Needs to be done on R. You can use your own data if you have any but must have a
ID: 3662861 • Letter: N
Question
Needs to be done on R. You can use your own data if you have any but must have atleast 2 explanatory variables.
data glm;
input snoring disease total;
datalines;
0 24 1379
2 35 638
4 21 213
5 30 254
;
proc genmod data=glm;
model disease/total = snoring / dist = bin link = identity;
run;
proc genmod data=glm;
model disease/total = snoring / dist = bin link = logit;
run;
proc genmod data=glm;
class snoring;
model disease/total = snoring / dist = bin link = logit;
run;
data glm2;
input d1 d2 d3 disease total;
datalines;
0 0 0 24 1379
1 0 0 35 638
0 1 0 21 213
0 0 1 30 254
;
proc genmod data=glm2;
model disease/total = d1 d2 d3 / dist = bin link = logit;
run;
data stratified;
input size type success total;
datalines;
0 1 234 270
0 0 81 87
1 1 55 80
1 0 192 263
;
proc genmod data=stratified;
model success/total = size type / dist = bin link = logit;
run;
proc genmod data=stratified;
model success/total = type / dist = bin link = logit;
run;
Explanation / Answer
Position Papers from Azim Premji Foundation
Azim Premji Foundation is a not for profit organization established in 2001 with a vision to facilitate a just, equitable,humane and sustainable society
What Makes a School Successful?
How the commitment of teachers and head teachers can transform schools.
Rural government schools demonstrate better learning outcomes when teachers are committed, head teachers provide leadership and the parents and community care about quality education. Better infrastructure or better qualified teachers by themselves don’t lead to better learning.
Infrastructure facilities and teacher profile seem to be largely non issues in ensuring better learning in rural government schools. Successful schools display higher levels of discipline, commitment and teacher involvement as well as better school management practices. In addition active SDMC members and involved parents have a significant contribution to learning outcomes. Successful schools make special efforts to provide remedial inputs to all children especially weaker ones.
EXECUTIVE SUMMARY:-
Why do some schools perform well while others do not? What differentiates a successful school from other schools?
Findings from the Learning Guarantee Program (LGP), a joint initiative of the Karnataka(INDIA) government and Azim Premji Foundation provides some answers. This program measured the performance of 896 schools in 7 backward districts of Karnataka during 2002-05.The performance evaluation was based on:
Data from the LGP reveals the following:
Five Factors that Made a Positive Difference
1. Presence of a committed head teacher
2. Active involvement of teachers
3. Active involvement of parents
4. Educational background of parents
5. Good school practices (cleanliness,neatness and orderliness)
Five Factors that Did Not Make a Difference
1. Infrastructure
2. Teacher profile
3. Caste of teachers, head teachers
4. Proximity of teachers to school
5. Economic background of parents
In other words, most infrastructure and teacher demographic related parameters did not have a major bearing on learning outcomes. The key differentiators were essentially an
These findings suggest that the government’s heightened emphasis on better school infrastructure and formal qualifications of teachers, by themselves will not bear fruit.
Qualitative improvements will happen through the leadership and commitment of head teachers and teachers and an active demand for good quality education from parents.
LEARNING GUARANTEE PROGRAM: A BACKGROUND:-
Learning Guarantee Program (LGP), a joint initiative of the state government and Azim Premji Foundation, was a study conducted in 7 most educationally backward districts of North East Karnataka during 2002-2005. In the first year of the program, 896 schools voluntarily enrolled in the program and their performance was evaluated described below.
Measuring School Performance
Qualifying schools had to ensure 100% enrolment and 90% regular attendance. Next, based on the learning achievements of children on standardized tests, schools were categorized as follows:
Category A: schools where 80% children scored over 90% in learning outcomes
Category B: schools where 70% children scored over 90% in learning outcomes
Category C: schools where 60% children scored over 90% in learning outcomes
The results of the LGP were not encouraging. Of the 896 participating schools, the “successful” or “high performing” schools were only 40 i.e. less than 5%. These were as per the categories below:
Factors Influencing School Performance
The study then looked at the successful schools and the parameters behind their success when compared to other schools. Schools were evaluated on quantitative measures such as school infrastructure, school management, socio-economic background of enrolled children and community factors such as functioning of the SDMC and presence of active NGOs in the village. The qualitative measures included attitude and commitment of teachers, quality of teaching and class room practices.
The study sample comprised the 40 winning schools and 40 other schools which ‘matched’ the winning schools on basic parameters like district and block, type of school (lower primary school/higher primaryschool, Girls/Co-ed, approximate school strength) etc. The ‘matching’ school concept was used to minimize the impact of other environment variables. Findings from the LGP are discussed below
WHAT MAKES FOR A SUCCESSFUL SCHOOL?
The following key factors were seen to make the difference between successful schools and others:
Factors Pertaining to Infrastructure
On most infrastructure related parameters the situation is similar across winning and non winning schools and there are no significant statistical differences.
Though most winning schools boast of pucca buildings, other facilities like toilets and electricity are not present in nearly half of them.
A large proportion of winning schools do not have compound walls or proper play grounds.
The proportion of schools with drinking water and usable toilets for children is marginally more (significant at only 90% confidence level) in winning schools as compared to other schools - just a directional difference.
Factors Pertaining to Teachers’ Profile
A typical teacher in a winning school is very much like his/her counterpart in other participating schools.
Profile of head teachers across the two categories of schools differ on caste and years spent in the school.
While caste may not be a critical aspect, the duration of the Head Teacher in the school is important as it points to a certain continuity and consistency in the school management practices.
Factors Pertaining to School Practices
Winning schools are better in terms of cleanliness, neatness and orderliness etc.
The presence of teaching learning material is a key differentiator.
The presence of teachers and head teachers is another distinct pointer to teacher commitment and involvement.
Notably, almost 1 in 4 schools in the other schools category have the head teacher post vacant.
Factors Pertaining to Administrative Practices
The indicators relating to the block education officials, SDMC do not show any significant differences between the two categories of schools. The SDMCs of the winning schools seem to be a lot more active than their counterparts with an average of at least one meeting each month.
Factors Pertaining to Socio-Economic Background
The absence of ‘education’ among parents is higher in the ‘other’ schools category, where more than half are uneducated. While 54.7% of parents in other schools did not have any formal education, the corresponding figure in winning schools was 41.7%.
WHAT DO SUCCESSFUL SCHOOLS DO DIFFERENTLY?
Qualitative research suggests that successful schools made an effort to provide additional inputs to children. These were carried out with greater intensity by the winning schools. Many schools reported taking extra classes on holidays and after school. Several schools identified the relatively weaker children and provided them special inputs. The model question papers provided seem to have been made well use of to get the children to practice them repeatedly.
The key influencing activities are shown below:
What Made the Difference?
Winning schools did the following to improve performance:
Help Provided by SDMC: More cooperation was seen from the SDMC members and president in the winning schools segment. They helped increasing the attendance, supplying learning material, providing infrastructure, improving admission, and giving financial help to schools.
Effort of Parents: In winning schools, 73% of parents paid regular visits to monitor the progress of children and hold discussions with teachers. They contributed towards infrastructure, uniforms and took an interest in school activities. But parents do not seem to have done anything much in 40% of the schools in the other schools segment
CONCLUSIONS
Significant differences exist between the LGP winning schools and other participant schools which disprove some commonly held perceptions. Infrastructure facilities and teacher profile seem to be largely non issues while active SDMC members and parents have contributed to learning. Winning schools also display higher levels of discipline, commitment and teacher involvement. Their teachers seem to have traveled that extra mile to get the award. Also social background of the students seems to have a positive correlation with the success of the schools on the Learning Guarantee parameters.
Report:-
How the commitment of teachers and head teachers can transform schools.
Rural government schools demonstrate better learning outcomes when teachers are committed, head teachers provide leadership and the parents and community care about quality education. Better infrastructure or better qualified teachers by themselves don’t lead to better learning.
Infrastructure facilities and teacher profile seem to be largely non issues in ensuring better learning in rural government schools. Successful schools display higher levels of discipline, commitment and teacher involvement as well as better school management practices. In addition active SDMC members and involved parents have a significant contribution to learning outcomes. Successful schools make special efforts to provide remedial inputs to all children especially weaker ones.
(A). Higher Levels of Learning:-
1. How to produce big gains in your student learning:-
While preparing to teach, or throughout the semester, ask yourself what am I doing to encourage my students to:
Remember developing knowledge is not the only aspect of getting a university degree.
2. Enhancing Learning:-
Learning is enhanced if students are asked to do the following:
(B). Planning Lectures:-
1. Increasing your student's understanding:-
A goal of higher education is to increase our student's deep learning. Deep learning is learning for understanding and not just memory. Deep approaches to learning are involve integrative processes where students actively synthesize and connect material to existing knowledge:
Four key ways to increase deep learning are:
2. Making lectures more meaningful learning experiences:-
To make your lectures more meaningful learning experience for your students:
(C). Transmitting information electronically:-
Experience has taught us that all of us do not read detailed information from our computers, but we down-load it and print it.
Students have limited numbers of copies they can print from the computer. It is far cheaper and more efficient to photocopy multiple copies of your handouts, syllabi, outlines of your lectures, etc. therefore if you think the students will be printing what you put it on-line, photocopy it for the students, or give a paper copy to the library for reserve.
Further, when students print dark slides, they are using up much printer ink, wasting much toner. Before you put your slides of lectures on ERes or the Web or other electronic means, convert them to white backgrounds.
1. Getting your students to read with more meaning
Students read with more meaning if you give them a handout to guide their reading. For example, you might ask students in lower level courses to explain or diagram concepts and tell them what is especially relevant or important to study. In higher level courses, your reading guide does not have to hand-hold the students as much. Depending on the material, you might ask students to answer or think about answering application questions. You might ask student to relate what is covered in this chapter or reading to what has been previously covered. Reading guides are especially helpful when the material is complex, confusing or very new to the student.
2. Helping students to master the content and study
We spend most of our time covering content. As content experts we forget how it felt to learn this content in the beginning. We need to help our students learn how to learn this content. We might model how to organize the material, i.e., hierarchical or do over-arching concepts tie everything together. We can help students develop an effective approach to studying this discipline (e.g., solve many problems, ask the big picture questions, or what are the consequences of impacts of an event or idea) since the disciplines have different skill requirements and a different type of logic.
3. Getting students to question the written word, even textbooks
When you are planning your reading for your next course you might consider trying a few assignments like this to get students to see that textbooks differ in how they give the "facts". Do not assign a particular text instead put many different textbooks on reserve for the class and assign each student to use the comparable chapter in at least two of them in order to complete the assignments for each week or a few weeks. This exercise is intended to get students to understand that the written word, even textbooks, are works of individual authorship and not TRUTH.
Gene Weimer from Bates College posted this to a librarian listserv and Mignon Adams forwarded it to me and we hope that it is good enough to share with all of you.
(D). Modeling your thoughts and problem solving skills for the students
Many of us believe that we need to show a perfectly solved problem for the students. Yet research shows that students learn more if you overtly show your problem solving processes to the students. A perfectly solved problem does not show your thought processes because you already did the problem. Therefore, as you plan your classes, show the students the perfectly solved problem as an illustration, but also work through a problem that you have not solved before. Talk aloud about what your are thinking as you solve the problem. Be explicit about the strategies you are using and why you think this strategy might work. Allow the students to see how you make mistakes, but more important how you correct your mistakes. It will take practice for you to be able to model your thinking by talking about the intermediate steps that you skip. You may want to spend the extra time on the process of problem solving, but it is time well spent in terms of student learning.
This idea is part of the model of cognitive apprenticeship and is backed up by lots of good research.
(E). How to keep your teaching of the same material fresh
After teaching the same courses over time, the material can become a little stale for you. Here are a few suggestions to keep the material fresh:
1. Helping students to use different kinds of resources for papers
We have all observed that students only read what they can find on the World Wide Web, sometimes often what they can goggle and not going to more scholarly data bases. Students lose by not reading different types of resources. Therefore, for term paper or library type assignments require students to cite from 3 different types of sources including books, reference materials found in the library, like specialized encyclopedias, digital or Web based resources, journals, etc. If you require different types of resources, give students guidance in how to use these resources, the types of information they are likely to encounter in each type and how to critically evaluate the information obtained. As we know, but students have not yet learned, using a wide variety of resources can lead to a better quality paper.
2. Engaging students in the course and the subject matter on the first day of class
Prepare a game show, trivia quiz, bingo or other fun activity for the first day of class. You can ask 2 different types of questions about your course, the syllabus, your expectations and course requirements, and about the subject matter to be studied. The subject matter questions might be about general terminology and well known concepts. Try to ask some questions that students will know to help them connect what they previously know to what they will be learning. Both types of questions are great stimuli to get students discussing, thinking about this course and asking you further questions.
Category A Category B Category C Total Winning Schools 12 14 14 40Related Questions
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