bluuebunny/crossref_metadata_2025 huggingface dataset:
Le urgenze ematologiche
Authors: Scudeletti Guest Editors: M. , Tassara R. , Antonucci G.
Published: March 2019

IntroduzioneM. Scudeletti

La trombocitopenia immuneM. Cavalleri, P. Pitto, S. Timitilli, M. Scudeletti

Approccio dell’internista alla leucemia acutaG.L. Michelis

Sindrome emolitico-uremica atipica e porpora trombotica trombocitopenicaM. Brignone

I linfomi aggressivi a rapida crescitaM. Cavaliere

L’emofilia A acquisitaG.A. Berisso

La gestione delle complicanze acute del paziente con mieloma multiploR. Goretti

Le complicanze trombo-emboliche nel paziente ematologicoS. Panarello, C. Fioravanti, F. Raggi, G. Antonucci

Come affrontare il paziente con leucocitosi e linfocitosiC. Venturino, R. Tassara

Come affrontare il paziente con adenomegaliaP. Gnerre, N. Artom, E. Schiavetta, L. Parodi

Come affrontare il paziente con splenomegaliaP. Gnerre, N. Artom, E. Schiavetta, L. Parodi

Come affrontare il paziente con leucopeniaG. Pastori, R. Tassara

Come affrontare il paziente con trombocitosiL. Rebella, R. Tassara

Policitemia vera o morbo di VaquezE. Arboscello

Approccio all’adulto con piastrinopeniaR. Tassara, L. Paris

La gestione delle infezioni nel paziente oncoematologicoA.L. Garlaschelli, F. Artom

La gammopatia di origine indeterminataS. Timitilli, M. Cavalleri, M. Scudeletti

La malattia di GaucherM. Cavaliere

Come affrontare i pazienti con...
A Vanishing Theorem for the Twisted Normal Bundle of Curves in ,
Authors: Ballico E.
Published: March 2019

We prove the existence of a smooth and non-degenerate curve$X\subset \mathbb{P}^{n}$,$n\geqslant 8$, with$\deg (X)=d$,$p_{a}(X)=g$,$h^{1}(N_{X}(-1))=0$, and general moduli for all$(d,g,n)$such that$d\geqslant (n-3)\lceil g/2\rceil +n+3$. It was proved by C. Walter that, for$n\geqslant 4$, the inequality$2d\geqslant (n-3)g+4$is a necessary condition for the existence of a curve with$h^{1}(N_{X}(-1))=0$.
High Rate of Serotype V Streptococcus agalactiae Carriage in Pregnant Women in Botswana
Authors: A’Hearn-Thomas Brady , Khatami Ameneh , Randis Tara M. , Vurayai Moses , Mokomane Margaret , Arscott-Mills Tonya , Banda Francis M. , Mazhani Tiny , Lepere Thabo , Gaolebale Ponatshego , Nchingane Seeletso , Chamby Anna , Gegick Margaret , Suzman Evan , Steenhoff Andrew P. , Ratner Adam J.
Published: March 2019

Maternal rectovaginal colonization is the major risk factor for early-onset neonatal sepsis due to Group B Streptococcus (GBS), a major cause of early life morbidity and mortality. Transmission generally occurs perinatally from colonized mothers to infants. Vaccines targeting a subset of GBS serotypes are under development, but GBS epidemiology remains poorly understood in many African nations. We performed a cross-sectional study of GBS colonization among pregnant women at two sites in Botswana, a country with minimal prior GBS carriage data. We found a rectovaginal colonization rate of 19%, comparable with studies in other regions; however, we also noted a striking predominance of serotype V (> 45% of strains). Although further studies are required to delineate the burden of invasive GBS disease in Botswana and the generalizability of type V epidemiology, these data provide a useful baseline for understanding the potential local impact of GBS prevention strategies, including vaccines.
As múltiplas linguagens das crianças na Pedagogia malaguzziana: reflexões com estudantes de Pedagogia
Authors: Oliveira de Aquino Pedro Neto , Martins Cristiane Amorim
Published: March 2019

O presente artigo tem o objetivo de apresentar e discutir uma experiência de docência no ensino superior, especificamente no componente curricular Educação Infantil, do curso de graduação em Pedagogia da Faculdade de Educação da Universidade Federal do Ceará. A referida experiência abordou as múltiplas linguagens das crianças e como elas podem ser melhor promovidas nos contextos de educação infantil, tendo como referência a Pedagogia malaguzziana. A análise dos dados construídos pela experiência resultou em reflexões sobre as concepções dos alunos acerca das crianças, do professor e da escola, como também sobre a percepção deles a respeito das experiências com múltiplas linguagens. A prática de docência contribuiu para o desenvolvimento do monitor enquanto professor em formação, especialmente no que diz respeito ao exercício da escuta, que possibilita ao docente conhecer os conhecimentos prévios dos seus alunos, articulando-os com novos conhecimentos produzidos pela ciência, na experiência em questão, os produzidos pelo campo de estudos da educação infantil.
Sociologia da Infância, protagonismo infantil e cultura de pares: um mapeamento da produção acadêmica sobre o tema
Authors: Dip Flávia Franzini , Tebet Gabriela Guarnieri de Campos
Published: March 2019

O objetivo deste trabalho foi compreender no campo da Sociologia da Infância, como tem se compreendido os conceitos “cultura de pares” e “protagonismo infantil”. Procuramos entender quais os caminhos que estão sendo seguidos para compreender a criança como ator social e o modo como elas tem se desenvolvido como construtoras de uma cultura autônoma e protagonistas de suas vidas. Para isso foi utilizada a pesquisa bibliográfica de autores estrangeiros e brasileiros que dialogam com o assunto, tendo também no Scielo uma importante fonte de dados. Foram analisados dados de pesquisas e artigos publicados no período de 1994 a 2016 e compreendemos que cultura de pares é um conjunto de atividades, rotinas, valores produzidos por um grupo de crianças a partir da interação e da brincadeira e protagonismo infantil só sendo possível a partir das relações de poderes que se estabelecem, podendo promover ou apagar por completo a participação das crianças. A partir dos dados obtidos, destaca-se a significativa presença nos textos estudados da ideia de que é preciso mudar a concepção de adulto como superior e da criança como inferior, bem como é importante que se criem espaços onde as crianças possam fazer parte das tomadas de decisões dentro do coletivo.
Culturas infantis: a reiteração e as concepções de tempo na Educação Infantil
Authors: Furlan Susana Angelin , Lima José Milton de , Lima Márcia Canhoto de
Published: March 2019

O presente artigo retrata uma pesquisa realizada em um município no interior paulista que objetivou aprofundar o conhecimento sobre o eixo das Culturas da infância, a Reiteração, e sobre concepções de tempo infantil das professoras investigadas, bem como conhecer e analisar as reações das em relação a tais posicionamentos. Foram sujeitos da pesquisa duas professoras de duas salas do Infantil I, com as crianças de 3 a 4 anos de idade. A metodologia utilizada baseou-se no enfoque qualitativo, caracterizada como etnografia.. Verificou-se, a partir da bibliografia, que há várias concepções de tempo: Chronos, Kairós e Aión, sendo que o Chronos, o tempo das rotinas é o que mais impera dentro da escola. As crianças, porém, reinventam o tempo delas e assim criam o que nominamos de um novo entendimento de tempo, o Kaiônico, ou a reiteração, marcado pelo modo subjetivo de entender das crianças, brincando com as horas do relógio, parando-as e retomando-as quando querem.
Fraseamento prosódico de estruturas parentéticas em dados de leitura no português do Rio de Janeiro
Authors: Paixão Vivian Borges , Serra Carolina Ribeiro
Published: March 2019

O presente artigo focaliza a realização de estruturas parentéticas no português do Brasil (PB), a partir de um ponto de vista fonológico. Partindo da literatura sobre o tema – não só no escopo da fonologia, mas também abarcando a interface com a sintaxe e os estudos do texto –, realizou-se a análise acústica e entoacional de 568 sentenças lidas por informantes cariocas do sexo feminino (42 sentenças x 15 falantes, excluídos 62 dados), a partir do aparato teórico-metodológico da Teoria Autossegmental e Métrica da Entoação e da Fonologia Prosódica, a fim de contribuir para a descrição da gramática entoacional do PB, no que se refere ao fraseamento prosódico. A análise considerou a ocorrência e duração de pausas silenciosas antes e depois da parentética, além dos movimentos tonais no interior dos três sintagmas entoacionais (IPs) ideais que constituem cada enunciado. Confirmaram-se duas das hipóteses iniciais: (i) a de que a estrutura parentética é realizada, no PB, como um IP independente e (ii) a de que o fraseamento prosódico da parentética é sensível ao tamanho do primeiro IP do enunciado. Os resultados revelaram diferenças interessantes em relação àqueles obtidos por outros pesquisadores para o português europeu (PE): no PB, os dados indicam serem mais frequentes as pausas no final da parentética e os contornos descendentes no primeiro e no segundo IPs, enquanto no PE predominam as pausas no início da parentética e os contornos ascendentes.
O papel da fonologia do português brasileiro na tradução de textos musicais
Authors: Bohn Graziela Pigatto , Da Cruz Roseane Silva
Published: March 2019

Este estudo investiga o processo tradutológico de músicas para o canto, verificando quais estratégias o versionista lança mão para que a tradução seja tanto logocêntrica como melocêntrica quando comparada à canção original. Para esse fim, fizemos uma comparação entre a notação musical da versão original da música Seasons of Love, composta por Jonathan Larson para o teatro musical Rent em 1994, e sua versão para o português brasileiro, realizada pela versionista Mariana Elisabetsky em 2016. Com base nos aspectos da fonologia do português brasileiro, em especial ritmo, acento e os processos de juntura segmental (COLLISCHONN, 2001), nos conceitos de acento métrico e ritmo sob a perspectiva da música (BENNETT, 1987; LACERDA, 1967), e nos processos tradutológicos de músicas para o canto (FRAZON, 2008), nossa análise mostra que não é possível a realização de uma tradução literal de músicas para o canto, o que leva o versionista a criar uma adaptação para que a letra traduzida possa ser acompanhada junto à notação musical de sua letra original e, ao mesmo tempo, não cause estranhamento ao ouvinte.
Attitudes to Modern Foreign Language Learning
Authors: Bartram Brendan
Published: March 2019

Drawing on the results of a tri-national comparative survey of secondary pupils’ attitudes towards Modern Foreign Language Learning (MFLL), this book illustrates both the importance and nature of learner attitudes and the contribution of comparative education to our understanding of educational issues.

Questions considered include:

What is the nature of the pupils’ attitudes to the educational dimensions of learning French, German and English in each country?

To what extent do educational factors influence the pupils’ attitudes to learning each language in each country?

How similar are the pupils’ attitudes to MFLL within and between the three countries?

What judgements can be made about the relative significance of educational and socio-cultural influences on pupil attitudes to MFLL in each country?
The German Example
Authors: Phillips David
Published: March 2019

Over the past two hundred years German education policy and practice has attracted interest in England. Policy makers have used the ‘German example’ both to encourage change and development and to warn against certain courses of action. This monograph provides the first major analysis of the rich material from government reports (including work by Matthew Arnold), the press, travel accounts, memoirs, scholarly publications and the archives to uncover the nature of the English fascination with education in Germany, from 1800 to the end of the twentieth century. David Phillips traces this story and uses recent work in theories of educational policy ‘borrowing’ to analyze the reception of the German experience and its impact on the development of English education policy
The American Model of State and School
Authors: Glenn Charles L
Published: March 2019

State and Schools argues that the American educational model represents a third way of organizing the provision of schooling, and that this accounts for some of its strengths as well as some of its weaknesses. Charles L. Glenn looks closely at the tradition of democratic localism in the management of schooling, and the powerful and anti-democratic effect of the emerging education ‘profession,’ which has in some respects the characteristics of a religious movement more than of a true profession.

A sweeping chronological survey, State and Schools includes chapters on the colonial background, schooling in the New Republic, the creation of an education profession, and the progressive education movement, among others. Glenn’s primary purpose, in this authoritative and thoroughly researched book, is to illustrate the deep roots of ways of thinking about schools that have made it difficult for policy-makers and the public to do what needs to be done to enable schools to function as they should, for our society and for future generations.
From Technicians to Teachers
Authors: Benade Leon
Published: March 2019

From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post-1990 period need not deprofessionalise teaching. The widely held deprofessionalisation thesis is both compelling and fatalistic, leading to a despairing sense that teachers are either no more than technicians, or that they can be reprofessionalised through definitions of ‘effective teachers’ promoted by the reforms. However, there are many teachers who do not see their work in either of these ways.

The book is structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula.

Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform.
Hope Against Hope
Authors: Carr Sarah
Published: March 2019

Geraldlynn is a lively, astute 14-year-old. Her family, displaced by Hurricane Katrina, returns home to find a radically altered public education system. Geraldlynn’s parents hope their daughter’s new school will prepare her for college—but the teenager has ideals and ambitions of her own.

Aidan is a fresh-faced Harvard grad drawn to New Orleans by the possibility of bringing change to a flood-ravaged city. He teaches at an ambitious charter school with a group of newcomers determined to show the world they can use science, data, and hard work to build a model school.

Mary Laurie is a veteran educator who becomes principal of one of the first public high schools to reopen after Katrina. Laurie and her staff find they must fight each day not only to educate the city’s teenagers, but to keep the Walker community safe and whole.

In this powerful narrative non-fiction debut, the lives of these three characters provide readers with a vivid and sobering portrait of education in twenty-first-century America. Hope Against Hope works in the same tradition as Random Family and There Are No Children Here to capture the challenges of growing up and learning in a troubled world.
Islam in the School Curriculum
Authors: Thobani Shiraz
Published: March 2019

Islam in the School Curriculum explores the conceptualisation of school-based Islam on two levels: as a symbolic category in English religious education as a consequence of policy shifts, and as pedagogic discourse at the local community level in state and Muslim schools. Using recontextualisation theory, the author examines the relations between educational governance, social interests and cultural epistemology as they pertain specifically to symbolic constructs.

In the aftermath of September 11 2001, the teaching of Islam has assumed geopolitical significance, coming under close scrutiny internationally. Much of this attention has been directed at madrasas in Muslim countries, yet Islam in schooling contexts in the West has remained a blind-spot. In the UK, heightened anxieties about 'home-grown' terrorists point to the need for a better understanding of Islam in both state and faith schools.

Shiraz Thobani explores the role played by national and local policies and pedagogic practices in the production of school-based Islam in a secular, liberal context and makes an important contribution to the sociology of the curriculum and the study of religious education.
Financial Constraints and Girls’ Secondary Education
Authors: Blimpo Moussa P. , Gajigo Ousman , Pugatch Todd
Published: March 2019

This study analyzes the impact of large-scale fee elimination for secondary school girls in The Gambia on the quantity, composition, and achievement of students. The gradual rollout of the program across geographic regions provides identifying variation in the policy. The program increased the number of girls taking the high school exit exam by 55 percent. The share of older test takers increased in poorer districts, expanding access for students who began school late, repeated grades, or whose studies had been interrupted. Despite these changes in the quantity and composition of students, there are robustly positive point estimates of the program on test scores, with suggestive evidence of gains for several subgroups of both girls and boys. Absence of learning declines is notable in a setting where expanded access could strain limited resources and reduce school quality. The findings suggest that financial constraints remain serious barriers to post-primary education, and that efforts to expand access to secondary education need not come at the expense of learning in low-income countries like The Gambia.
Pedagogy versus School Readiness
Authors: Macdonald Kevin , Brinkman Sally , Jarvie Wendy , Machuca-Sierra Myrna , McDonall Kris , Messaoud-Galusi Souhila , Tapueluelu Siosiana , Thanh Vu Binh
Published: March 2019

Identifying cost-effective interventions to improve early literacy is vital to developing countries, given the importance of early literacy for an individual's future education outcomes and subsequent human capital formation. This paper presents the impact on early grade reading outcomes of two low-cost randomized interventions in Tonga: a reading instruction intervention and a community play-based activity intervention. The first intervention aims to improve early grade reading outcomes specifically; estimated impacts are approximately 0.3 standard deviation, although in some reading domains impacts are substantial, ranging from 0.6 to 0.7 standard deviation. The second intervention aims to improve school readiness and subsequently early grade reading outcomes, by providing communities with support to establish a community play-based activity. Using an instrumental variables approach, the play-based activity demonstrates positive impacts of around 0.2 standard deviation in many but not all reading domains. For the domains where a statistically significant impact is measured, the community play-based activity intervention is as at least as cost effective as the reading instruction intervention. The play-based activity intervention is shown to improve test scores by 0.21 to 0.47 standard deviation per US$100, depending on the reading test domain. The reading instruction intervention improves test scores by 0.08 to 0.34 standard deviation per US$100. These findings contribute further evidence on the effectiveness of reading instruction interventions, and possibly the first estimates of the impact of play group-type interventions on primary school reading outcomes.
Education and Health Services in Uganda
Authors: Tsimpo Clarence , Etang Alvin , Wodon Quentin
Published: March 2019

Good health and quality education are essential for economic growth and poverty reduction. Unfortunately, the quality of the education and health services provided in low-income countries is often low. Improving access and quality of education and health are key policy goals for Uganda. This paper builds on the Service Delivery Indicator study by further exploring issues related to the quality of service delivery in Uganda. The paper analyzes the quality of service from a poverty perspective, to contribute to the ongoing policy debate on the quality of service delivery in Uganda, especially in the education and health sectors. Combining data from the Service Delivery Indicator and the Uganda National Household Survey surveys, the paper shows a strong correlation between welfare and quality of service. The quality of service is lowest for those living in poor areas. This has implications for pupils’ learning outcomes. Pupils in poor areas perform poorly on a standardized test covering English, numeracy, and nonverbal reasoning. Increased access to education was not accompanied by improvement in learning outcomes. Results from econometric analysis suggest that improvements in school facilities, improvements in the quality of teaching, and the knowledge base of teachers could bring substantial gains in student performance, particularly in poor communities. Despite the low quality they face, if the poor are more satisfied with the service, this has implications for demand for social accountability, as the poor often are not exposed to or ignore the standard of service to which they should refer.
Well Begun, But Aiming Higher
Authors: Dang Hai-Anh H. , Glewwe Paul W.
Published: March 2019

Given its modest position as a lower-middle-income country, Vietnam stands out from the rest of the world with its remarkable performance on standardized test scores, school enrollment, and completed years of schooling. This paper provides an overview of the factors behind this exemplary performance, from an institutional viewpoint and by analyzing several data sources, some of which have rarely been used. The study finds that Vietnam has significantly increased school enrollment at all school levels in the past 20 years, and has achieved virtually universal primary school enrollment. Girls’ net enrollment rates caught up with and then overtook those of boys at the secondary level in the past decade. Most of the variation in school enrollment and completed years of schooling was due to within-commune individual factors, rather than between-commune or between-province factors. School-level factors played an important, but diminishing, role in determining students’ test scores, which was likely caused by a convergence in school quality in the country. The paper further discusses a host of challenges for the country—most of which have received insufficient attention to date—such as little school choice, a low secondary enrollment rate (compared with other Programme for International Student Assessment participants), inadequate training for the labor market, and the necessity of strategic planning for systemic reforms.
Acts of Undressing
Authors: Brownie Barbara
Published: March 2019

The act of undressing has a multitude of meanings, which vary dramatically when this commonly private gesture is presented for public consumption. This ground-breaking book explores the significance of undressing in various cultural and social contexts.

As we are increasingly obsessed with dress choices as signifiers of who we are and how we feel, an investigation into what happens as we remove our clothes has never been more pertinent. Exploring three main issues – politics, tease, and clothes without bodies – Acts of Undressing discusses these key themes through an in-depth and eclectic mix of case studies including flashing at Mardi Gras, the World Burlesque Games, and ‘shoefiti’ used by gangs to mark territories.

Building on leading theories of dress and the body, from academics including Roland Barthes and Mario Perniolato, Ruth Barcan and Erving Goffman, Acts of Undressing is essential reading for students of fashion, sociology, anthropology, visual culture, and related subjects.
Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012
Authors: de Hoyos Rafael , Holland Peter A. , Troiano Sara
Published: March 2019

This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-à-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system’s ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.
Teaching with the Test
Authors: de Hoyos Rafael , Ganimian Alejandro J. , Holland Peter A.
Published: March 2019

Despite the recent growth in the number of large-scale student assessments, there is little evidence on their potential to inform improvements in school management and classroom instruction in developing countries. This study conducted an experiment in the Province of La Rioja Argentina, that randomly assigned 105 public primary schools to: (a) a “diagnostic feedback” group in which standardized tests were administered in math and reading comprehension at baseline and two follow-ups and the results were made available to the schools through userfriendly reports; (b) a “capacity-building” group for which schools were provided with the reports and also workshops and school visits for supervisors, principals, and teachers; or (c) a control group, in which the tests were administered only at the second follow-up. After two years, diagnostic feedback schools outperformed control schools by .34 and .36 standard deviations (SD) in third grade math and reading, and by .28 and .38 SD in fifth grade math and reading. The principals at these schools were more likely to report using assessment results for management decisions, and students were more likely to report that their teachers engaged in more instructional activities and improved their interactions with them. Capacity-building schools saw more limited impacts due to lower achievement at baseline, low take up, and little value-added of workshops and visits. However, in most cases the results cannot discard the possibility that both interventions had the same impact.
Gender Education Gaps among Indigenous and Nonindigenous Groups in Bolivia
Authors: Reimão Maira Emy , Taş Emcet O.
Published: March 2019

This paper studies gender education gaps among indigenous and nonindigenous groups in Bolivia. Using the National Census of Population and Housing 2012 and an estimation method analogous to difference-in-differences, the paper finds that the intersection of gender and indigenous identity confers cumulative disadvantage for indigenous women in literacy, years of schooling, and primary and secondary school completion. Although gender education gaps have become narrower across generations, there remain significant differences among indigenous groups. The Aymara have the largest gender gap in all outcomes, despite having high overall attainment rates and mostly residing in urban centers, with greater physical access to schools. The Quechua have relatively smaller gender gaps, but these are accompanied by lower attainment levels. The paper discusses the possible sources of these differentials and highlights the importance of taking gender dynamics within each indigenous group into greater consideration.
Preschool Education in Brazil
Authors: Bastos Paulo , Straume Odd Rune
Published: March 2019

This paper examines whether an expansion in the supply of public preschool crowds out private enrollment. The paper uses rich data for municipalities in Brazil from 2000 to 2006, where federal transfers to local governments change discontinuously with given population thresholds. The results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public preschool services, but show no evidence of crowding out of private enrollment. This finding is consistent with a theory in which households differ in their willingness to pay for preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.
Full-Time Teachers, Students, and Curriculum
Authors: Cruz Tassia , Loureiro Andre , Sa Eduardo
Published: March 2019

This paper examines the full-time school program in Rio de Janeiro’s municipal schools. The program, called as the “Single-Shift” schools (Turno Único), extends the time students spend in municipal schools and seeks to improve the quality of education provision by creating a diverse curriculum for the use of the extra time in school. Unlike the model prevalent in most Brazilian public schools, in which the school day is divided in two shifts of four to five hours each, Single-Shift schools provide education in a format in which students attend a seven-hour daily shift. A subset of Single-Shift schools was certified when they included aspects such as having all teaching staff fully dedicated to a single school. Difference-in-differences estimates, including school and time fixed effects, as well as restrictive school-by-time controls, indicate sizable and robust positive results for the certified Single-Shift program in middle schools. The results indicate that just extending the school day does not grant positive impacts on student performance if it is not also coupled with a more comprehensive and careful consideration on how the additional school hours are used and organized, which requires a well-structured and integrated curriculum, teachers fully dedicated to one school, and focused teacher training.
“If it’s already tough, imagine for me…”
Authors: Machado Ana Luiza , Muller Miriam
Published: March 2019

Drawing on in-depth interviews with young women and men in rural and urban Brazil, this qualitative research explores gender dimensions in the causes and consequences of being “out of work and out of school.” A key conclusion from this research is that this term (or the Portuguese: “nem-nem”) does not translate well the complex realities of this highly heterogeneous group. The paper develops inductively from the data a typology of these youth, who face different barriers along their trajectories: a) barriers to building aspirations and internal motivation to return to school or work, b) barriers to action, and c) external barriers. Participants’ position along this spectrum is shaped by social context and gender norms that frame youth's trajectories and envisioned futures. These observed patterns are particularly strong in rural areas, where youth perceive fewer quality economic opportunities and stronger division of gender roles within the household and in farming activities, which keeps young women in lower paid or unpaid roles. Participants who have successful trajectories to technical schools, universities, or formal work demonstrate strong resilience, which seems to be built on their relationships with their families, peers, partners, and role models.
Schooling, Violent Conflict, and Gender in Burundi
Authors: Verwimp Philip , Van Bavel Jan
Published: March 2019

This paper investigates the effect of exposure to violent conflict on human capital accumulation in Burundi. It combines a nationwide household survey with secondary sources on the location and timing of the conflict. Only 20 percent of the birth cohorts studied (1971–1986) completed primary education. Depending on the specification, the probability of completing primary schooling for a boy exposed to violent conflict declines by 7 to 17 percentage points compared to a nonexposed boy, with a decline of 11 percentage points in the preferred specification. In addition, exposure to violent conflict reduces the gender gap in schooling, but only for girls from nonpoor households. Forced displacement is one of the channels through which conflict affects schooling. The results are robust to various specifications and estimation methods.
Estimating the Causal Effects of Conflict on Education in Côte d’Ivoire
Authors: Dabalen Andrew L. , Paul Saumik
Published: March 2019

This paper estimates the causal effects of civil war on years of education in the context of a school-going age cohort that is exposed to armed conflict in Côte d’Ivoire. Using year and department of birth to identify an individual’s exposure to war, the difference-in-difference outcomes indicate that the average years of education for a school-going age cohort is .94 years fewer compared with an older cohort in war-affected regions. To minimize the potential bias in the estimated outcome, the authors use a set of victimization indicators to identify the true effect of war. The propensity score matching estimates do not alter the main findings. In addition, the outcomes of double-robust models minimize the specification errors in the model. Moreover, the paper finds the outcomes are robust across alternative matching methods, estimation by using subsamples, and other education outcome variables. Overall, the findings across different models suggest a drop in average years of education by a range of .2 to .9 fewer years.
Access to Pre-Primary Education and Progression in Primary School
Authors: Bastos Paulo , Bottan Nicolas L. , Cristia Julian
Published: March 2019

Evidence on the impacts of a large-scale expansion in preprimary education is limited and mostly circumscribed to high- and middle-income nations. This study estimates the effects of such an expansion on progression in primary school in rural communities in Guatemala, where the number of pre-primary schools increased from about 5,300 to 11,500 between 1998 and 2005. Combining administrative and population census data in a difference-in-differences framework, the analysis finds that access to pre-primary education increased by 2.4 percentage points the proportion of students that progress adequately and attend sixth grade by age 12. These positive although limited effects suggest the need for complementary actions to produce substantial improvements in adequate progression.
Gender, Geography and Generations
Authors: Emran M. Shahe , Shilpi Forhad
Published: March 2019

India experienced sustained economic growth for more than two decades following the economic liberalization in 1991. While economic growth reduced poverty significantly, it was associated with an increase in inequality. Does this increase in inequality reflect deep-seated inequality of opportunity or efficient incentive structure in a market oriented economy? This paper provides evidence on economic mobility in post-reform India by focusing on the educational attainment of children. It uses two related measures of immobility: sibling and intergenerational correlations. The paper analyzes the trends in and patterns of educational mobility from 1992/93 to 2006, with a special emphasis on the roles played by gender and geography. The evidence shows that family background plays a strong role; the estimated sibling correlation in India in 2006 is higher than the available estimates for Latin American countries. There is a persistent gender gap in rural and less-developed areas. The only group that experienced substantial improvements is women in urban and developed areas, with the lower caste women benefiting the most. Almost 70 percent of the variance in children’s education can be accounted for by parental education and geographic location. The authors provide possible explanations for the apparently puzzling improvements for urban women in a country with strong son preference.
The Role of Preschool Quality in Promoting Child Development
Authors: Brinkman Sally Anne , Hasan Amer , Jung Haeil , Kinnell Angela , Nakajima Nozomi , Pradhan Menno
Published: March 2019

This paper reports on the quality of early childhood education in rural Indonesia. On average, the paper finds that centers created under the Indonesia Early Childhood Education and Development Project provide higher quality services than other types of preschools, as measured by a comprehensive instrument of preschool quality based on direct observation of classrooms in session (the Early Childhood Environment Rating Scale-Revised). The paper also examines the relationship between preschool quality and children’s early development using three commonly applied measures of quality: (i) the Early Childhood Environment Rating Scale-Revised; (ii) teacher characteristics; and (iii) structural characteristics of preschool services, such as their size and amount of class time. First, correcting for measurement error using an instrumental variables approach, the findings suggest that preschool quality is a significant and meaningful positive predictor of children’s developmental outcomes. Second, the findings for teacher characteristics are mixed, suggesting that policies focused solely on hiring teachers based on experience and training will be insufficient to improve children’s learning. Instead, policies must address the quality of professional development activities for teachers. Third, the amount of class time spent in early childhood programs is a significant positive predictor of children’s developmental outcomes. This suggests that in rural Indonesia—where early childhood programs are relatively low dose—children are likely to benefit from attending longer hours of preschool, either playgroups or kindergartens. Lastly, the paper compares items in the Early Childhood Environment Rating Scale-Revised with Indonesia’s national minimum service standards for early childhood education and development, and finds that the relationship between this alternative, context-appropriate measure of preschool quality and children’s development outcomes strongly corroborates the earlier conclusions.
School-Based Management, School Decision-Making and Education Outcomes in Indonesian Primary Schools
Authors: Chen Dandan
Published: March 2019

This paper examines the key aspects of the practices of school-based management in Indonesia, and its effect on education quality. Using a conceptual framework of an accountability system of public service delivery, the paper explores the relations among Indonesian parents, school committees, schools, and government education supervisory bodies from three tenets: participation and voice; autonomy; and accountability.

Using the data from a nationally representative survey of about 400 public primary schools in Indonesia, the paper finds that the level of parental participation and voice in school management is extremely low in Indonesia. While the role of school committees is still limited to community relations, school facilities, and other administrative areas of school management, school principals, together with teachers, are much more empowered to assert professional control of the schools. The accountability system has remained weak in Indonesia’s school system, which is reflected by inadequate information flow to parents, as well as seemingly low parental awareness of the need to hold schools accountable. The accountability arrangement of the Indonesian school system currently puts more emphasis on top-down supervision and monitoring by government supervisory bodies.

The findings show that although the scope of schoolbased management in Indonesia is limited, it has begun to help schools make the right decisions on allocation of resources and hiring additional (non-civil servant) teachers, and to create an enabling environment of learning, including increasing teacher attendance rates. These aspects are found to have significantly positive effects on student learning outcomes.
Improving Educational Quality through Enhancing Community Participation
Authors: Pradhan Menno , Suryadarma Daniel , Beatty Amanda , Wong Maisy , Alishjabana Armida , Gaduh Arya , Artha Rima Prama
Published: March 2019

This study evaluates the effect of four randomized interventions aimed at strengthening school committees, and subsequently improving learning outcomes, in public primary schools in Indonesia. All study schools were randomly allocated to either a control group receiving no intervention, or to treatment groups receiving a grant plus one or a combination of three interventions: training for school committee members, a democratic election of school committee members, or facilitated collaboration between the school committee and the village council, also called linkage. Nearly two years after implementation, the study finds that measures to reinforce existing school committee structures, the grant and training interventions, demonstrate limited or no effects; while measures that foster outside ties between the school committee and other parties, linkage and election, lead to greater engagement by education stakeholders and in turn to learning. Test scores improve in Indonesian by 0.17 standard deviations for linkage and 0.22 standard deviations for linkage+election. The election intervention alone leads to changes in time household members accompany children studying per week, but this does not lead to learning. Linkage is the most cost effective intervention, causing a 0.13 change in standard deviation in Indonesian test scores for each 100 dollars (US) spent.
Assessment Testing Can Be Used to Inform Policy Decisions
Authors: Abdul-Hamid Husein , Abu-Lebdeh Khattab M. , Patrinos Harry Anthony
Published: March 2019

Over the past two decades, the Jordanian education system has made significant advances. Net enrollment in basic education increased from 89 percent in 2000 to 97 percent in 2006. Transition rates to secondary education increased from 63 to 79 percent in the same period. At the same time, Jordan made significant gains on international surveys of student achievement, with a particularly impressive gain of almost 30 points on the science portion of the Third International Mathematics and Science Study. Changes in test scores over time are presented and analyzed using decomposition analysis. The trends are related to policy changes over time. It is argued that benchmarking education systems and constant feedback between researchers and policymakers contributed to this achievement.
Teacher Opinions on Performance Incentives
Authors: Lockheed Marlaine E.
Published: March 2019

This paper uses data from a post-hoc evaluation of a performance-based teacher incentive program in the Kyrgyz Republic to examine the opinions of teachers receiving different pay bonuses based on their performance as assessed by external evaluators. Overall, teacher opinions of the program were favorable, although teachers who received lower performance ratings held less favorable opinions about the motivational aspects of the program. Despite this, lower-rated teachers were more likely to report that they used what they learned to evaluate their own teaching, as compared with more highly rated teachers, and were more likely to take professional development courses in the years following the program’s implementation.
The (Non-) Effect of Violence on Education
Authors: Márquez-Padilla Fernanda , Pérez-Arce Francisco , Rodríguez-Castelán Carlos
Published: March 2019

This paper studies the sharp increase in violence experienced in Mexico after 2006, known as “The War on Drugs,” and its effects on human capital accumulation. The upsurge in violence is expected to have direct effects on individuals’ schooling decisions, but not indirect effects, because there was no severe destruction of infrastructure. The fact that the marked increases in violence were concentrated in some municipalities (and not in others) allows for implementa-tion of a fixed-effects methodology to study the effects of violence on educational outcomes. Different from several recent studies that have found significant negative effects of violence on economic outcomes in Mexico, the paper finds evidence that this is not the case, at least for human capital accumulation. The paper uses several sources of data on homicides and educational outcomes and shows that, at most, there are very small effects on total enrollment. These small effects may be driven by some students being displaced from high-violence municipalities to low-violence municipalities; but the education decisions of individuals do not seem to be highly impacted. The analysis discards the possibility that the effects on enrollment of young adults appear small because of a counteracting effect from ex-workers returning to school. The results stand in contrast with recent evidence of the negative effects of violence on short-term economic growth, since minimal to null effects on human capital accumulation today should have little to no adverse effects on long-term growth outcomes in Mexico.
The Heterogeneous Effect of Information on Student Performance
Authors: Avitabile Ciro , de Hoyos Rafael
Published: March 2019

A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes.
Dropout in Upper Secondary Education in Mexico
Authors: Kattan Raka Bentaouet , Székely Miguel
Published: March 2019

This study examines the causes and effects of low enrollment and high dropout rates at the upper secondary level in Mexico, where upper secondary completion rates are well below those of other Organisation for Economic Co-operation and Development countries and the regional average. Through a disaggregated analysis of coverage, absorption, and dropout data in secondary education at the state level, the study categorizes states according to the stage in the educational cycle at which dropout primarily occurs. The study further examines the academic, social, and economic consequences of dropout through an analysis of employment and youth survey data. The analysis of factors associated with dropout uses self-reported factors as well as estimated probit models that use household data from national surveys and the national standardized test. The central conclusion reached is that in addition to the patterns of dropout found, multiple elements intersect with the patterns to form a complex panorama. Key findings include: i) personal, family, and household economic factors and the prevalence of social risks have a closer association with dropout earlier in the education cycle; ii) the association between dropout and the quality of education has greater intensity in states where dropout occurs primarily during upper secondary education and in those with the lowest upper secondary dropout rates; and iii) as the returns to education grow, dropout is lower; in the case of returns to higher education, the association with dropout is stronger for states that have the highest dropout during upper secondary education. This complexity merits differentiated responses, which are explored through a brief look at relevant international approaches.