a product of the staff of the International Bank for Reconstruction and Developmen... more This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The findings, interpretations, and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting portions
This fourth volume of the National Assessment of Educational Achievement series is comprised of t... more This fourth volume of the National Assessment of Educational Achievement series is comprised of two parts and provides step-by-step details on how to analyze data collected in a national assessment. Part I provides a general introduction to statistical analyses normally carried out in large-scale assessments, measuring central tendency and dispersion of student scores and relationships between variables. Part II describes IATA (Item and Test Analysis) software, which uses classical test and item response theories to establish scales on which to report student scores. Steps in the analysis of pilot and final test administrations are described in detail. Today's global knowledge economy requires governments, education systems, and schools to closely monitor a variety of educational outcomes, including student achievements. A national assessment of student achievement in key curriculum areas contributes to this effort by addressing issues relating to: quality; equity; provision; an...
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