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Striving for Educational Improvement: Essays on Intergenerational Mobility and Teacher Bonus Programs in Contemporary Brazil = = Das Streben Nach Bildungsverbesserung : Aufsatze uBer Intergenerationale Mobilitat Und Leistungspramie Im Brasilianischen Bildungssystem.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Striving for Educational Improvement: Essays on Intergenerational Mobility and Teacher Bonus Programs in Contemporary Brazil =/
Reminder of title:	Das Streben Nach Bildungsverbesserung : Aufsatze uBer Intergenerationale Mobilitat Und Leistungspramie Im Brasilianischen Bildungssystem.
Author:	Leone, Tharcisio.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	155 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
Subject:	Interviews. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28653029
ISBN:	9798522953195

Striving for Educational Improvement: Essays on Intergenerational Mobility and Teacher Bonus Programs in Contemporary Brazil = = Das Streben Nach Bildungsverbesserung : Aufsatze uBer Intergenerationale Mobilitat Und Leistungspramie Im Brasilianischen Bildungssystem.
Leone, Tharcisio.

Striving for Educational Improvement: Essays on Intergenerational Mobility and Teacher Bonus Programs in Contemporary Brazil =Das Streben Nach Bildungsverbesserung : Aufsatze uBer Intergenerationale Mobilitat Und Leistungspramie Im Brasilianischen Bildungssystem. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 155 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--Freie Universitaet Berlin (Germany), 2021.

This item must not be sold to any third party vendors.

This cumulative dissertation contains three self-contained research papers related to the topic of Education Economics in Brazil, with each chapter consisting of a single paper. While chapter 1 addresses the variation in intergenerational education mobility across Brazilian states, the chapters 2 and 3 deal with the impact evaluation of the teacher bonus of the state of Sao Paulo implemented in 2008. Chapter 1, entitled "The geography of mobility" applies the most recently published mobility data for Brazil to present a comprehensive and up-to-date analysis of mobility chances in Brazilian society. The study aims at expanding the literature on the "Great Gatsby curve" by incorporating a national investigation of the relationship between income inequality and intergenerational mobility. In addition, the chapter investigates a specific mechanism behind the "Great Gatsby curve," namely whether income inequality does affect the (final) education outcomes of children from socially vulnerable families. Using cross-sectional data from nationally representative household surveys and econometric models, this paper provides two main empirical findings to the literature. First, the "Great Gatsby curve" also holds true within a single country; or, in other words, the Brazilian states with the highest levels of income disparity present also the lowest values for intergenerational education mobility. And, second, a possible reason for this association is the negative impact of inequality on education: each additional point in the 75/10 ratio of income inequality decreases the chances of achieving secondary education by 5.4 percent for children from low-educated parents. In chapter 2, entitled "Does a productivity bonus pay off?" I explore the panel nature of the GERES database and apply value-added models for the investigation of the bonus scheme's impact in order to control the estimation strategy for the students' previous knowledge and ability. Using a difference-in-difference approach in which students from state schools are the treatment and their peers from municipal schools the comparison group, the article concludes that the implementation of performance-based bonuses for teachers in the state schools of Sao Paulo has led to no statistically significant impact on the performance of students in Math and Portuguese. In the first year of the bonus program, the test scores in treatment schools were slightly lower than those in comparison schools. But none of this variation was statistically significant. The results from alternative specifications, placebo tests, and robustness checks also support these core findings. The final chapter, entitled "Addressing changes in professional behavior by teacher bonus" applies an explanatory sequential design by combining data from a questionnaire survey and qualitative interviews. The main motivation behind this analysis was addressing the lack of empirical evidence in the literature showing the mechanisms through which the teacher bonus program can lead to an increase in the academic achievements of students. Then, the paper focuses on the individual perceptions and viewpoints of teachers to investigate a possible causal link between the implementation of the merit-pay program in the education system and the improvement of professional practices and behaviors in schools.

ISBN: 9798522953195Subjects--Topical Terms:

856777
Interviews.

Striving for Educational Improvement: Essays on Intergenerational Mobility and Teacher Bonus Programs in Contemporary Brazil = = Das Streben Nach Bildungsverbesserung : Aufsatze uBer Intergenerationale Mobilitat Und Leistungspramie Im Brasilianischen Bildungssystem.
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245 1 0 $a Striving for Educational Improvement: Essays on Intergenerational Mobility and Teacher Bonus Programs in Contemporary Brazil = $b Das Streben Nach Bildungsverbesserung : Aufsatze uBer Intergenerationale Mobilitat Und Leistungspramie Im Brasilianischen Bildungssystem.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 155 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Fritz, Barbara;Lay, Jann.
502 $a Thesis (Ph.D.)--Freie Universitaet Berlin (Germany), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This cumulative dissertation contains three self-contained research papers related to the topic of Education Economics in Brazil, with each chapter consisting of a single paper. While chapter 1 addresses the variation in intergenerational education mobility across Brazilian states, the chapters 2 and 3 deal with the impact evaluation of the teacher bonus of the state of Sao Paulo implemented in 2008. Chapter 1, entitled "The geography of mobility" applies the most recently published mobility data for Brazil to present a comprehensive and up-to-date analysis of mobility chances in Brazilian society. The study aims at expanding the literature on the "Great Gatsby curve" by incorporating a national investigation of the relationship between income inequality and intergenerational mobility. In addition, the chapter investigates a specific mechanism behind the "Great Gatsby curve," namely whether income inequality does affect the (final) education outcomes of children from socially vulnerable families. Using cross-sectional data from nationally representative household surveys and econometric models, this paper provides two main empirical findings to the literature. First, the "Great Gatsby curve" also holds true within a single country; or, in other words, the Brazilian states with the highest levels of income disparity present also the lowest values for intergenerational education mobility. And, second, a possible reason for this association is the negative impact of inequality on education: each additional point in the 75/10 ratio of income inequality decreases the chances of achieving secondary education by 5.4 percent for children from low-educated parents. In chapter 2, entitled "Does a productivity bonus pay off?" I explore the panel nature of the GERES database and apply value-added models for the investigation of the bonus scheme's impact in order to control the estimation strategy for the students' previous knowledge and ability. Using a difference-in-difference approach in which students from state schools are the treatment and their peers from municipal schools the comparison group, the article concludes that the implementation of performance-based bonuses for teachers in the state schools of Sao Paulo has led to no statistically significant impact on the performance of students in Math and Portuguese. In the first year of the bonus program, the test scores in treatment schools were slightly lower than those in comparison schools. But none of this variation was statistically significant. The results from alternative specifications, placebo tests, and robustness checks also support these core findings. The final chapter, entitled "Addressing changes in professional behavior by teacher bonus" applies an explanatory sequential design by combining data from a questionnaire survey and qualitative interviews. The main motivation behind this analysis was addressing the lack of empirical evidence in the literature showing the mechanisms through which the teacher bonus program can lead to an increase in the academic achievements of students. Then, the paper focuses on the individual perceptions and viewpoints of teachers to investigate a possible causal link between the implementation of the merit-pay program in the education system and the improvement of professional practices and behaviors in schools.
520 $a Diese kumulative Dissertation besteht aus drei eigenstandigen empirischen Arbeiten zum Thema Bildungsokonomie in Brasilien, wobei jeder dieser drei Forschungsartikel ein eigenes Kapitel abbildet. Der erste Artikel (Kapitel 2) beschaftigt sich mit der Variation von intergenerationaler Bildungsmobilitat zwischen den brasilianischen Bundesstaaten. Die beiden weiteren Artikel (Kapitel 3 und 4) befassen sich mit einer wissenschaftlichen Evaluierung des Bonusprogramms fur Lehrkrafte des Bundesstaates Sao Paulo, das im Jahr 2008 eingefuhrt wurde. Beide Studien haben die Gemeinsamkeit, dass sie die Effektivitat des Bonusprogramms untersuchen, wobei jedes Vorhaben unterschiedliche Forschungsfragen behandelt und verschiedene empirische Methoden verwendet.Das erste Kapitel "The geography of intergenerational mobility" verwendet die zuletzt veroffentlichten Mobilitatsdaten fur Brasilien (PNAD-2014), um eine umfassende und aktuelle Analyse der Bildungsmobilitatschancen in der brasilianischen Gesellschaft darzustellen. Diese Studie zielt auf die Erweiterung der Literatur zur "Great Gatsby curve" ab, indem sie den Zusammenhang zwischen Einkommensungleichheit und intergenerationaler Mobilitat auf nationaler Ebene untersucht. Zudem wird ein spezifischer Mechanismus der "Great Gatsby curve" berucksichtigt, indem untersucht wird, ob Einkommensungleichheit die Bildungsergebnisse von Kindern aus sozial schwachen Familien beeinflusst. Unter Verwendung von Querschnittsdaten aus einer bundesweit reprasentativen Haushaltsbefragung tragt diese Studie mit den folgenden empirischen Ergebnissen zur Literatur bei: Zum einen lasst sich die "Great Gatsby Curve" fur die Bundestaaten Brasiliens abbilden. Die Bundesstaaten Brasiliens mit der hochsten Einkommensungleichheit sind diejenigen mit der geringsten intergenerationalen Bildungsmobilitat und vice versa. Zum anderen zeigen die Ergebnisse, dass die negative Auswirkung von Einkommensungleichheit auf Bildungsergebnisse eine mogliche Erklarung fur diesen Zusammenhang darstellt. Jeder zusatzliche Punkt in dem 75/10 Verhaltnis der Einkommensungleichheit senkt die Wahrscheinlichkeit, dass Kinder von Eltern mit geringer Bildung einen Sekundarschulabschluss erreichen, um 5,4 Prozent.Die zweite Studie "Does a productivity bonus pay off?" verwendet Paneldaten (GERES) zu den akademischen Leistungen von SchulerInnen aus den Jahrgangsstufen eins bis vier und untersucht mithilfe von "value-added models" die Auswirkung eines Bonusprogramms fur Lehrkrafte auf die schulischen Leistungen von Kindern. Diese Studie begrenzt die Untersuchung auf die Stadt Campinas und verwendet einen Differenz-von-Differenzen-Ansatz, in welchem die SchulerInnen aus staatlichen Institutionen die Treatment-Gruppe und gleichaltrige SchulerInnen aus kommunalen Schulen die Kontrollgruppe bilden.Damit kommt die zweite Studie zu dem Ergebnis, dass die Einfuhrung des Bonusprogrammes fur Lehrkrafte im Bundestaat von Sao Paulo keinen statistisch signifikanten Einfluss auf die Leistungen der SchulerInnen in Mathematik und Portugiesisch hatte. Nach dem ersten Jahr des Bonusprogrammes lagen die Prufungsergebnisse von SchulerInnen aus staatlichen Schulen geringfugig unter denen aus den kommunalen Schulen, wobei dieser Unterschied nicht statistisch signifikant ist. Die Ergebnisse von alternativen Spezifikationen, Placebotests und Robustheitsprufungen bestatigen diese Erkenntnis.Das letzte Kapitel "Addressing changes in professional behavior by teacher bonus" konzentriert sich ebenfalls auf die Evaluierung des Bonusprogramms fur Lehrkrafte des Bundesstaats Sao Paulo. Der Fokus liegt hier jedoch auf der Untersuchung von moglichen Anderungen bei der Lehrtatigkeit, die aufgrund der Einfuhrung des Bonus entstanden und mitverantwortlich fur die Verbesserung der Leistungen der SchulerInnen sein konnten. Das Forschungsvorhaben interessiert sich fur die individuellen Wahrnehmungen und Ansichten der Lehrkrafte in Bezug auf die Effekte des Bonusprogramms auf ihre beruflichen Aktivitaten und ihr Verhalten im Schulwesen.
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650 4 $a Research methodology. $3 3559994
650 4 $a Data collection. $3 3561708
650 4 $a Learning. $3 516521
650 4 $a Parents & parenting. $3 3562799
650 4 $a Teaching. $3 517098
650 4 $a Behavior. $3 532476
650 4 $a Socioeconomic factors. $3 3435444
650 4 $a Foreign students. $3 3557626
650 4 $a Achievement tests. $3 565866
650 4 $a Income inequality. $3 3686832
650 4 $a Families & family life. $3 3422406
650 4 $a Secondary education. $3 2122779
650 4 $a Educational attainment. $3 913521
650 4 $a Teachers. $3 529573
650 4 $a Geography. $3 524010
650 4 $a Society. $3 700566
650 4 $a Education. $3 516579
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Individual & family studies. $3 2122770
650 4 $a Latin American studies. $3 2122903
650 4 $a Regional studies. $3 3173672
650 4 $a Statistics. $3 517247
650 4 $a Questionnaires. $3 529568
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