62 research outputs found
Fiscal effects of putting initiatives on the ballot: evidence from the last 20 years in the United States
No full textInsegnare la statistica a scuola: un confronto tra nuclei tematici nei diari di bordo del progetto [email protected] a.s. 2009/2010
No full textThe [email protected] in-service training program is an example of an innovative mathematics teaching approach that leads lower secondary school students to deal with elements of statistics and probability. The program aims at integrating statistics in the mathematics curriculum by using specific teaching units. In order to understand how teachers actually perceive and handle the task of transmitting statistical ideas as compared to other mathematical themes, we analysed over 200 structured diaries on classroom experience during the 2009/2010 school year in four regions of Southern Italy where student performance is extremely low, in particular in mathematics. Text analysis techniques were used to explore the teachers’ choices, strategies and meanings about the usefulness of statistics and probability, compared to other mathematical concepts. Results show that teachers are not very familiar with these specific subjects in their usual teaching practice. In spite of this, statistics and probability seem to trigger a more active learning approach among students and allow teachers to critically re-think their educational goals
sj-pdf-1-erx-10.1177_0193841X211055354 – Supplemental Material for Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program
No full textSupplemental Material, sj-pdf-1-erx-10.1177_0193841X211055354 for Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program by Giovanni Abbiati, Gianluca Argentin, Andrea Caputo and Aline Pennisi in Evaluation Review</p
Fiscal effects of putting initiatives on the ballot: evidence from the last 20 years in the United States
No full textThis paper investigates both the indirect (i.e. the existence) and the direct effects (i.e. the usage) of direct democracy institutions on major fiscal outcomes across the United States over the 1992-2009 period. Being based on a more recent time span than previous contributions, our work includes detailed information such as the type of institution (i.e. direct or indirect initiative), the voting outcome, and the topics of concern. The main results suggest that States permitting initiatives spend and tax less than those without, confirming some previous findings. However, when initiatives are effectively used, their practice contributes to increase spending among those States allowing them. The intensity of different initiatives also matters for fiscal outcomes as well as the nature of topics involved
Valutare la formazione degli insegnanti per fare una “buona” scuola: l’esperienza di [email protected]
No full textSi presenta l’esperienza di valutazione di [email protected], un percorso di formazione in servizio per gli insegnanti di matematica della scuola media. L’impatto della formazione sull’apprendimento degli studenti è stato stimato ricorrendo a due esperimenti randomizzati, un metodo ancora poco impiegato nel contesto italiano. La valutazione ha messo in luce che la formazione, anche se apprezzata dagli insegnanti, presenta alcune debolezze e queste possono minare la sua effi cacia in termini d’innalzamento delle competenze degli studenti. Sono stati tuttavia individuati diversi eff etti sugli insegnanti e sugli studenti, che vanno nella direzione dell’eff ettiva adozione di un nuovo metodo didattico e della costruzione di reti professionali nel mondo della scuola. L’esperienza di valutazione dell’intervento ha infi ne consentito di rilevare che c’è apertura da parte delle scuole italiane verso la conduzione di esperimenti controllati, ma che è utile accompagnare queste con analisi d’implementazione.This paper presents the evaluation of [email protected], an in-service professional development training program for middle school maths teachers. The impact of the training programme on student learning was estimated by conducting two randomised control trials, a method still rarely used in the Italian context. The evaluation showed that, although the programme was appreciated by teachers, it has some weaknesses and these can undermine its eff ectiveness in terms of raising student performance. However, various eff ects on teachers and on students were identifi ed, leading towards the eff ective adoption of a new teaching method and the construction of professional networks for teachers. Finally, this evaluation experience showed that Italian schools are ready to conduct randomised control trials and that it is useful to accompany these with implementation analysis
Supplemental Material, Final_paper_-_Appendix - Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy: Evidence From a Large-Scale Randomized Trial
No full textSupplemental Material, Final_paper_-_Appendix for Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy: Evidence From a Large-Scale Randomized Trial by Gianluca Argentin, Aline Pennisi, Daniele Vidoni, Giovanni Abbiati and Andrea Caputo in Evaluation Review</p
Risultati sugli effetti del programma PON M@tabel 2009/2010
No full textAbbiati G., Argentin G., Caputo A., Pennisi A., Vidoni D., Risultati sugli effetti del programma PON M@tabel 2009/2010, Intervento a " Incontro Gruppo Nazionale Placement-27 febbraio 2013, Roma, Isfol, 27 febbraio 2013", Roma, Isfol, 27 febbraio 2013. Isfol OA: Presentation. Si presentano gli effetti del Programma PON M@tabel 2009/2010 stimati su gli studenti (livello di apprendimenti in matematica, non risposte nella compilazione delle prove, gli atteggiamenti verso la matematica e lo studio); gli insegnanti (atteggiamenti verso l’insegnamento, pratiche didattiche). Viene poi verificata la validità dell'esperimento. 27/02/2012presentation. si presentano gli effetti del programma pon m@tabel 2009/2010 stimati su gli studenti (livello di apprendimenti in matematica, non risposte nella compilazione delle prove, gli atteggiamenti verso la matematica e lo studio); gli insegnanti (atteggiamenti verso l’insegnamento, pratiche didattiche). viene poi verificata la validità dell'esperimento. 27/02/2012 risultati sugli effetti del programma pon m@tabel 2009/2010 giovanni abbiati gianluca argentin andrea caputo aline pennisi daniele vidon
Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program
No full textBackground A recent stream of literature recognizes the impact of good/poor implementation on the effectiveness of programs. However, implementation is often disregarded in randomized controlled trials (RCTs) because they are run on a small scale. Replicated RCTs, although rare, provide a unique opportunity to study the relevance of implementation for program effectiveness. Objectives Evaluating the effectiveness of an at-scale professional development program for lower secondary school math teachers through two repeated RCTs. Research Design The program lasts a full school year and provides innovative methods for teaching math. The evaluation was conducted on two cohorts of teachers in the 2009/10 and 2010/11 school years. The program and RCTs were held at scale. Participating teachers and their classes were followed for 3 years. Impact is estimated by comparing the math scores of treatment and control students. Subjects The evaluation involved 195 teachers and their 3940 students (first cohort) and 146 teachers and their 2858 students (second cohort). Measures The key outcome is students’ math achievement, measured through standardized assessment. Results In the first wave, the program did not impact on students’ achievement, while in the second wave, a positive, persistent, and not insignificant effect was found. After excluding other sources of change, different findings across waves are interpreted in the light of improvements in the program implementation, such as enrollment procedure, teacher collaboration, and integration of innovation in daily teaching. Conclusions Repeated assessment of interventions already at-scale provides the opportunity to better identify and correct sources of weak implementation, potentially improving effectiveness
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