tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. Abstract Tax derives from subjects’ earnings measured in monetary terms, a principle anchored in financial accounting. The canon of equity, especially the vertical form, sometimes referred to as “ability to pay” remains monetary. However, negating conventional horizontal equity, equal taxable incomes often require employment of different economic rationality levels to earn them depending on the profession or sector the tax payer comes from; hence different cognitive energies are required to generate the same taxable income—disapproving the mere “ability to… Continue Reading →
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eric.ed.gov har udgivet: There is a dearth of literature that use research design for causal inference that estimate the effect of information and communications technology (ICT) programs on literacy outcomes in early primary, particularly in Sub-Saharan Africa. There are several programs that have used ICT at a large scale, including Los Angeles, Peru, Nicaragua, Rwanda and an ongoing program in Turkey. Seldom have the studies directly estimated the effect of the ICT program on learning, as the measures used have typically been a middle level of the causal chain (Strigel & Pouezevara, 2012). Mobile phones are increasingly available in the market, and several authors argue that mobile learning is an increasingly ideal way to increase outcomes at scale (UNESCO, 2012; GSMA, 2012; McKinsey & Co., 2012; Vosloo, 2012). There are… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This paper uses difference-in-difference and multivariate analyses procedures to examine the effects of two community-based intervention packages on mathematics achievement of primary school girls from low-income urban households in Kenya. The data involved in this study were collected between 2013 and 2015 from 748 12–19 years old primary school girls residing in two major Nairobi slums of Viwandani and Korogocho. These data were part of a larger intervention study that sought to improve schooling outcomes among girls from disadvantaged home backgrounds by providing them with after-school homework support, life skill mentoring and parental counselling. Results reveal intervention effects of between 23 and 26 mathematics score points on a Rasch scale with a mean of 400 a standard deviation of… Continue Reading →
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