The Impact of Science and Mathematics Education on National Economic Development: Cross-National and Longitudinal Analyses

[9254958] Meyer本研究的中心问题是试图衡量第三次世界大战后许多“发达”国家国民生产总值（或国内）的变化，这些变化与国家教育系统在科学和数学方面的重点变化有关。自变量方面——SEM教育——变化的本质很大程度上取决于预期课程的水平和“密度”：即科学和数学课程数量的变化以及具体内容的覆盖范围（例如，与技术或新的科学领域相关）。教学法的措施、对学校科学的广泛态度、测试的性质以及其他可能发生的重大变化都没有涉及。在自变量方面，所涉及的方法包括对各国的教育文件和政策（课程描述、课程框架、教材等）进行仔细分析，并对这些材料进行缩放或聚类。在因变量方面，这些措施主要是对特定时期的国民生产总值增长的宏观经济估计，使用一种分段或中断的时间序列方法，这相当于一种伪面板方法。也就是说，在整个30年或更长的时间跨度内，研究相对较短的5年或10年的数据，每个国家的数据形成自己的系列，但在特定时期可以进行国家间的比较。

9254958 Meyer The central issue of this proposed research is to try to measure change in Gross National (or Domestic) Product in a number of "developed" nations in the post-World-War-III period in relation to changes in emphasis in national education systems with regard to science and mathematics. The nature of change on the independent variable side -- SEM education -- is largely at the level and "density" of the intended curriculum: i.e., alterations in the number of science and math courses and specifics content coverage (e.g., related to technology or new fields of science). Measures of pedagogy, broad attitude toward school science, nature of testing, and other possible significant changes are not involved. The methodology involved consists, on the independent variable side, of close analysis of educational documents and policies (course descriptions, curriculum frameworks, teaching materials, and the like) nation by nation, together with scaling or clustering of this material. On the dependent variable side, the measures are largely those of macroeconomic estimates of GNP growth over particular periods of time, using a kind of segmented or interrupted time series approach,, which amounts to a sort of pseudo-panel approach. That is, relatively brief periods of half a decade or a decade are looked at over the entire span of 30 or more years, with each nation's data forming its own series but with comparisons possible across nations during particular periods.