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Transition from School to Work: An Introduction to Taiwan Education Panel Survey and Its Follow-up Project - Taiwan Education Panel Survey and Beyond

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The paper gives an overview of the planning, research framework, and sampling design of Taiwan Education Panel Survey (TEPS) and its follow-up project, Taiwan Education Panel Survey and Beyond (TEPS-B). TEPS surveyed about twenty thousand senior high, vocational senior high, and vocational junior college students as well as about the same number of junior high students in 2001. A follow-up study was conducted in 2003. In 2005 and 2007, TEPS continued its follow-up studies of about 4,200 students selected from the forementioned junior high student sample to gather information about their schooling experiences at senior high schools or vocational junior colleges. At the same time, TEPS also surveyed about 16,000 students who were class- mates of these 4,000 students. TEPS-B was initiated in 2009 with the aim of continuing follow-ups of these youngsters to collect information about their further development in education and participation in the labor market. TEPS-B expects to delineate the life-trajectories of these two cohorts born between 1984 and 1989 through the building of longitudinal data. The datasets will be an important research asset as well as a basis for the policy planning of educational and human resources.
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... From columns (1)-(3) of Table 6, we found that the greater the proportion of female teachers in the main subjects, the more likely female students are to achieve higher grades. 13 The second analysis explored the combined influence of female head teachers and female main subject teachers on female students' noncognitive abilities. After controlling for main subject teachers, our objective was to assess whether the effect of female head teachers on girls' noncognitive abilities remained significant, and the proportion of female teachers in the main subject does not appear to significantly influence the noncognitive abilities of female students. ...
... From columns (1)-(3) of Table 6, we found that the greater the proportion of female teachers in the main subjects, the more likely female students are to achieve higher grades. 13 The second analysis explored the combined influence of female head teachers and female main subject teachers on female students' noncognitive abilities. After controlling for main subject teachers, our objective was to assess whether the effect of female head teachers on girls' noncognitive abilities remained significant, and the proportion of female teachers in the main subject does not appear to significantly influence the noncognitive abilities of female students. ...
... This is a consecutive panel survey designed to collect longitudinal data from adolescents between 2001 and 2014 in Taiwan [25]. Participants were sampled using a multistage cluster sampling design from the nationwide population [26]. In the first wave of TEPS in 2001, a total of 19,051 senior high ...
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... The TEPS-B selected all 4,261 individuals from the TEPS core sample and added a random subsample from the rest of the TEPS sample for interviews in 2014. Using this sampling procedure and the face-to-face interview technique, the TEPS-B collected information from 5,172 Taiwanese men and women, who, altogether, can be considered a nationally representative sample of young adults born in 1988-1989(Kuan 2017. ...
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School effects: theoretical and methodological issues. Pp. 137-160 in The Handbook of the Sociology of Education
  • A B Sϕrensen
  • S L Morgan
Sϕrensen, A. B. and Morgan, S. L. (2000). School effects: theoretical and methodological issues. Pp. 137-160 in The Handbook of the Sociology of Education, edited by M. T. Hallinan. New York: Kluwer/Plenum.