More is less? The impact of the experimental 6th grade project – SME/RJ
DOI:
https://doi.org/10.18222/eae.v28i69.3795Keywords:
Elementary School, Education Assessment, 6° Grade Experimental Project, Student Performance.Abstract
The aim of this study is to assess the short-term impact of the sixth-grade experimental project and the factors that mediate this impact. The main feature of the project proposed by the Department of Municipal Education (SME) of Rio de Janeiro, in 2011, is its expansion up to the 6th grade the elementary education, with only one lead teacher to teach the main subjects. To evaluate the project, we used the differences-in-differences method with propensity scorematching. The results indicate an improvement of 0.16 standard deviations in mathematics at the end of the first half of the project, for the schools that entered in the 6th Grade Experimental, in 2014. The main mechanisms that explain performance improvement are the improved climate in the classroom, in pedagogical autonomy and in the training of teachers.Downloads
References
BARBER, B. K.; OLSEN, J. A. Assessing the transitions to middle and high school. Journal of Adolescent Research, Charlottesville, v. 19, n. 1, p. 3-30, jan. 2004.
BEDARD, K.; DO, C. Are middle schools more effective? The impact of school structure on student outcomes. Journal of Human Resources, Madison, v. 40, n. 3, p. 660-682, jul./ago. 2005.
BLEDA, M. J.; TOBIAS, A.Cronbach’s alpha one-sided confidence interval. Stata Technical Bulletin, College Station, v. 10, n. 56, p. 1-52, jul. 2001.
BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Microdados Prova Brasil 2011. Brasília, DF: Inep, 2014. Disponível em: <http://portal.inep.gov.br/microdados>. Acesso em: 12 mar. 2014.
BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Resultados e metas. Brasília, DF: Inep, 2015.
Disponível em: <http://ideb.inep.gov.br/resultado/>. Acesso em: 29 set. 2015.
CAMERON, C.; TRIVEDI, P. Microeconometrics: methods and applications. Cambridge: Cambridge University, 2005.
CHRISTOPHEL, D. M. The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, Washington, v. 39, n. 4, p. 323-340, out./dez. 1990.
COOK, P. J. et al. Should sixth grade be in elementary or middle school? An analysis of grade configuration and student behavior. [S.l.]: Terry Sanford Institute of Public Policy, 2007.
ECCLES, J. S.; MIDGLEY, C. Stage/environment fit: developmentally appropriate classroom for early adolescent. In: AMES, R. E.; AMES, C. Research on motivation in Education. New York: Academic, 1989. v. 3.
ECCLES, J. S. et al. Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, Chicago, v. 93, n. 5, p. 553-574, May 1993.
FAIRCHILD, A. J.; MACKINNON, D.P. A general model for testing mediation and moderation. Prevention Science, New York, v. 10, n. 2, p. 87-99, June. 2009.
FUNDAÇÃO LEMANN. Como garantir que todos os alunos brasileiros tenham um bom professor todos os dias na sala de aula? Projetos Selecionados. São Paulo, 2014. Disponível em: <http://www.fundacaolemann.org.br/>. Acesso em: fev. 2016.
HANEWALD, R. Transition between primary and secondary school: why it is important and how it can be supported. Australian Journal of Teacher Education, Joondalup, v. 38, n. 1, p. 62-74, jan. 2013.
LEMOV, D. Aula nota 10: 49 técnicas para se tornar um professor campeão de audiência. Livros de Safra, 2013.
MACKINNON, D. P.; DWYER, J. H. Estimating mediated effects in prevention studies. Evaluation Review, Thousand Oaks, v. 17, n. 2, p. 144-158, Apr. 1993.
RIO DE JANEIRO (Cidade). Secretaria de Educação. Cadernos Pedagógicos. Rio de de Janeiro: SME, 2016a. Disponível em: <http://www.rio.rj.gov.br/web/sme/exibeconteudo?id=4119687> . Acesso em: 15 abr. 2016.
RIO DE JANEIRO (Cidade). Secretaria de Educação. Educopédia. Rio de Janeiro: SME, 2016b. Disponível em: <http://www.rio.rj.gov.br/web/sme/educopedia>. Acesso em: 15 abr. 2016.
RUDOLPH et al. Negotiating the transition to middle school: the role of self-regulatory processes. Child Development, Medford, v. 72, n. 3, p. 929-946, May/June 2001.
RYAN, A. M.; SHIM, S. S.; MAKARA, K. A. Changes in academic adjustment and relational self-worth across the transition to middle school. Journal of youth and adolescence, New York, v. 42, n. 9, p. 1372-1384, Sept. 2013.
SCHWERDT, G.; WEST, M. R. The impact of alternative grade configurations on student out comes through middle and high school. Journal of Public Economics, Cambridge, v. 97, p. 308-326, Jan. 2013.
SOTO, C. J. et al. Age differences in personality traits from 10 to 65: Big five domains and facets in a large cross-sectional sample. Journal of personality and social psychology, Washington, v. 100, n. 2, p. 330, Feb. 2011.
TASSONI, E. C. M. Afetividade e aprendizagem: a relação professor-aluno. In: REUNIÃO ANUAL DA ANPED, 23., setembro de 2000, Caxambu. Anais... Caxambu, MG: Anped, 2000.
WENTZEL, K. R. Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of educational psychology, Washington, v. 90, n. 2, p. 202, June 1998.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Estudos em Avaliação Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish in this journal agree to the following terms:
a. Authors retain the copyright and grant the journal the right to first publication, with the paper simultaneously licensed under the Creative Commons Attribution License (CC BY 4.0) license that allows the sharing of the paper with acknowledgment of authorship and initial publication in this journal.
b. Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the paper published in this journal (for example publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
c. Authors are allowed and encouraged to publish and distribute their paper on-line (for example in institutional repositories or on their personal page) at any moment before or during the editorial process, as this can generate productive changes, as well as increase the impact and citation of the published paper (See The Effect of Open Access).
