no cm...
no público...
Mostrar mensagens com a etiqueta tamanho das turmas. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta tamanho das turmas. Mostrar todas as mensagens
domingo, 3 de abril de 2016
terça-feira, 14 de abril de 2015
coisas da educação... reflexões para o fim de dia...!
no teaching now...
"An analysis by Georgetown University's Edunomics Lab recently suggested
that, at least in theory, districts could save money and improve
student learning by offering the most effective teachers higher salaries
to take on slightly larger classes. A new review of that study,
however, finds significant flaws in the idea.
Patricia H. Hinchey, a professor of education at Penn State University, took a closer look
at the Georgetown report in a paper published by National Education
Policy Center, a research group based at the University of Colorado
Boulder School of Education. She found many of the same problems our
colleague Stephen Sawchuk touched on
when the report first came out: Specifically, that the analysis was
based on a lot of assumptions and relatively little firm evidence.
The authors of the original report make the case that, under a
staffing model where the best teachers took on more students, the
negative effects of larger classes would be outweighed by the benefits
of good teaching. Thus, they say, districts could increase class sizes
for the best teachers without worrying that they're harming student
learning. In the process, they can save millions of dollars that could,
in turn, be filtered to teachers in the form of bonuses.
But, says Hinchey, the authors don't actually have any empirical
evidence to back up their assumptions, while smaller class sizes have
consistently been linked to student success. Besides, she argues, it's
hard to reliably identify the most effective teachers, and many studies have cautioned against using value-added models as the basis of salary decisions.
Furthermore, Hinchey points out that bonuses have a poor track record
when it comes to balancing out poor working conditions, meaning that
teachers would be unlikely to accept this system unless it included more
wholesale changes to schools. And many classes are already
overcrowded—the Edunomics report focused on a district in which the
average class size was 22, ignoring the countless teachers, says
Hinchey, who would likely be grateful to have classes that small.
Hinchey also contends that the authors seem to have made "selective
use of research," ignoring some aspects of the research they rely on—like warnings about VAM's reliability—while quoting statistics that don't actually seem to appear in the studies they cite.
"Rather than a practical response to known issues ... ," Hinchey
writes, "the proposal seems primarily a scheme to reduce the teaching
force. The report is superficial and misleading, and its proposal has no
value as a nationwide model."
The Edunomics report was latest in a string of initiatives tied to
the idea of rearranging school staffing structures in order to maximize
the reach of the most effective teachers. The education consulting firm
Public Impact has put forward several potential models that would have highly effective teachers taking on more work, including a multi-classroom setup already in use in at least one school. These more complex models offer a variety of options for schools—although interestingly, Public Impact also proposes one model that's almost identical to the one in the Georgetown report."
aqui.
segunda-feira, 27 de outubro de 2014
coisas da educação... oecd, formação de professores, tamanho das turmas e desempenho dos alunos...!
no sapo família...
"No relatório de avaliação de Portugal, a Organização para a Cooperação e Desenvolvimento Económico (OCDE) defende que “a estrutura da despesa do Estado com a Educação deve ser melhorada”, referindo que apesar do “tamanho reduzido das turmas” ajudar a explicar as diferenças salariais dos professores em comparação com a média dos países da OCDE, há análises que sugerem que “professores mais qualificados têm um maior impacto nos resultados dos alunos do que turmas pequenas, especialmente no ensino secundário e no ensino superior”.
A OCDE defende ainda que há melhorias que podem ser alcançadas através de instrumentos de avaliação dos alunos, professores e das próprias escolas para garantir apoio específico e no tempo certo onde existam dificuldades.
No que diz respeito à educação vocacional e profissional, a organização defende que apesar do crescimento de 50% desta oferta educativa entre 2011 e 2013, abrangendo já mais de 150 mil alunos, a educação vocacional “deveria estar melhor alinhada com as necessidades do mercado de trabalho”.
“O Governo devia desenvolver uma parceria com o setor empresarial para garantir que a formação em contexto de trabalho é relevante para o mercado laboral e que os estudantes podem beneficiar de uma experiência relevante”, defende a OCDE, que acrescenta que esta formação deve ainda garantir competências básicas em empreendedorismo e na relação com as novas indústrias e tecnologias.
Considerando “promissores” os resultados de iniciativas como o Programa Garantia Jovem, que pretende ajudar os menores de 25 anos a melhorar as suas qualificações e a encontrar um emprego, a OCDE sublinha, no entanto, que “é importante acompanhar os resultados no mercado de trabalho” e “ajustar os programas em conformidade”.
Os novos cursos superiores de curta duração – Cursos Técnicos Superiores Profissionais – são vistos pela OCDE como “interessantes” num ponto de vista de opção intermédia entre a educação vocacional e o ensino superior.
No ensino vocacional a OCDE defende ainda que Portugal pode beneficiar da experiência de outros países, como a Dinamarca e a Suíça, para “ultrapassar alguns dos principais desafios envolvidos na construção de um sistema de ensino vocacional e profissional mais eficaz”.
A OCDE refere que nestes dois países os alunos deste tipo de cursos passam pelo menos metade do tempo em formação no local de trabalho.
“Em resultado do envolvimento empresarial, os estudantes e as suas famílias conseguem percecionar o valor do mercado de trabalho do programa de formação, enquanto os empregadores beneficiam de custos de contratação inferiores, assim como de ganhos de produtividade, numa perspetiva de longo prazo”, lê-se no relatório da OCDE.
Sobre a formação de adultos o relatório sublinha que melhorar as competências daqueles que já estão integrados no mercado de trabalho “não só vai garantir uma mais rápida progressão das competências do mercado de trabalho, como também promover a igualdade ao melhorar as oportunidades de melhorar os salários daqueles que não tiveram acesso a uma educação de qualidade na sua juventude”.
A OCDE defende ainda que há melhorias que podem ser alcançadas através de instrumentos de avaliação dos alunos, professores e das próprias escolas para garantir apoio específico e no tempo certo onde existam dificuldades.
No que diz respeito à educação vocacional e profissional, a organização defende que apesar do crescimento de 50% desta oferta educativa entre 2011 e 2013, abrangendo já mais de 150 mil alunos, a educação vocacional “deveria estar melhor alinhada com as necessidades do mercado de trabalho”.
“O Governo devia desenvolver uma parceria com o setor empresarial para garantir que a formação em contexto de trabalho é relevante para o mercado laboral e que os estudantes podem beneficiar de uma experiência relevante”, defende a OCDE, que acrescenta que esta formação deve ainda garantir competências básicas em empreendedorismo e na relação com as novas indústrias e tecnologias.
Considerando “promissores” os resultados de iniciativas como o Programa Garantia Jovem, que pretende ajudar os menores de 25 anos a melhorar as suas qualificações e a encontrar um emprego, a OCDE sublinha, no entanto, que “é importante acompanhar os resultados no mercado de trabalho” e “ajustar os programas em conformidade”.
Os novos cursos superiores de curta duração – Cursos Técnicos Superiores Profissionais – são vistos pela OCDE como “interessantes” num ponto de vista de opção intermédia entre a educação vocacional e o ensino superior.
No ensino vocacional a OCDE defende ainda que Portugal pode beneficiar da experiência de outros países, como a Dinamarca e a Suíça, para “ultrapassar alguns dos principais desafios envolvidos na construção de um sistema de ensino vocacional e profissional mais eficaz”.
A OCDE refere que nestes dois países os alunos deste tipo de cursos passam pelo menos metade do tempo em formação no local de trabalho.
“Em resultado do envolvimento empresarial, os estudantes e as suas famílias conseguem percecionar o valor do mercado de trabalho do programa de formação, enquanto os empregadores beneficiam de custos de contratação inferiores, assim como de ganhos de produtividade, numa perspetiva de longo prazo”, lê-se no relatório da OCDE.
Sobre a formação de adultos o relatório sublinha que melhorar as competências daqueles que já estão integrados no mercado de trabalho “não só vai garantir uma mais rápida progressão das competências do mercado de trabalho, como também promover a igualdade ao melhorar as oportunidades de melhorar os salários daqueles que não tiveram acesso a uma educação de qualidade na sua juventude”.
Este relatório da OCDE, que é publicado de dois em dois anos, vai ser apresentado esta manhã no Ministério das Finanças pelo secretário-geral da Organização, Angel Gurría, numa cerimónia onde estará também a ministra Maria Luís Albuquerque."
aqui.
segunda-feira, 20 de outubro de 2014
sábado, 4 de outubro de 2014
terça-feira, 30 de setembro de 2014
sábado, 13 de setembro de 2014
coisas da educação... 'Higher teacher pay and smaller classes are not the best education policies' [economia e políticas públicas?]... via the economist...!
"New school values
Higher teacher pay and smaller classes are not the best education policies
Sep 13th 2014 | From the print edition
EDUCATION is flush with data comparisons, from the Programme for International Student Assessment (PISA) run by the OECD, a mainly rich-world think-tank, which ranks 15-year-olds in core subjects every three years, to TIMSS and PIRLS, tests of younger pupils’ mathematics, science and reading levels administered by national research institutions. But such pecking orders cannot tell governments how much they should spend on education, or what the money should go on.
Two new pieces of research shine light on these questions. An “efficiency index”, published on September 5th and constructed by academics working with GEMS Education Solutions, a consultancy, analyses the impact of spending on outcomes in 30 rich and developing countries. The OECD’s annual Education at a Glance, published on September 9th, looks more broadly at school financing and structures, and how these affect results and progress to university and work. Both offer lessons for governments around the world.
As far as star pupils and stragglers are concerned, the efficiency index resembles other rankings. Finland and South Korea shine (two of PISA’s other high performers, China and Singapore, were omitted because some data were unavailable). Brazil and Indonesia, which do poorly in PISA, are both very inefficient, too.
But what the rest of the pack get for their outlay varies widely (see table). Taking into account teachers’ pay, class sizes and pupils’ PISA scores, the former Soviet-bloc countries, notably the Czech Republic and Hungary, are highly efficient. The Mediterranean countries—Greece, Portugal and Spain—are strikingly not. America’s pricey schools system disappoints in both efficiency and outcomes. Elsewhere in the prosperous Anglosphere, Australia and New Zealand do better in both.
The link between results and teachers’ pay is surprisingly weak. An experienced Finnish teacher earns on average $42,800. But Switzerland pays teachers at the same point in their careers $68,000, and though it gets creditable maths results, coming ninth out of 65 in the most recent PISA assessment in 2012, it does much less well in reading and science. The figure in Germany is $54,000 a year. Its results have improved recently, but at a cost that leaves it a lowly 25th in the efficiency ranking.
Education spending depends not only on what teachers earn, but on how many of them there are—and in many places that number is rising, as rich countries cut class sizes in the hope that children will learn more. Parents, convinced that their children will do better with fewer classmates, are keen on the policy, too. But again, the data provide little support.
Both Korea and Finland have high pupil-teacher ratios (third- and fifth-highest of the 30 countries GEMS studied, respectively). France and Norway, with few pupils per teacher even by rich-world standards, trail in performance rankings, coming 25th and 30th in PISA 2012. Portugal, one of Europe’s laggards, has just half as many pupils per teacher as Finland (partly because the number of teachers did not drop as birth rates fell). Only when classes become truly unwieldy do outcomes seem to suffer: along with Brazil, the other country with a higher pupil-teacher ratio than Korea is Chile, which also has poor results.
Adam Still of GEMS thinks that many of the highest spenders have probably passed “peak efficiency”—the point at which more money brings diminishing returns. Andreas Schleicher, the data-gatherer who oversees PISA, reckons that differences in spending explain less than a fifth of the variation in countries’ outcomes. Such conclusions run counter to the claims of teaching unions, which generally argue that smaller classes and higher pay are essential if outcomes are to improve.
“Quality of teachers has a clearer impact than class size,” says Mr Schleicher. A rich country may decide to pay teachers well in order to get the best graduates into schools or to underscore its esteem for the profession. Giving teachers plenty of support as they enter the classroom, and continuing their training throughout their careers, will be more effective than increasing their numbers—and cheaper.""
EDUCATION is flush with data comparisons, from the Programme for International Student Assessment (PISA) run by the OECD, a mainly rich-world think-tank, which ranks 15-year-olds in core subjects every three years, to TIMSS and PIRLS, tests of younger pupils’ mathematics, science and reading levels administered by national research institutions. But such pecking orders cannot tell governments how much they should spend on education, or what the money should go on.
Two new pieces of research shine light on these questions. An “efficiency index”, published on September 5th and constructed by academics working with GEMS Education Solutions, a consultancy, analyses the impact of spending on outcomes in 30 rich and developing countries. The OECD’s annual Education at a Glance, published on September 9th, looks more broadly at school financing and structures, and how these affect results and progress to university and work. Both offer lessons for governments around the world.
As far as star pupils and stragglers are concerned, the efficiency index resembles other rankings. Finland and South Korea shine (two of PISA’s other high performers, China and Singapore, were omitted because some data were unavailable). Brazil and Indonesia, which do poorly in PISA, are both very inefficient, too.
But what the rest of the pack get for their outlay varies widely (see table). Taking into account teachers’ pay, class sizes and pupils’ PISA scores, the former Soviet-bloc countries, notably the Czech Republic and Hungary, are highly efficient. The Mediterranean countries—Greece, Portugal and Spain—are strikingly not. America’s pricey schools system disappoints in both efficiency and outcomes. Elsewhere in the prosperous Anglosphere, Australia and New Zealand do better in both.
The link between results and teachers’ pay is surprisingly weak. An experienced Finnish teacher earns on average $42,800. But Switzerland pays teachers at the same point in their careers $68,000, and though it gets creditable maths results, coming ninth out of 65 in the most recent PISA assessment in 2012, it does much less well in reading and science. The figure in Germany is $54,000 a year. Its results have improved recently, but at a cost that leaves it a lowly 25th in the efficiency ranking.
Education spending depends not only on what teachers earn, but on how many of them there are—and in many places that number is rising, as rich countries cut class sizes in the hope that children will learn more. Parents, convinced that their children will do better with fewer classmates, are keen on the policy, too. But again, the data provide little support.
Both Korea and Finland have high pupil-teacher ratios (third- and fifth-highest of the 30 countries GEMS studied, respectively). France and Norway, with few pupils per teacher even by rich-world standards, trail in performance rankings, coming 25th and 30th in PISA 2012. Portugal, one of Europe’s laggards, has just half as many pupils per teacher as Finland (partly because the number of teachers did not drop as birth rates fell). Only when classes become truly unwieldy do outcomes seem to suffer: along with Brazil, the other country with a higher pupil-teacher ratio than Korea is Chile, which also has poor results.
Adam Still of GEMS thinks that many of the highest spenders have probably passed “peak efficiency”—the point at which more money brings diminishing returns. Andreas Schleicher, the data-gatherer who oversees PISA, reckons that differences in spending explain less than a fifth of the variation in countries’ outcomes. Such conclusions run counter to the claims of teaching unions, which generally argue that smaller classes and higher pay are essential if outcomes are to improve.
“Quality of teachers has a clearer impact than class size,” says Mr Schleicher. A rich country may decide to pay teachers well in order to get the best graduates into schools or to underscore its esteem for the profession. Giving teachers plenty of support as they enter the classroom, and continuing their training throughout their careers, will be more effective than increasing their numbers—and cheaper.""
já agora deixo a ligação para o estudo... aqui.
quarta-feira, 16 de julho de 2014
domingo, 13 de julho de 2014
e precisamos dela... da comiseração 'crática'...?
no observador...
"O ministro da Educação Nuno Crato disse não ter ficado
surpreendido com a adesão de mais de 3.500 professores ao programa de
rescisões com o Estado por se tratar de “uma profissão desgastante e
difícil”. Em entrevista ao jornal Expresso, o ministro admitiu que a
indisciplina tem aumentado na sala de aula, mas nega que o aumento de
alunos por turma dificulte o trabalho do professor.
Nuno Crato considera que os pedidos de rescisão dos professores
prendem-se com o facto de se tratar de “uma profissão desgastante e
difícil”, que tem piorado com o “aumento da indisciplina” que se
verificou na última década, e com as dificuldades que os professores têm
para chamar os alunos à atenção.
Questionado sobre se o aumento de alunos por turma não dificulta a
tarefa do professor, o ministro negou o aumento, classificando-o como
“um dos grandes mitos da atualidade”. Nuno Crato destacou a média de
alunos em Portugal – 22 – como “baixa em termos europeus” e considera
que o aumento do limite máximo de 28 para 30 alunos por turma no ensino
secundário “não é uma subida decisiva”. “Não exageremos as coisas”,
disse. Para controlar a turma, o ministro sugere aos professores que “o
caminho fundamental é incentivar à disciplina e o trabalho na sala de
aula”.
3.000 bolsas para desempregados que querem voltar a estudar
Nuno Crato falou ainda de dois programas destinados aos desempregados
que querem regressar aos estudos – programa Retomar – e aos estudantes
que se queiram fixar nas regiões do interior – programa Mais Superior.
No Retomar, estão previstas 3.000 bolsas de 1.200 euros anuais por
cada aluno, mais 300 euros para a instituição fazer o acompanhamento
individual desses alunos. O objetivo é incentivar os desempregados a
retomarem os estudos (até aos 30 anos de idade).
O programa Mais Superior vai contar com 1.000 bolsas de 1.500 euros
anuais, destinados a apoiar a mobilidade dos estudantes para
instituições situadas no interior do país.
Em declarações à TSF, o presidente do Conselho Coordenador dos
Institutos Politécnicos Superiores, Joaquim Mourato, diz que estas
são boas notícias e espera que as medidas ainda venham a tempo das
matrículas para o próximo ano letivo."
aqui.
quinta-feira, 10 de julho de 2014
quinta-feira, 26 de setembro de 2013
quarta-feira, 24 de abril de 2013
terça-feira, 26 de fevereiro de 2013
terça-feira, 8 de janeiro de 2013
quinta-feira, 7 de junho de 2012
segunda-feira, 28 de maio de 2012
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