The Influence of School Resources in Chile. Their Effect on Educational Achievement and Occupational Attainment. World Bank Staff Working Papers Number 530.

Autor/inn/en	Schiefelbein, Ernesto; und weitere
Institution	World Bank, Washington, DC.
Titel	The Influence of School Resources in Chile. Their Effect on Educational Achievement and Occupational Attainment. World Bank Staff Working Papers Number 530.
Quelle	(1983), (134 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8213-0145-4
Schlagwörter	Academic Achievement; Career Education; Education Work Relationship; Educational Attainment; Educational Quality; Educational Resources; Elementary Secondary Education; Employment Level; Entry Workers; Foreign Countries; Investment; Longitudinal Studies; Student Attitudes; Teacher Attitudes; Textbooks; Use Studies; Chile + Suchen Sie Ihr Suchwort? Schulleistung; Arbeitslehre; Bildungsabschluss; Bildungsgut; Quality of education; Bildungsqualität; Bildungsmittel; Beschäftigungsgrad; Ausland; Investments; Geldanlage; Investiton; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Lehrerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Benutzerschulung
Abstract	The three papers which make up this report all deal with the potential impact on learning of investments in school resources: textbooks, school facilities, and teacher training. The first two papers use data from a longitudinal study of young people in Chile. The linkage between education and labor market entry is addressed in the first paper. These conclusions are drawn: educational variables are more powerful predictors of occupational attainment than family social status, and educational quality variables are much more powerful predictors of occupational attainment than educational attainment or achievement. The second paper examines factors that explain changes in academic achievement levels between the end of primary and the end of secondary school. It concludes that among the relatively small percentage of students who both completed secondary school and took the university entrance exam, changes in achievement levels are explained primarily by differences in the quality of the educational experience rather than in the differences in family background. Using data from a questionnaire observation study of actual teaching-learning behavior in Chilean classrooms, the third paper examines patterns of textbook use and concludes that teachers vary widely in attitudes toward and use of texts, that students have a much more positive perception of texts than do teachers, and that the main problems in textbook use are negative teacher attitudes and the inability of poorer children to buy them. (YLB)
Anmerkungen	World Bank Publications, P.O. Box 37525, Washington, DC 20013.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC