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2. Whole-College Reforms in Community Colleges: Guided Pathways Practices and Early Academic Success in Three States. CCRC Working Paper No. 136
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Columbia University, Community College Research Center (CCRC), Veronica Minaya, and Nicolas Acevedo
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The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its introduction in 2015, it has been adopted by hundreds of community colleges across the United States. This paper asks whether guided pathways practices implemented at 62 community and technical colleges in three states--Tennessee, Ohio, and Washington--are associated with improvements in student outcomes during the first year of college. Specifically, using institutional survey and rich administrative data, we construct measures of adoption of guided pathways reforms to examine the association between guided pathways practices and fall-to-fall persistence, college credits earned, college math credits earned, and STEM credits earned. Our study reveals substantial variation in the adoption of guided pathways reforms across the states and across community colleges within the states over time. While we cannot establish a causal relationship between guided pathways adoption and student outcomes, we find significant positive associations between the statewide adoption of guided pathways reforms and early student outcomes in Tennessee. The observed improvements in that state are likely the result of concurrent reforms--guided pathways and others--implemented simultaneously, rather than of guided pathways reforms alone. We do not find evidence of improved student outcomes in either Ohio or Washington following the launch of statewide guided pathways initiatives. Our findings suggest that complementarities among adopted practices within and across areas of practice--rather than the adoption of individual practices or the intensity of adoption--seem to drive larger improvements in early academic success across the three states. Our study is the first of its kind to explore the potential of guided pathways reforms in contributing to improved early academic success, representing a significant descriptive contribution given that whole-college reforms in higher education are understudied.
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- 2024
3. MCAS, NAEP, and Educational Accountability. White Paper No. 266
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Pioneer Institute for Public Policy Research and Cara Candal
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In 1993, the Commonwealth of Massachusetts dramatically overhauled its K-12 education system and created a new school finance formula, building an educational accountability structure to ensure every child has access to a high-quality education. The Massachusetts Education Reform Act (MERA) established academic standards in core subjects, mandated assessments to measure student outcomes on those standards, and established a system for holding schools accountable when students failed to meet basic expectations. This system has helped Massachusetts' public schools become the highest performing in the country. Student outcomes in all tested subjects and across demographic groups have improved steadily over time, but disparities in achievement and attainment exist between the Commonwealth's most privileged students and their less privileged counterparts, many of whom are black or Hispanic. Without the MERA and its requirement to assess every student and publish aggregate academic outcomes, policymakers may not understand the extent of disparity or how to address it as student outcomes data are integral to understanding where Massachusetts' public schools have been, where they are going, and how they can get there. This paper illustrates the importance of the Massachusetts Education Reform Act and how it has positively impacted students over time. It explains why the current accountability system evolved as it did and why preserving the most important aspects of that system is critical if the state is going to fulfill its constitutional obligation to educate all children to a high common standard.
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- 2024
4. 'Waiving' Goodbye to Placement Testing: Broadening the Benefits of Dual Enrollment through Statewide Policy. CCRC Working Paper No. 135
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Columbia University, Community College Research Center (CCRC), Daniel Sparks, Sarah Griffin, and John Fink
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Each year, more than a million high school students nationally take college dual enrollment courses, which have been shown to increase college access and success among participants. Yet racial/ethnic and other equity gaps in dual enrollment participation are widespread. To broaden the benefits of dual enrollment, the state of Ohio passed legislation in 2017 establishing the Innovative Programs (IP) policy, allowing waivers to test-based eligibility requirements--a frequently identified barrier to equitable access--for specific high school-college partnerships providing expanded outreach and support for students underrepresented in the state's dual enrollment program. This paper describes a multiple methods study of IP we conducted to examine how these partnerships were implemented to address the needs of underrepresented students and to evaluate whether the partnerships were successful in broadening access to and success in dual enrollment, as measured by course participation, pass rates, and college matriculation after high school. We find that the IP increased participation in dual enrollment among Black and Hispanic students. And while the implementation of the policy broadened access without changing course outcomes, the impacts on college enrollment after high school were mixed. Our results underscore the importance of pairing increased access to dual enrollment with adequate financial, advising, and academic resources to promote student success in and beyond dual enrollment courses.
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- 2024
5. Slate or Paper? The Slow Transformation of the School in Mexico, 1880-1920
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María Eugenia Chaoul
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The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom.
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- 2024
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6. Are Online and Paper Tests Comparable? Evidence from Statewide K-12 Tests
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Ben Backes and James Cowan
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We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated in large-scale administration; and second, the degree to which online and paper assessments offer different information about underlying student ability. In contrast to the first test transition in Massachusetts, we find very small mode effects for a more recent transition, which may be attributable to an additional step matching on observable characteristics in the equating process. Second, we investigate the predictive evidence of validity for paper and online tests for predictions of future test scores and grades. We generally find minimal differences for the extent to which scores on paper tests can differentially predict future online versus paper test scores. Finally, online and paper test scores are similarly predictive of future grade point average. We conclude that the online test penalty can vary substantially by test and that extreme care should be taken when administering online tests to some students and paper tests to others.
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- 2024
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7. Emotion, Cognitive Load and Learning Achievement of Students Using E-Textbooks with/without Emotional Design and Paper Textbooks
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Chi-Cheng Chang and Tseng-Chuan Chen
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This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.
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- 2024
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8. Quality Education through Writing: Aligning Learning Objectives in Learning Materials and Question Papers Using Bloom's Taxonomy
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Mrunal Chavda, Harsh Patel, and Hetav Bhatt
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Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook-question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.
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- 2024
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9. Add-On Digital Cartoon Video versus Paper Based Counselling for Medication Adherence in Hypertensive Patients Followed at a Referral Hospital in Yaoundé (Cameroon): A Randomized Control Trial (e-Adherence Study)
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Rudy Arnaud Nana, Serge Clotaire Billong, Jérôme Boombhi, Francky Teddy Endomba, Hilaire Djantio, and Alain Menanga
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Treatment adherence is one of the milestones in the care of hypertensive patients, with new information and communication technologies as potential educational tools. This study aimed to evaluate the add-on effect of a digital cartoon educative video on the therapeutic observance of patients followed up in the General Hospital Yaoundé compared to standard of care. We conducted a randomized simple blind clinical trial at the cardiology unit of the Yaoundé General Hospital over a 6-month period from 1st March to 30th August 2022. We enrolled 110 patients and randomized them in blocs of 4 creating two groups of 57 and 53, respectively, without (group 1) and with (group 2) intervention. Preintervention treatment adherence was assessed using the Morisky Medication Adherence Scale (MMAS). In the standard group (G1), we provided standard paper-based clinical counselling, including oral advice, and in the intervention group (G2), we did the same and added a digital cartoon video containing exactly the same message as images and audio. The primary outcome was medication adherence after three months. The mean age was 56.65 ± 10.98 years in group 1 (paper) and 56.42 ± 10.46 years in group 2 (paper + video), without any significant difference. The two groups were similar regarding the proportion of females (36.8% in G1 and 49.3% in G2) and educational levels. According to the Morisky medication adherence scale, before the intervention, the proportions of patients with good, medium and low treatment adherence in groups 1 and 2 were 7%, 25.6%, 67.4%, and 5.1%, 43.6%, 51.3%, respectively, without any significant difference. After interventions, the proportion of patients presenting a good observance moved from 7 to 11% in group 1 (paper) and 5.1 to 20% in group 2 (paper + video). The intragroup variation in treatment adherence in the intervention group (before-after) tended to be significant, with a p-value = 0.0572, while this p-value was 0.712 in the standard group. Our results provide insight into how digital cartoon videos can help to have an add-on effect on the treatment adherence of hypertensive patients, with clinical significance.
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- 2024
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10. Improvement of the Quality of Question Papers for Online Examinations toward Simultaneous Enhancement of Students' Learning
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Srikanth Allamsetty, M. V. S. S. Chandra, Neelima Madugula, and Byamakesh Nayak
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The present study is related to the problem associated with student assessment with online examinations at higher educational institutes (HEIs). With the current COVID-19 outbreak, the majority of educational institutes are conducting online examinations to assess their students, where there would always be a chance that the students go for malpractice. It is difficult to set a question paper for any technical course with great novelty. Under these circumstances, safeguarding academic integrity has become a challenge for HEIs. This study is aimed at improving the quality of questions for online exams to increase the accountability of HEIs by proper evaluation of their students. A detailed procedure with suggestions for setting the questions for technical courses, in the format of assertion and reason, matching, multiple select types, etc., has been discussed with adequate examples. It deals with a strategy for ensuring that all the students are held to the standards that are reflected in their grades. The proposed evaluation method has been implemented on a test batch and presented the results along with a comparison with that of traditional question papers. It is witnessed that there is a simultaneous enhancement of students' learning as an additional benefit of implementing the proposed learning-oriented assessment method.
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- 2024
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11. Flipped Classroom with Gamified Technology and Paper-Based Method for Teaching Vocabulary
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Damar Isti Pratiwi, Sri Wuli Fitriati, Issy Yuliasri, and Budi Waluyo
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While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers' guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology ("Quizlet," "Kahoot!," "Quizizz," "Socrative," and "Google Form"), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using "Paired Sample t-Test" and "One-way ANOVA." The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students' learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers' beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.
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- 2024
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12. 'If We Can Do It, Anyone Can!': Evaluating a Virtual 'Paper Chase' Collaborative Writing Model for Rapid Research Dissemination
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Alicia A Dahl, Jessamyn Bowling, Lisa M Krinner, Candace S Brown, George Shaw, Janaka B Lewis, Trudy Moore-Harrison, Sandra M Clinton, and Scott R Gartlan
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The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.
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- 2024
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13. The Defining Characteristics of Ethics Papers on Social Media Research: A Systematic Review of the Literature
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Md. Sayeed Al-Zaman, Ayushi Khemka, Andy Zhang, and Geoffrey Rockwell
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The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.
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- 2024
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14. Are Online and Paper Tests Comparable? Evidence from Statewide K-12 Tests
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Ben Backes and James Cowan
- Abstract
We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated; and second, the degree to which online and paper assessments offer different information about underlying student ability. We first find very small mode effects for a more recent transition in Massachusetts. Second, we investigate the predictive evidence of validity for paper and online tests for predictions of future test scores and grades. We generally find minimal differences for the extent to which scores on paper tests can differentially predict future online versus paper test scores. Finally, online and paper test scores are similarly predictive of future grade point average. We conclude that the online test penalty can vary substantially by test and that extreme care should be taken when administering online tests to some students and paper tests to others.
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- 2024
- Full Text
- View/download PDF
15. Literary Reading on Paper and Screens: Associations between Reading Habits and Preferences and Experiencing Meaningfulness
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Frank Hakemulder and Anne Mangen
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The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.
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- 2024
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16. Training Executive Functions within the Mathematical Domain: A Pilot Study with an Integrated Digital-Paper Procedure in Primary Second-Grade
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Costanza Ruffini, Camilla Chini, Giulia Lombardi, Silvia Della Rocca, Annarita Monaco, Sara Campana, and Chiara Pecini
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Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second-grade students. One hundred and four typically-developing-children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home-based digital and school-based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self-regulation, math abilities and problem-solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter-individual differences in EF.
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- 2024
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17. Single-Paper Meta-Analyses of the Effects of Spaced Retrieval Practice in Nine Introductory STEM Courses: Is the Glass Half Full or Half Empty?
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Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, Jason C. Immekus, Raymond J. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, and Thomas L. Starr
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Background: Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results: Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions: Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.
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- 2024
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18. Reading Comprehension on Handheld Devices versus on Paper: A Narrative Review and Meta-Analysis of the Medium Effect and Its Moderators
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Ladislao Salmerón, Lidia Altamura, Pablo Delgado, Anastasia Karagiorgi, and Cristina Vargas
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As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those meta-analyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = -0.113) or within-participant (k = 21, g = -0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes.
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- 2024
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19. Conducting a Systematic Literature Review in Education: A Basic Approach for Graduate Students
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Katarina Pantic and Megan Hamilton
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Though essential for graduate students' success, academic writing remains complex for a variety of reasons. Lack of institutional support and non-transparent writing practices leave graduate students in education to depend on the support of their academic supervisors. The aim of this paper is to familiarize graduate students with the genre of systematic literature review (SLR), as it is conducted in the field of education, by providing them with a self-paced approach to writing a SLR. This approach contains goals, explanations, and recommended time frames, while at the same time suggesting deliverables to be produced that would facilitate the writing of this important part of their research project.
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- 2024
20. Marginal Returns to Public Universities. Working Paper 32296
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National Bureau of Economic Research (NBER) and Jack Mountjoy
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This paper studies the causal impacts of public universities on the outcomes of their marginally admitted students. I use administrative admission records spanning all 35 public universities in Texas, which collectively enroll 10 percent of American public university students, to systematically identify and employ decentralized cutoffs in SAT/ACT scores that generate discontinuities in admission and enrollment. The typical marginally admitted student completes an additional year of education in the four-year sector, is 12 percentage points more likely to earn a bachelor's degree, and eventually earns 5-10 percent more than their marginally rejected but otherwise identical counterpart. Marginally admitted students pay no additional tuition costs thanks to offsetting grant aid; cost-benefit calculations show internal rates of return of 19-23 percent for the marginal students themselves, 10-12 percent for society (which must pay for the additional education), and 3-4 percent for the government budget. Finally, I develop a method to disentangle separate effects for students on the extensive margin of the four-year sector versus those who would fall back to another four-year school if rejected. Substantially larger extensive margin effects drive the results.
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- 2024
21. On the Spatial Determinants of Educational Access. Working Paper 32246
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National Bureau of Economic Research (NBER), Francesco Agostinelli, Margaux Luflade, and Paolo Martellini
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We define educational access as the component of a neighborhood's value that is determined by the set of schools available to its residents. This paper studies the extent to which educational access is determined by sorting based on heterogeneous preferences over school attributes, or local institutions that constrain residential location and school choice--such as school catchment areas and housing regulation. We develop a spatial equilibrium model of residential sorting and school choice, estimated using data from a large school district in the United States. The model replicates the responses of house prices and school enrollment to quasi-experimental variation in school peer composition and school transportation provision. We find that low-income families prioritize proximity to schools while high-income families and families with high-skilled children place more value on school peer composition. We use the model to evaluate how the geography of neighborhood sorting influences the aggregate and distributional outcomes of a school-choice expansion (place-based) and a housing voucher (people-based) policy. We find that both policies result in net welfare losses, with only marginal improvements in school peer composition for the average low-income family. Although eligible families benefit from these policies, the negative impact falls on families who currently invest in their children's education by residing in expensive neighborhoods. Under both policies, higher-income families are less exposed to the inflow of low-income children into their schools, either because of their longer distance from target neighborhoods or because of the cost imposed by residential zoning regulation on voucher recipients.
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- 2024
22. Education Inequalities in Latin America and the Caribbean. Working Paper 32126
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National Bureau of Economic Research (NBER), Raquel Fernández, Carmen Pagés, Miguel Szekely, and Ivonne Acevedo
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Education is a crucial asset for a country's economic prospects and for its inhabitants. In addition to its direct impact on growth via the accumulation of human capital, it is a critical ingredient in producing an informed citizenry, enhancing their ability to obtain and exert human and political rights and their facility to adapt to changing environments (generated by, e.g., technological or climatic change) among other benefits. In this paper, we study education inequality in LAC (both in quantity and quality), assess how it emerges and amplifies or dampens existing inequalities, and examine the interaction of education inequality with other forms of inequality, primarily income and labor market outcomes. Our analysis is based on primary data from multiple sources.
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- 2024
23. The Impact of Comprehensive Student Support on Crime: Evidence from the Pathways to Education Program. Working Paper 32045
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National Bureau of Economic Research (NBER), Adam M. Lavecchia, Philip Oreopoulos, and Noah Spencer
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This study finds substantial reductions to criminal activity from the introduction of a comprehensive high school support program for disadvantaged youth living in the largest public housing project in Toronto. The program, called Pathways to Education, bundles supports such as regular coaching, tutoring, group activities, free public transportation tickets and bursaries for postsecondary education. In this paper, we use a difference-in-differences approach that compares students living in public housing communities where the program was offered to those living in communities where the program was not offered over time. We find that eligibility for Pathways reduces the likelihood of being charged with a crime by 32 percent at its Regent Park location. This effect is driven by a reduction in charges for breaking and entering, theft, mischief, other traffic offenses and Youth Criminal Justice Act offenses.
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- 2024
24. The Causal Effect of Parents' Education on Children's Earnings. Working Paper 32223
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National Bureau of Economic Research (NBER), Sang Yoon Lee, Nicolas A. Roys, and Ananth Seshadri
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We present a model of endogenous schooling and earnings to isolate the causal effect of parents' education on children's education and earnings outcomes. The model suggests that parents' education is positively related to children's earnings, but its relationship with children's education is ambiguous. Identification is achieved by comparing the earnings of children with the same length of schooling, whose parents have different lengths of schooling. The model also features heterogeneous preferences for schooling, and is estimated using HRS data. The empirically observed positive OLS coefficient obtained by regressing children's schooling on parents' schooling is mainly accounted for by the correlation between parents' schooling and children's unobserved preferences for schooling. This is countered by a negative, structural relationship between parents' and children's schooling choices, resulting in an IV coefficient close to zero when exogenously increasing parents' schooling. Nonetheless, an exogenous one-year increase in parents' schooling increases children's lifetime earnings by 1.2 percent on average.
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- 2024
25. The Impact of Unions on Wages in the Public Sector: Evidence from Higher Education. Working Paper 32277
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National Bureau of Economic Research (NBER), Michael Baker, Yosh Halberstam, Kory Kroft, Alexandre Mas, and Derek Messacar
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We study the effects of the unionization of faculty at Canadian universities from 1970-2022 using an event-study design. Using administrative data which covers the full universe of faculty salaries, we find strong evidence that unionization leads to both average salary gains and compression of the distribution of salaries. Our estimates indicate that salaries increase on average by 2 to over 5 percent over the first 6 years post unionization. These effects are driven largely by gains in the bottom half of the wage distribution with little evidence of any impact at the top end. Our evidence indicates that the wage effects are primarily concentrated in the first half of our sample period. We do not find any evidence of an impact on employment.
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- 2024
26. The Effect of Early Childhood Programs on Third-Grade Test Scores: Evidence from Transitional Kindergarten in Michigan. Working Paper 32236
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National Bureau of Economic Research (NBER), Jordan S. Berne, Brian A. Jacob, Tareena Musaddiq, Anna Shapiro, and Christina Weiland
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Transitional Kindergarten (TK) is a relatively recent entrant into the U.S. early education landscape, combining features of public pre-K and regular kindergarten. We provide the first estimates of the impact of Michigan's TK program on 3rd grade test scores. Using an augmented regression discontinuity design, we find that TK improves 3rd grade math scores by 0.29 standard deviations relative to a counterfactual that includes other formal and informal learning options. This impact is notably large relative to the prior pre-K literature. Estimates for English Language Arts (ELA) are imprecise but suggestive of a positive effect as well.
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- 2024
27. Navigating Higher Education Insurance: An Experimental Study on Demand and Adverse Selection. Working Paper 32260
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National Bureau of Economic Research (NBER), Sidhya Balakrishnan, Eric Bettinger, Michael S. Kofo, Dubravka Ritter, Douglas A. Webber, Ege Aksu, and Jonathan S. Hartley
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We conduct a survey-based experiment with 2,776 students at a non-profit university to analyze income insurance demand in education financing. We offered students a hypothetical choice: either a federal loan with income-driven repayment or an income-share agreement (ISA), with randomized framing of downside protections. Emphasizing income insurance increased ISA uptake by 43%. We observe that students are responsive to changes in contract terms and possible student loan cancellation, which is evidence of preference adjustment or adverse selection. Our results indicate that framing specific terms can increase demand for higher education insurance to potentially address risk for students with varying outcomes.
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- 2024
28. Apart but Connected: Online Tutoring,Cognitive Outcomes, and Soft Skills. Working Paper 32272
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National Bureau of Economic Research (NBER), Michela Carlana, and Eliana La Ferrara
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We study the Tutoring Online Program (TOP), where: (i) tutoring is entirely online; (ii) tutors are volunteer university students, matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring per week increased math performance by 0.23 SD in 2020 and 0.20 SD in 2022. Higher-dosage yielded stronger effects, while group tutoring smaller effects. TOP enhanced students' aspirations, socio-emotional skills and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding increases in empathy. [This report received financial support from the Cariplo Foundation.]
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- 2024
29. Making a Song and Dance about It: The Effectiveness of Teaching Children Vocabulary with Animated Music Videos. Working Paper 32132
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National Bureau of Economic Research (NBER), Ariel Kalil, Susan Mayer, Philip Oreopoulos, and Rohen Shah
- Abstract
Programs that engage young children in movement and song to help them learn are popular but experimental evidence on their impact is sparse. We use an RCT to evaluate the effectiveness of Big Word Club (BWC), a classroom program that uses music and dance videos for 3-5 minutes per day to increase vocabulary. We conducted a field experiment with 818 preschool and kindergarten students in 47 schools in three U.S. states. We find that treated students scored higher on a test of words targeted by the program (0.30 SD) after four months of use and this effect persisted for two months.
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- 2024
30. Diversity and Discrimination in the Classroom. Working Paper 32177
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National Bureau of Economic Research (NBER), Dan Anderberg, Gordon B. Dahl, Cristina Felfe, Helmut Rainer, and Thomas Siedler
- Abstract
What makes diversity unifying in some settings but divisive in others? We examine how the mixing of ethnic groups in German schools affects intergroup cooperation and trust. We leverage the quasi-random assignment of students to classrooms within schools to obtain variation in the type of diversity that prevails in a peer group. We combine this with a large-scale, incentivized lab-in-field-experiment based on the investment game, allowing us to assess the in-group bias of native German students in their interactions with fellow natives (in-group) versus immigrants (out-group). We find in-group bias peaks in culturally polarized classrooms, where the native and immigrant groups are both large, but have different religious or language backgrounds. In contrast, in classrooms characterized by non-cultural polarization, fractionalization, or a native supermajority, there are significantly lower levels of own-group favoritism. In terms of mechanisms, we find empirical evidence that culturally polarized classrooms foster negative stereotypes about immigrants' trustworthiness and amplify taste-based discrimination, both of which are costly and lead to lower payouts. In contrast, accurate statistical discrimination is ruled out by design in our experiment. These findings suggest that extra efforts are needed to counteract low levels of inclusivity and trust in culturally polarized environments. [Funding for this report was provided by ifo Institute, University of Munich, University of St. Gallen, and University of Hamburg.]
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- 2024
31. Bataille and the Poverty of Academic Form
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Ansgar Allen
- Abstract
This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West's more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from within, but offers an example of what a less domesticated, less stylistically narrowed mode of thinking might look like.
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- 2024
- Full Text
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32. Teaching Sports Geography
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Tim Hall and Shaun Lin
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This short essay introduces the symposium "Teaching sports geography". The six papers that make up this symposium represent the first substantive interventions into the pedagogies of sports geography. Sports geography has a rich research literature that is briefly reviewed, before the paper goes on to consider enduring concerns that sports geographers have pursued over several decades. The paper also notes some of the many opportunities and challenges associated with the teaching of sports geography, before going on the provide an overview of the six papers in the symposium. The paper ends by briefly outlining prospects for the teaching of sports geography. It also acknowledges the recent death of John Bale who was the preeminent pioneer and scholar of sports geography, to whom this collection of papers is dedicated.
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- 2024
- Full Text
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33. Increasing Student Self-Efficacy: A Case for Assigning Oral Communication Activities before Written Assignments
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Rebecca Bryant Penrose
- Abstract
Because strong oral communication skills have well-known academic, social, and professional benefits, they are increasingly targeted and reinforced throughout general education programs in higher education. In these efforts, public speaking assignments most often ask students to discuss information they have previously written about (e.g., theses defenses, position statements, research papers). This article presents a reverse approach--using short oral presentations to prepare students for "subsequent" written assignments. Previous studies have found that students will more closely read and evaluate source materials when they must articulate the information orally for an audience. Integrating oral presentations in the writing process gives students practice with language and vocabulary, but maybe more importantly, it also has the potential to increase students' self-efficacy--their confidence in their ability to understand and successfully complete additional research-related activities--which can, in turn, positively affect engagement and retention.
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- 2024
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34. Composing Math: An Interdisciplinary Faculty Partnership to Improve Undergraduate Writing in a Research-Focused Capstone Course
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Katie Johnson, Allison Dieppa, and Jason Elek
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This article describes the outcomes of a faculty partnership between a math professor and a composition professor to improve the final paper in a research-focused senior capstone math course. Much attention has been paid in recent years to the importance of undergraduate research experiences and how to best create and support such endeavors. However, little space has been dedicated to helping math faculty design and scaffold writing assignments to support their students' development as scholars. We describe how our partnership took place, the changes we made to existing assignments and the creation of new ones, and an assessment of our efforts completed by an interdisciplinary group of faculty and students, which showed marked improvement in the areas of information literacy, critical thinking, and quality of writing.
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- 2024
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35. Making Land Acknowledgements in the University Setting Meaningful and Appropriate
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Corrie Whitmore and Erik Carlson
- Abstract
Land acknowledgments are one step that educators and institutions can take to begin realigning their relationship with Indigenous peoples. However, many fear doing more harm than good when taking the first step of doing a land acknowledgment. In this paper an instructor who overcame such hesitation and an Indigenous faculty member share a six item framework for land acknowledgments developed in collaboration with Indigenous students, colleagues, and community members that greatly increases the likelihood of doing good rather than harm when delivering a land acknowledgement. This article's unique contribution is its specific framework and step-by-step instructions for creating an appropriate and meaningful land acknowledgement, using an example crafted for the authors' institution to illustrate the process. It also suggests resources for learning about land acknowledgment that will be useful to people living on Indigenous lands around the world.
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- 2024
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36. Pushing Boundaries: The European Universities Initiative as a Case of Transnational Institution Building
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Marcelo Marques and Lukas Graf
- Abstract
The European Universities Initiative (EUI), created by the European Commission in 2017, is a recent novel phenomenon within the European Union policy toolkit that explicitly targets the development of transnational cooperation in higher education (HE). To date, the EUI counts 44 European university alliances, involving around 340 HE institutions. In this paper, we argue that the EUI can be seen as a case of a transnational institution building process representing a potentially significant structural reform for European higher education. Anchored in new institutionalism, we explore the regulative, normative, and cultural-cognitive dimensions of the EUI. Methodologically, this study analyzes the perspectives of European policy actors (n = 4), a set of policy documents (n = 13) and the mission statements of the EUI's partnerships funded before 2022 (n = 41). The results show that the EUI emerges as the 'next level of cooperation' in European HE since it aims to transform European cooperation (regulative dimension), to create and diffuse a new model for European HE following a challenge-based approach (normative dimension), and to work as a way to reinforce and institutionalize European and global scripts for European HE (cultural-cognitive dimension).
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- 2024
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37. Feedback as Socialization in Doctoral Education: Towards the Enactment of Authentic Feedback
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David Carless, Jisun Jung, and Yongyan Li
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Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education. Semi-structured interviews with twenty doctoral supervisors in a faculty of education in Hong Kong aimed to investigate their understandings of feedback, its enactment within the doctoral process, and broader feedback inputs beyond the supervisor. Data were analyzed through reflexive thematic analysis and trustworthiness was enhanced through a member checking focus group with a sub-set of four of the interviewees. The analysis is informed by sociocultural theory with emphasis on co-construction of insights between supervisors and doctoral students. The findings highlight supervisors' understandings of feedback as comments, interaction and follow-up; and authentic feedback generated from presenting at conferences or submitting to journals. A contribution of the paper lies in bringing to bear conceptual insights from feedback research in undergraduate education to inform feedback in doctoral supervision. We deploy the concept of authentic feedback, practices that resemble those of the relevant workplace, to demonstrate how journal peer review facilitates the socialization of doctoral students into academic publishing norms. Key supervisor roles lie in guiding the enactment of responses to peer review, and supporting the development of resilience. Proposed features of supervisors' feedback literacy include sociocultural-based dialogue and co-construction, emphasis on the enactment of feedback and working with authentic feedback of different forms.
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- 2024
- Full Text
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38. Behind the Scenes: An Analysis of Policy Networks in the Contemporary Israeli Education Landscape
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May Amiel, Miri Yemini, and Amit Rechavi
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We investigate the sub-networks involved in education policy in Israel in recent years, using Mixed Methods Social Networks Analysis - drawn from combined analysis of qualitative and quantitative data. Our objective was to comprehensively explore the Israeli education policy network to deliver an understanding of its structure, actors, and relationships. Our research offers a descriptive, analytical, and interpretive account of the contemporary Israeli education policy sector, including the actors involved, central policy sub-networks and organizations, and their relationships. We analyze dependence relations within the sub-networks using Resource Dependency Theory and Policy Networks Typology. Our findings contribute to understanding the dynamics of Israeli education policy networks and their perceived influence on policy-making and enactment processes. To the international field of educational policy-related research, we introduce a novel category of policy network actors, previously unaddressed as a distinct type. We have termed this category 'Ethos networks' to characterize this group of actors and elaborate on its significance within the field. Additionally, we underline the importance of considering external societal and political factors in education policy-making.
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- 2024
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39. Teaching Philosophy Statements: The Impact of a Culturally Relevant Pedagogy Faculty Learning Community at a Hispanic Serving Institution
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Alyssa G. Cavazos, Cristina Trejo, Javier Cavazos-Vela, Stephanie Garza-Ochoa, Yaritza Marin, and Alexis Racelis
- Abstract
We used a phenomenological research design to explore the impact of a Faculty Learning Community (FLC) to support STEM faculty members' development of cultural wealth principles and teaching practices. In this study, we analyzed teaching philosophy statements to learn how the FLC shaped STEM faculty participants' expression of teaching beliefs and values. Because effective teaching philosophy statements are linked to good teaching and transparently designed assignments, the language used to articulate teaching values can inform how we build equity-minded and culturally relevant educational spaces. Findings demonstrated that some faculty members developed and articulated teaching beliefs and intended practices that were consistent with culturally relevant teaching and cultural wealth. However, the study did not discover evidence of practice intentions that reflected these culturally relevant pedagogical principles related to the specific assessment of student learning. We discuss implications for faculty developers at HSIs to support STEM faculty members' use of culturally relevant and community engaged concepts and teaching approaches.
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- 2024
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40. A Socialist Manifesto for Education and Beyond
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James Whiting and Ian Duckett
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This article outlines the damage done by more than a decade of Conservative education policy and offers a set of arguments by which Labour could win support for a radical reconfiguration of formal education in England. It sets out elements from the Socialist Educational Association's "Manifesto for Education" in an attempt to inspire a bolder and more thoroughgoing approach than the Labour Party currently offers. Finally, it argues a fully comprehensive education system should be Labour's goal.
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- 2024
- Full Text
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41. The Framing of Diversity Statements in European Universities: The Role of Imprinting and Institutional Legacy
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Nicole Philippczyck, Jan Grundmann, and Simon Oertel
- Abstract
We analyze the role of institutional founding conditions and institutional legacy for universities' self-representation in terms of diversity. Based on 374 universities located in the Czech Republic, France, Germany, Hungary, Italy, and Poland, we can differentiate between a more idealistic understanding (logic of inclusion and equality) and a more market-oriented understanding (market logic) of diversity. Our findings show that the founding phase has no significant effect on the likelihood of a university focusing on a market-oriented understanding of diversity--however, we observe an imprinting effect with respect to the adoption of a diversity statement in general and an equity-oriented statement. Moreover, our findings show that there is a socialistic heritage for universities in Central and Eastern European (CEE) countries that is at work and still influences universities' understandings of diversity today.
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- 2024
- Full Text
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42. Re-Examining the Future Prospects of Artificial Intelligence in Education in Light of the GDPR and ChatGPT
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John Y. H. Bai, Olaf Zawacki-Richter, and Wolfgang Muskens
- Abstract
Artificial intelligence in education (AIEd) is a fast-growing field of research. In previous work, we described efforts to explore the possible futures of AIEd by identifying key variables and their future prospects. This paper re-examines our discussions on the governance of data and the role of students and teachers by considering the implications of (1) a recent case related to the General Data Protection Regulation (GDPR) and (2) the release of ChatGPT, a generative AI model capable to producing 'human-like' text. These events raise questions for the future of AIEd and the underlying function of assessment, and highlight the importance of active student participation in the integration of AI in education. [This article has been presented in the 5th International Open & Distance Learning Conference-IODL 2022.]
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- 2024
43. Picture Chunking Effects in Concept Learning.
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Furukawa, James M. and Sunshine, Phyllis M.
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Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that determined their knowledge of the concepts to be learned, were divided into three treatment groups. They were taught 14 concepts and given immediate posttests and delayed posttests of recall and recognition. On the immediate recall posttest, the PAC treatment results were superior to the word and PAL treatments. On the immediate recognition posttest, the PAC was superior to the other two and the word treatment was superior to the PAL. On the delayed recall posttest, there were no significant differences among the treatments. On the delayed recognition posttest, the PAC was superior to the PAL and word treatments. (TJ)
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- 2024
44. Drone Hydro-Technology Impact on Water Management and Education and Training Opportunities
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Erik B. Schultz and Lee P. Gary
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This study reviewed the evolving capabilities of hydro-drones, Unmanned Aerial Vehicles (UAVs) which are used for spraying and cleaning with a focus on water management, and it revealed that the unique capabilities of hydro-drones offered the potential to create challenging and rewarding education and training programs, designed to provide new or expanded employment opportunities and related career paths for adventuresome individuals in the growing field of drone technology. Overall, the study found that hydro-drones are having a dramatic transformational impact on many industries, especially their cleaning and sanitizing programs, while creating a demand for employees with the requisite education and training background in drone technology. The proverbial door is opening wide for higher education, trade organizations, and professional associations to develop and to offer innovative programs covering drone technology, management and entrepreneurship. Included in such courses could be added exposure to legal and regulatory compliance, drone safety, and drafting a drone flight plan, as required by the Federal Aviation Authority (FAA).
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- 2024
45. Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California. A Civil Rights Agenda for California's Next Quarter Century
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University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles, Susan Bickerstaff, and Tatiana Melguizo
- Abstract
Efforts to strengthen the pipeline to college degree completion have focused on improving college access and providing academic, social, and financial supports to students post-enrollment. This paper explores one facet of postsecondary education that has served as a barrier to both college access and success--developmental education--which has proven to exacerbate racial inequities in academic progress in higher education and has effectively decreased college access for low-income students and students of color. After more than a decade of trying to tackle the developmental education problem indirectly through basic skills-related initiatives, task forces, and success initiatives, the California state legislature passed Assembly Bill 705 (AB705) in 2017, which directed colleges to replace standardized placement tests with multiple measures of high school performance to determine college readiness. In this paper, the authors describe the research that prompted developmental education reform approaches nationally and in California, describe the efforts in California that led to the passing of AB705, and summarize research on its implementation and outcomes. Building on analysis of the research, the paper concludes with five key practice and policy recommendations for California community college leaders as they move toward realizing a civil rights agenda for college access and success in the next 25 years: (1) Address faculty and practitioners' beliefs; (2) Move from structural to instructional reform; (3) Improve data accessibility, reporting, and accountability; (4) Expand equitable college access opportunities for students in high school; and (5) Address barriers facing English learners.
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- 2024
46. Utilization of Microsoft Teams for Online Communication among Undergraduate Research Students
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Rodel Mar V. Guban
- Abstract
Among the many options for a learning management system (LMS), Office 365 is one of the most popular among colleges and universities in the Philippines and abroad. While there are substantial studies conducted on the use of LMS for online communication in general, action research conducted to a specific higher education institution is still needed to produce immediate evidence that are readily applicable to a particular academic milieu. This study aims to generate a substantive grounded theory that can be immediately applied to the research writing courses in St. Jude College of Dasmariñas, Cavite (SJCDC). Twenty-two private conversations in Microsoft Teams were selected and analyzed using a grounded theory approach. The results revealed that "routes of online communication," "functions of online communication," "the role of the research instructor," and "student feedback" constitute the dynamics of students-instructor online communication in Microsoft Teams. Therefore, consideration of the multiple aspects presented in the R2F2 model for online communication is necessary to achieve greater understanding of the dynamics of students-to-instructor online communication in research. As such, continuous use of Microsoft Teams, faculty training emphasis on effective online communication using Office 365, and verificatory studies for other courses beside research are recommended for SJCDC.
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- 2024
47. Educate Africans Fit for the 21st Century: Seizing the Moment
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Global Partnership for Education (GPE), United Nations Children's Fund (UNICEF), and United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France)
- Abstract
Transforming education systems to be fit for the 21st century is the common thread for creating inclusive and equitable societies resilient to conflict, climate change and economic crises. Now is the time for increased investment in African education systems. This paper describes: (1) the state of Africa's educational landscape; (2) innovative approaches to increase education financing; and (3) what can be done to put education back at the forefront of Africa's policy agenda while sparking improved outcomes across the entire education spectrum. [Additional collaborators for this paper include the African Development Bank and the African Union.]
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- 2024
48. 'Hyperlocal' Career Pathway Programs in New Hampshire: Collaborating to Support Youth at the Secondary/Postsecondary Transition
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University of New Hampshire, Carsey School of Public Policy and Jayson Seaman
- Abstract
College costs and persistent workforce shortages have prompted educators, policymakers, and employers to shift the conversation on the transition from school from a narrow "college for all" emphasis to a broader "postsecondary education" and "career pathways" perspective. This paper describes an innovative effort to address these challenges in New Hampshire, focusing on a set of programs that follow a "hyperlocal" approach to career pathway development. Seeking to expose participants to careers in high-demand areas, the programs simultaneously address specific, local industry, community, and individual needs. Their purpose is to increase the likelihood of social mobility by using career exposure and hands-on involvement to spur interest and motivation toward additional education and training in promising fields. The research reported focused on programs that target youth approaching the secondary-postsecondary transition. The paper begins by briefly describing New Hampshire's unique demographic characteristics as they relate to the state's approach to education and workforce development. The characteristics help to understand the challenges involved in helping individuals make the transition from secondary education to postsecondary roles. The study's main findings focus on key elements of career pathway programs that align with the New Hampshire Charitable Foundation's (NHCF) hyperlocal model. Excerpts from participant interviews across six programs help to show what works in different career pathway sites, in terms of realizing effective collaboration among partners and providing learners with a positive experience. The paper concludes with a discussion about areas of ongoing need both within and outside of individual pathway programs.
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- 2024
49. EFL Learners' Strategies of Coping with Online Language Learning Difficulties during COVID-19
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Patrisius Djiwandono
- Abstract
Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.
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- 2024
50. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
- Abstract
As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
- Published
- 2024
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