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Showing papers on "Primary education published in 1981"


Journal ArticleDOI
TL;DR: In this paper, three main methods for estimating the rate of return to investment in education are described: the elaborate method, the earnings function method, and the short-cut method.
Abstract: The question of the profitability of investing in human capital remains controversial. Three main methods for estimating the rate of return to investment in education are described: the elaborate method, the earnings function method, and the short-cut method. Application of cost-benefit analysis measures in 44 countries yields four patterns that have important policy implications: (i) top priority should be given to primary education as a form of human resource investment due to high returns, both social and private; (ii) secondary and higher education should also be pursued in a program of balanced human resource development; (iii) the larger discrepancy between the private and social returns in higher education indicates room for private finance at the university level; and (iv) falling returns to education that result as a country develops and/or the capacity of its educational system expands are minimal under time-series analysis and do not warrant abandonment of educational expansion.

550 citations






Journal ArticleDOI
TL;DR: This paper investigated whether the race of elementary school teachers in black schools was associated with teachers' expectations for student achievement and perceptions of effort and found that black teachers expected more of their students to enter and complete college than white teachers.
Abstract: This study investigated whether the race of elementary school teachers in black schools was associated with teachers' expectations for student achievement and perceptions of effort. A factor analysis revealed four clusters of items dealing with teacher perceptions of elementary school students' achievement and effort, and teachers' expectations for future student success in high school and college. Controlling for teachers' sex, education and years of teaching experience, and average school achievement and SES, teacher race was associated only with expectations for college success. Black teachers expected more of their students to enter and complete college than white teachers. Additional evidence suggested that this teacher race difference was relatively independent of the student racial composition of the schools. The implications of teacher race as a determinant of differential expectations for the success of black students are discussed.

143 citations


Journal ArticleDOI
TL;DR: This paper examined the consequences of using alternative measures of time and achievement in an observational study of 18 elementary school classes and found that the choice of the same model linking time and learning for all students was implicated in inconsistent results.
Abstract: The consequences of using alternative measures of time and achievement are examined in an observational study of 18 elementary school classes. Of the four measures of time used—scheduled time, actual instructional time, engaged time and engaged rate—the engagement measures produced the more consequential effects of time for learning. Nonetheless, measures of allocated time are still important because they provide the constraints within which the results for engagement time must be interpreted. Mathematics achievement, measured as standardized and as chapter specific tests, was not consistently related to the time measures. This paper examines the extent to which the choice of the same model linking time and learning for all students was implicated in these inconsistent results.

137 citations


Journal ArticleDOI
TL;DR: The authors used some notions derived from the developmental theory of Jean Piaget to elucidate how children think about food and eating and to suggest issues that should be considered in the design of food and nutrition curricula.

121 citations


Journal ArticleDOI
TL;DR: In this paper, the use of the word commitment in primary school teachers was analyzed and it was found that they were using it in four different senses: caring, a concern for occupational competence, personal identification as teacher, and career continuuance.
Abstract: Analysis of the use made by ninety‐three primary school teachers of the word ‘commitment’ revealed that they were using it in four different senses‐‐as caring, a concern for occupational competence, personal identification as ‘teacher’, and career‐continuance. The first two involve a readiness to devote personal resources (e.g. time, money) to work; the last two suggest an intention to make a career in teaching. All suggest different motives for entering and remaining in teaching. ‘Commitment’ is also used as a means of distinguising between individuals and groups of teachers.

117 citations




Journal ArticleDOI
TL;DR: This paper examined the mobility patterns of teachers in one large urban school district for the period from 1965 to 1974, using logit analysis, and found that teacher seniority and changes in student enrollments were much more important in explaining transfers and terminations in the 1970s than in the 1960s.
Abstract: The mobility patterns of teachers in one large urban school district are examined for the period from 1965 to 1974, using logit analysis. We find that teacher seniority and changes in student enrollments are much more important in explaining transfers and terminations in the 1970s than in the 1960s. The reason for this is that pattern of mobility no longer reflect primarily teacher preferences. Increasingly, they reflect the pattern of declining enrollments and the operation of rules that govern the disposition of surplus teachers. This change has affected the careers of teachers, the learning of children, and the fiscal stability of school districts.

Journal ArticleDOI
TL;DR: More recently, the authors found that the emotional and social development of the younger gifted child is more similar to their mental age mates than their chronological age mates, and they also found that younger gifted children were more similar in their responses on the California Psychological Inventory to both a group of high school students and the general adult population than they were to their same-aged peers.
Abstract: Since Terman’s longitudinal investigation of gifted children, there have been numerous additional studies comparing the gifted with their average IQ peers on intellectual, academic, and achievement criteria (e.g., Flanagan & Cooley, 1966; Gallagher & Crowder, 1957; Klausmeier & Check, 1962; Klausmeier & Loughlin, 1961; Terman, Baldwin, & Bronson, 1925). Much less attention has been paid to how the intellectually-gifted child may compare to his/her chronological or mental age mates on social and emotional adjustment characteristics. This is in spite of the fact that several early theorists (Jung, 1954; Lombroso, 1891) suggested that the gifted may be predisposed to emotional instability. More recent studies have unanimously rejected this assumption ~nd consistently find no evidence of greater emotional disturbance in gifted populations (Kennedy, 1962; Ramaseshan, 1957, Warren & Heist, 1960; Wrenn, Ferguson, & Kennedy, 1962). These studies as well as others (Haier & Denham, 1976; Lucito, 1964; Milgram & Milgram, 1976) have, in fact, found gifted students scoring higher than their average IQ peers on such traits as self-sufficiency, dominance, independence, originality, nonconformity, positive self-concept, and internal locus of control. Most of this research, however, has been done with high school or college-aged students and has used same-aged peers or normative data as the comparison group. Only one study thus far has attempted to compare younger gifted children with an older population as well as their chronological age mates. Lessinger and Martinson (1961) found a group of gifted eighth graders to be much more similar in their responses on the California Psychological Inventory to both a group of gifted high school students and the general adult population than they were to their same-aged peers. The present study attempted to focus on the emotional and social development of the younger gifted child. Since gifted children have frequently been found to function intellectually and academically several years ahead of their chronological peers, it might be hypothesized that in the emotional and social spheres of their lives they will also be more similar to their mental age mates. This hypothesis .







Journal ArticleDOI



Journal ArticleDOI
TL;DR: In this article, a report of a 1978 research project of four researchers and twelve teachers, a project which studies how those twelve teachers planned lessons in their elementary school classrooms, with a focus on social studies, influences on teachers' plans and the implications of the study.
Abstract: While we have evidence that people think and plan in different ways, the model of planning which dominates the educational literature is that of objectives-first activity. This study is a report of a 1978 research project of four researchers and twelve teachers, a project which studies how those twelve teachers planned lessons in their elementary school classrooms. The report discusses planning processes and influences of planning on the curriculum, with a focus on social studies, influences on teachers' plans, and the implications of the study.


Journal ArticleDOI
TL;DR: The Universal Primary Education (UPE) programme as discussed by the authors was the first attempt to provide free primary education for all school age children irrespective of the economic or social conditions of their birth.
Abstract: The launching of the Universal Primary Education (UPE) programme in 1976 marked a new era in the history of education in Nigeria. In an attempt to provide free primary education for all school age children irrespective of the economic or social conditions of their birth, education was formally recognized as the right rather than the privilege of six-year-olds.