Showing 1 – 4 of 4 results.
Curated
Education and Citizenship in East Africa, 1966-1967: Tanzania Sample (ICPSR 4073)
Released/updated on: 2006-01-18
Geographic coverage: Africa, Tanzania, Global
Time period: 1966-01-01--1967-01-01
This study contains survey data from samples of primary and secondary school students in Tanzania in 1966 and 1967. The study focused on respondents' feelings toward the teacher and the educational system, trust in others, attitudes toward the political system, and conception of the relationship between the educational system and the economic and political systems. Several questions attempted to assess whether the students believed that an education would help them in the future with respect to employment, influencing the government, and being a good citizen. Background data such as age, race, religion, and education of parents were also collected.
Curated
Monitoring the Future: A Continuing Study of American Youth (8th- and 10th-Grade Surveys), 1996 (ICPSR 2350)
Released/updated on: 2006-03-06
Geographic coverage: United States
These surveys of 8th- and 10th-grade students are part of a series that explores changes in important values, behaviors, and lifestyle orientations of contemporary American youth. Students in each grade are randomly assigned to complete one of two questionnaires, each with a different subset of topical questions but containing a set of 'core' questions on demographics and drug use. There are about 300 variables across the questionnaires. Drugs covered by this survey include amphetamines (stimulants), barbiturates (tranquilizers), other prescription drugs, tobacco, alcohol, inhalants, steroids, Rohypnol, MDMA, marijuana, hashish, LSD, hallucinogens, cocaine, crack, and injection drugs such as heroin.
Curated
Social, Demographic, and Educational Data for France, 1801-1897 (ICPSR 48)
Released/updated on: 1992-02-16
Geographic coverage: Europe, France
Time period: 1801-01-01--1897-01-01
This data collection consists of 161 selected social, demographic, and educational datasets for France in the period 1801-1897. The data were collected from published reports of three national statistical series: (1) National Censuses, (2) Vital Statistics, and (3) Primary Education. This project was supported by grants from the National Endowment for the Humanities and the National Science Foundation. The National Census data were derived from the quinquennial population censuses of France from 1801 to 1896 and were obtained from the Statistique Generale de la France. The data provide detailed social and economic information for the period 1851 to 1896. The data for 1801-1851 are less rich in subject matter coverage but do present some basic information on population characteristics. The National Census data in general describe the population, including the composition of the population by categories of age, sex, place of birth, marital status, religion, place of residence, and occupation. There is also some limited information on migration, transportation and communication, housing, and families. A large segment of the census data pertains to occupations of the population, specifying job classifications within professions, as well as information on non-employed household members that were dependent on employees in the various industries, in addition to enumerations of persons employed in various professions and trades. The Vital Statistics data files contain annual vital statistics for the French population. These data were obtained from two printed series, MOUVEMENT DE LA POPULATION (1801-1868), and STATISTIQUE ANNUELLE (1869-1897). The basic variables included in the vital statistics datasets record births, deaths, and marriages in France. Detailed cross-tabulations of these demographic indicators are presented for births, tabulated by sex, month, legitimacy status, and characteristics of the parents, and deaths, categorized by age and previous marital status of the partners. Additional cross-tabulations are provided for variables such as divorces, passports issued, medical personnel and hospitals, and a literacy indicator (signing of marriage certificates). The Primary Education data files provide information on primary schools and were obtained from the Statistique de l'enseignement Primaire. The data obtained from the series basically cover the period 1829-1897, although some recapitulative information for earlier years is also presented. The main focus of the data in this series is on primary schools, classes and buildings, enrollment, teachers, sources of funding and expenditure, and academic proficiency of the pupils. Additional information is included on literacy, teacher training (normal) schools, school age population, and libraries. A machine-readable French language codebook, describing the data items as well as the sources from which they were obtained, is provided with each dataset supplied. In addition, lists of the variables included in each dataset are included in Parts 162-164. See the related collection, DEMOGRAPHIC, SOCIAL, EDUCATIONAL AND ECONOMIC DATA FOR FRANCE, 1833-1925 (ICPSR 7529).
Curated
Study of Instructional Improvement (SII) (ICPSR 26282)
Released/updated on: 2010-05-20
Geographic coverage: United States
Time period: 2000-01-01--2004-01-01
To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America's Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students' family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a "matched" control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.