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

科学和数学教育对国民经济发展的影响：跨国和纵向分析

• 批准号: 9254958
• 负责人: John Meyer
• 金额: $ 58.12万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-09-01 至 1997-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9254958&HistoricalAwards=false
• 关键词: Impact; Science; Mathematics; Education; National

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.

9254958 Meyer这项拟议研究的中心问题是试图衡量一些“发达国家”在第三次世界大战后期间国民生产总值(或国内生产总值)的变化，这与国家教育系统在科学和数学方面的重点变化有关。自变量方面的变化教育学的措施，对学校科学的广泛态度，测试的性质，以及其他可能的重大变化都没有涉及。在自变量方面，所涉及的方法包括逐个国家仔细分析教育文件和政策(课程说明、课程框架、教材等)，以及对这些材料进行缩放或分类。在因变量方面，这些措施主要是使用一种分段或中断的时间序列方法对特定时期的GNP增长进行宏观经济估计的措施，这相当于一种伪面板方法。也就是说，五年或十年的相对较短的时期是在整个30年或更长的时间跨度内进行的，每个国家的数据形成了自己的序列，但可以在特定时期进行不同国家的比较。