Essays on economics of education and skills.

148 p.La presente tesis doctoral plantea tres ensayos de economía aplicada mediante métodos cuantitativos al campo de la economía de la educación y la economía de las competencias y el empleo. El primer ensayo trata de responder a la cuestión de por qué el País Vasco experimentó una fuerte caída en la encuesta de aprendizaje PISA en el año 2015 con respecto a la edición anterior de 2012. Los resultados muestran una multiplicidad de factores: un aumento de las tasas de repetición, un aumento de la proporción de alumnos que realizan la prueba en un idioma distinto al del hogar y un aumento de problemas de conducta del alumnado reportados por los directores de centro. El segundo ensayo evalúa el impacto que tuvo la reforma de elección de escuela distrito único en la Comunidad de Madrid en 2013, que otorgó un mayor número de opciones de elección de escuela a las familias. A través de datos administrativos nunca explotados, se encuentra que las familias reaccionaron positivamente a la reforma ejerciendo una mayor movilidad y desplazamiento fuera del distrito a los centros educativos. En particular se encuentran diferencias notables por nivel educativo de los padres y origen nacional de los alumnos. Finalmente se estima una leve caída de la segregación social (según nivel educativo de los padres) y fuerte aumento de la segregación por origen nacional. Los resultados están asociados a la red de escuelas concertadas y a la composición social de los centros educativos de destino.El tercer ensayo analiza por primera vez las diferencias en tareas (a través de la encuesta PIAAC) en el empleo en un grupo de 20 países usando información precisa sobre el contenido de trabajo para cada trabajador. Se analiza la relación entre dichas tareas y características individuales y del trabajo, y a su vez, la relación entre dichas tareas y los salarios, asumiendo un modelo de auto-selección basado en ventaja comparativa. Los resultados muestran que los países más avanzados (como Nueva Zelanda o Gran Bretaña) muestran mayores niveles de tareas no-rutinarias y aquellos menos desarrollados (como Lituania o Turquía) muestran mayores niveles de tareas rutinarias. Se observa que el uso de tecnología en el empleo es un factor clave para entender dichas diferencias y que estas diferencias permiten predecir diferencias de salarios entre y dentro de las ocupaciones. Finalmente, nuestras medidas de tareas basadas en PIAAC son validadas al ser comparadas con la medida O*NET estándar en la literatura

UTPA Catalog 1996-1998

https://scholarworks.utrgv.edu/edinburglegacycatalogs/1065/thumbnail.jp

Clemson Catalog, 1994-1995, Volume 69

https://tigerprints.clemson.edu/clemson_catalog/1147/thumbnail.jp

Clemson Catalog, 1995-1996, Volume 70

https://tigerprints.clemson.edu/clemson_catalog/1148/thumbnail.jp

Motivation, Language Learning Strategies, and Course Performance Among English Speaking College Students Learning a Romance Language

Only 8% of American college students study a foreign language (Christian, Johnson, Malone & Rifkin, 2003). Part of the reason stems from a decrease in foreign language requirements from four to two years at many secondary schools, thus reducing the number of students exposed to foreign language learning (Brecht & Rivers, 2000; Congressional Hearing Document, 2001). This creates a shortage of qualified human resources proficient in a second language at a time when an influx of immigration and globalization have created an increasing need to learn a foreign language (General Accounting Office, 2002). Meeting the human capital foreign language deficit requires substantial research to provide methods and techniques in teaching and producing a foreign language proficient U.S. workforce (General Accounting Office, 2002). Language-learning strategy use and motivation have been found to correlate highly with language proficiency (Bremner, 1999; Gardner, Masgoret, & Tremblay, 1997). This study examined the relationship between language-learning strategies, motivation, and expected course grades of English-speaking college students learning a romance language. The entire accessible population of approximately 256 English-speaking college students learning a romance language was invited to participate in a non-experimental, quantitative, exploratory (correlational) and explanatory (comparative) study. The Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was used to measure frequency of student language-learning strategy use. The three subscales, Motivational Intensity, Desire to Learn the Language, and Attitudes Toward Learning the Language, developed by Gardner in 1985 measured students\u27 Motivation. Cronbach\u27s alphas were used to provide estimates of reliability for each of the six individual language-learning strategies and for the three motivation sub-scales. Results indicated that both the Motivation (.94) and the SILL (.93) scales were reliable for measuring the motivation and frequency of language-learning strategy use of respondents. Factor analysis were conducted to test for the emergence of six factors and to establish construct validity for the SILL and for the Motivation scales. The eigen value revealed 13 factors explaining 64.6% of the total variance for the SILL and five factors for the Motivation scale which explained 40.1% of the variance. Independent t-tests, ANOVA with LSD and Scheffe post hoc comparisons were conducted to see if the frequency of language-learning strategies used differed significantly according to the demographic characteristics, motivation, or language/learning experiences of English-speaking college students learning a romance language. Results of the I-test and ANOVA demonstrated that there were significant differences in expected course grades according to gender @ = .03), age @ = ,011, college grade level O, = .01), and number of languages spoken (p=.00). Independent t-tests, and ANOVAs were also conducted to test differences in language-learning strategies according to demographic characteristics and language-learning experience. Gender proposed to have the most effect on the difference in the frequency of use of almost all the language-learning strategies except for Affective language-learning strategies. Multiple regression analyses with the stepwise method was used to see if demographic characteristics, language-learning experiences, and motivation, were significant explanatory variables of the frequency of use of language-learning strategies used by English-speaking college students learning a romance language. Motivational Intensity (t = 6.45, p = .000, B = .44) was the strongest explanatory variable for the total SILL as well as for the breakdown of the subscales. The results of the regression analysis for hypothesis one was partially supported because Attitude Towards Learning the Language, years spent studying a language, Motivational Intensity, grade level, and Affective Strategies were explanatory variables of expected course grade, with Motivational Intensity (t = 3.89, p = ,000, B = .32) as the most important predictor. The analysis of individual language-learning strategies indicated Metacognitive (t = 4.27, p = .000, = .45) and Affective (t = -4.52, p = .000, B= -.34) strategies as being significant predictors of expected course grade. The results of for Hypothesis two was partially supported since the other strategies were not significant predictors of expected course grade. Independent t-tests were conducted for hypothesis three testing to see if women had significant higher frequencies of use of language-learning strategies than do men. The results revealed that female respondents did have higher frequencies of use of language-learning strategies than their male counterparts except for Compensation and Affective strategies. Therefore, Hypothesis three was partially supported

Strategic Latency Unleashed: The Role of Technology in a Revisionist Global Order and the Implications for Special Operations Forces

The article of record may be found at https://cgsr.llnl.govThis work was performed under the auspices of the U.S. Department of Energy by Lawrence Livermore National Laboratory in part under Contract W-7405-Eng-48 and in part under Contract DE-AC52-07NA27344. The views and opinions of the author expressed herein do not necessarily state or reflect those of the United States government or Lawrence Livermore National Security, LLC. ISBN-978-1-952565-07-6 LCCN-2021901137 LLNL-BOOK-818513 TID-59693This work was performed under the auspices of the U.S. Department of Energy by Lawrence Livermore National Laboratory in part under Contract W-7405-Eng-48 and in part under Contract DE-AC52-07NA27344. The views and opinions of the author expressed herein do not necessarily state or reflect those of the United States government or Lawrence Livermore National Security, LLC. ISBN-978-1-952565-07-6 LCCN-2021901137 LLNL-BOOK-818513 TID-5969

Grammar and Corpora 2016

In recent years, the availability of large annotated corpora, together with a new interest in the empirical foundation and validation of linguistic theory and description, has sparked a surge of novel work using corpus methods to study the grammar of natural languages. This volume presents recent developments and advances, firstly, in corpus-oriented grammar research with a special focus on Germanic, Slavic, and Romance languages and, secondly, in corpus linguistic methodology as well as the application of corpus methods to grammar-related fields. The volume results from the sixth international conference Grammar and Corpora (GaC 2016), which took place at the Institute for the German Language (IDS) in Mannheim, Germany, in November 2016