2,272 results on '"incentives"'
Search Results
2. State Financial Incentives for Work-Based Learning. Policy Brief
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Education Commission of the States (ECS), Tom Keily, and Ben Erwin
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High-quality work-based learning opportunities enable students to develop necessary skills and contribute to positive employment outcomes. State leaders are recognizing the value of work-based learning experiences -- not only for individuals but in service of state attainment and workforce development goals. As leaders recognize the value, financial incentives can help offset costs associated with offering, engaging in and supporting work-based learning and serve as one tool to address barriers to access and expansion of work-based learning. Informed by a 50-state policy scan, this Policy Brief highlights key elements of financial incentives in state policy for each group: students, employers, and education institutions and intermediaries. Each section is informed by a 50-state policy scan and state examples are included throughout.
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- 2024
3. Employing Gamification-Incentive-Feedback (GIF) Model in Enhancing Classroom Learning Experience
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Adeva Jane Esparrago-Kalidas, Princess Imee Alliah F. Labis, Roshmond Roi Entrina, Divine Grace R. Marcelino, Kevin Matthew N. Pacana, and Joelie Mae B. Pailaga
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This action research aimed to study the use the Gamification-Incentive-Feedback (GIF) Model in enhancing the classroom learning experience of Grade 9 students in a private school in Cagayan de Oro, Philippines. The research used convenience sampling and used a combination of Likert scale pre-intervention and post-intervention survey questionnaires as well as focus group discussion (FGD) to gather data and responses. The results were analyzed through the Wilcoxon Signed Rank Test and interview responses from the FGD through thematic analysis. Results reveal a significant difference in students' classroom learning experience in terms of motivation. Further, the participants' responses to the FGD revealed that the GIF Model encourages participation and teamwork; that it promotes competition; that it is motivating, fun, exciting, and interesting; that it encourages learning retention; and that the GIF Model should be implemented face to face; among others. It is concluded that the use of GIF Model is a promising approach for the students in the classroom to create an engaging, motivating, and rewarding experience. Educators are encouraged to adapt the GIF Model in their teaching practice but should make sure that it is properly and fairly organized to avoid student frustration.
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- 2024
4. Evidence on the Relationship between Pension-Driven Financial Incentives and Late-Career Attrition: Implications for Pension Reform
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Dan Goldhaber, Cyrus Grout, Kristian L. Holden, and Josh B. McGee
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Retirement plans can create strong financial incentives that have important labor market implications, and many states have adopted alternative plan designs that significantly change these incentives. The authors use longitudinal data to investigate the impact of Washington State's 1996 introduction of a hybrid retirement plan on late-career attrition. The unique setup of Washington's plans allows them to provide empirical evidence on the influence of financial incentives created by statutory retirement eligibility thresholds. Findings show that despite facing very different financial incentives, teachers enrolled in the hybrid and traditional plans respond similarly to reaching a key retirement eligibility threshold. The authors hypothesize that teachers are anchoring to the eligibility thresholds, muting the influence of the financial incentives. They also provide evidence that, in the presence of bright-line eligibility thresholds that can anchor workers' separation behavior, commonly used structural models may overpredict workers' responsiveness to the financial incentives embedded in retirement plans. [This paper will be published in "ILR Review."]
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- 2024
5. From Classroom to Clinic: The Influence of Medical Education on Physician Shortages in the United States
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Lina M. Adwer, Taylor Nelson, and Kristy Carlson
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The landscape of medical specialty choice is dynamic, undergoing significant changes as students' progress through undergraduate and graduate medical training. These shifts are influenced by various factors, with financial considerations becoming increasingly relevant among medical students' preferences. This study conducts a retrospective analysis of specialty match rates and physician compensation, suggesting a potential trend where primary care fields, though fundamental to healthcare, appear less competitive and often associated with less financial reward compared to other specialties. The existence of this disparity is not without consequences. It contributes significantly to the ongoing and anticipated primary care physician shortages. This situation requires a comprehensive approach to tackle the complex factors influencing medical students' career choices. Understanding these dynamics is critical for healthcare policy and planning. This paper investigates how financial considerations sway medical students' specialty choices, emphasizing the economic disparities between primary care and other specialties.
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- 2024
6. Investigation of the Relationship between Occupational Personality Types, 21st-Century Skills, and Teaching Motivation
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Sinan Çelikbilek and Ebru Çakir
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The current study was conducted to investigate the relationship between occupational personality types, 21st-century skills, and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Mugla Sitki Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, there is the "21st Century Skills Self-Efficacy Perception Scale" consisting of 42 items, in the third part, there is the "Occupational Personality Types Inventory" consisting of 30 items and in the fourth part, there is the "Teaching Motivation Scale" consisting of 12 items. The SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st-century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation, and between 21st-century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.
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- 2024
7. Stay with Us and Success Follows: Strategies Used by ICCBI Administrators towards Employee Retention
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Arah Joy M. Pillazar, Yvanne Paul D. Ligan, Beatriz A. Cortez, Russel L. De Guzman, Shiarra Mariell M. Mendoza, and Jowenie A. Mangarin
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This study explores the employee retention strategies implemented by administrators in educational institutions, focusing on Immaculate Conception College of Balayan, Inc. The qualitative case study involved 10 participants, including administrators and employees selected based on stable tenure and appropriate qualifications. Through face-to-face interviews, key determinants influencing retention, such as teacher satisfaction, job contentment, professional growth, and loyalty, were identified. Recognition and incentives emerged as the primary retention strategy, significantly influencing employee satisfaction and fostering a sense of belonging. The study concludes that these strategies are effective, contributing to the retention of skilled professionals. Recommendations emphasize the importance of recognizing and providing incentives as core strategies for administrators in educational settings, recognizing their role in creating a positive work environment and promoting sustained employee commitment. The findings at ICCBI underscore the observed effectiveness of these strategies.
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- 2024
8. In Pursuit of Excellence: A Historical Investigation of Scientific Production in Indonesia's Higher Education System, 1990-2020
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Yuan Chih Fu, Bea Treena Macasaet, Amelio Salvador Quetzal, Junedi Junedi, and Juan José Moradel-Vásquez
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In its pursuit of global university rankings, Indonesia introduced a series of higher education policies, one in 2014 to grant autonomy to a select group of universities, and another in 2017 to tie financial and promotional incentives to scientific publications for all researchers. To examine scientific productivity surrounding these policies, we use bibliometric data from Scopus spanning three decades from 1990 to 2020. We investigate the patterns of publication and collaboration and analyze them across journal quartiles, academic fields, and researcher cohorts. Our findings reveal that publications increased dramatically for both autonomous and non-autonomous higher education institutions after 2014. Single-university authorship was common practice and skewed publication quality towards Q3 and Q4 journals, while co-authorships with foreign organizations pulled the shift towards Q1 journals consistently across all fields. New researchers starting in 2014 published fewer Q1 and more Q3 and Q4 publications than the earlier cohort. We highlight policy implications on the need for a balance between publication quantity and quality and call on Indonesian policymakers to introduce holistic higher education reforms rather than introducing reforms that focus on the performance of the university for ranking purposes.
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- 2024
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9. Exit Strategy or Springboard for Career Development? The Case of University Executives' Remuneration
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Alice Civera, Erik E. Lehmann, Michele Meoli, Jonah M. Otto, and Stefano Paleari
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The steady increase of chief executives' compensation in both public and private universities has long been at the centre of public debate and has received a lot of criticism in the UK. As higher education is considered as an industry, a pay for performance relationship is expected. This paper differs by demonstrating that UK Vice Chancellors consider incentives other than remuneration in their career progression. By constructing a comprehensive dataset of UK Vice Chancellors covering academic years 2012/2013 to 2016/2017, we demonstrate that UK university chief executives, especially if young, are willing to accept lower salaries when they interpret their role as a springboard for visible high-profile positions in the public arena.
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- 2024
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10. The Effects of Economic Conditions on the Labor Market for Teachers. EdWorkingPaper No. 23-884
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Annenberg Institute for School Reform at Brown University and Melanie Rucinski
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Prior research has found that economic downturns have positive effects on new teacher quality, but has not been able to determine the extent to which this relationship arises from a supply response (increased quantity or positive selection of teaching candidates) vs. a demand response (selection in hiring enabled by falling demand). In this paper, I use longitudinal data on students and teachers in Massachusetts to describe the effects of higher unemployment rates on both supply and demand for teachers. I show that students who graduate from college when unemployment rates are higher are more likely to take a teacher certification test, and that this effect is stronger among students who were higher achieving while in high school. On the demand side of the market, higher unemployment reduces new teacher hiring and the overall number of teachers employed, but I find no evidence that schools differentially employ higher achieving teaching candidates during economic downturns. While I cannot definitively rule out changes in demand-side selection, I show that much of the positive relationship between unemployment rates and teacher quality can be explained by positively selected supply. My results suggest that economic incentives impact both the quantity and the quality of new teaching candidates, with implications for attracting and retaining high-quality teachers outside of economic downturns.
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- 2023
11. Information Frictions and Teacher Turnover. EdWorkingPaper No. 23-869
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Kristen Shure and Zach Weingarten
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Decentralized matching markets experience high rates of instability due to information frictions. This paper explores the role of these frictions in one of the most unstable markets in the United States, the labor market for first-year school teachers. We develop and estimate a dynamic model of labor mobility that considers non-pecuniary information frictions directly. We find that teachers overestimate the value of hidden amenities and their own preferences for teaching. Improving access to information improves stability by 12% and reduces between-school switching by 18%, but reduces teacher labor supply by over 5%. Compared to each tested alternative, including targeted wage premiums at hard-to-staff schools, bonuses that incentivize retention, and lowered tenure requirements, information revelation improves match quality most.
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- 2023
12. Varying Levels of Success
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MDRC, Sommo, Colleen, Slaughter, Austin, Saunier, Cyrette, Scrivener, Susan, and Warner, Kayla
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Community colleges and broad-access universities (those with minimally selective admissions policies) provide an opportunity for students across the United States to attain postsecondary degrees and economic mobility. However, graduation rates from such colleges are often low and there are many obstacles that can be difficult to overcome, especially for students who must balance work or family responsibilities, older students, students from low-income backgrounds, and students of color who face additional systemic barriers. Furthermore, the COVID-19 pandemic introduced unprecedented challenges for college students, making the pursuit of higher education even more difficult. Since about 2000, researchers have been collecting evidence on what forms of support are effective in helping students earn their degrees. Evidence shows that interventions that include multiple program components that support students over several years are associated with larger impacts on student outcomes. Building on the existing body of research, MDRC designed and is evaluating the Scaling Up College Completion Efforts for Student Success (SUCCESS) program, a multifaceted student support program designed to effectively promote student success and be financially sustainable. SUCCESS combines evidence-based components, including coaches engaged in active outreach to students, monthly financial incentives for students who meet program requirements, strategies to encourage students to enroll full time, and a data-driven program management system. Starting in 2019, 13 colleges across five states (California, Indiana, Minnesota, New Jersey, and Ohio), along with their state higher education agencies, have worked with MDRC to customize and launch SUCCESS. Eleven of the 13 colleges are participating in the randomized controlled trial. A previous brief presenting early findings from the first study cohort illustrated that the SUCCESS program in the 2020-2021 academic year, as adapted for the context of the pandemic, had no discernible effect on students' academic progress. This report provides updated insight into the SUCCESS program after one year of participation for the first three evaluation student cohorts, covering fall 2020 through summer 2022. The main implementation finding from that time period is that the program implementation varied by college and term, and did not fully align with the SUCCESS model, largely due to the adaptations implemented during the COVID-19 pandemic. However, students who were offered SUCCESS had a different college experience from students in the control group--they were more likely to be told about the importance of full-time enrollment and, on average, they had substantially more contact with their advisors or coaches. [The following organizations supported the SUCCESS demonstration: the Minnesota State System Office and the Ohio Department of Jobs and Family Services.]
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- 2023
13. The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai'i. Working Paper No. 290-0823
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Roddy Theobald, Zeyu Xu, Allison Gilmour, Lisa Lachlan-Hache, Liz Bettini, and Nathan Jones
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We study the impact of a bonus policy implemented by Hawai'i Public Schools starting in fall 2020 that raised the salaries of all special education teachers in the state by $10,000. We estimate that the introduction of this policy reduced the proportion of vacant special education teaching positions by 32%, or 1.2 percentage points, and the proportion of special education positions that were vacant or filled by an unlicensed teacher by 35%, or 4.0 percentage points. The bonus policy did not have significant impacts on special education teacher retention; instead, the impacts of the policy were driven almost entirely by an increase in the number of general education teachers in the state who moved into open special education teaching positions. The effects of the bonus policy were also largest in historically hard-to-staff schools in which all teachers also received "tiered school" bonuses of up to $8,000. Hawai'i therefore represents a unique but instructive case of how strategic financial incentives can help address special education teacher shortages.
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- 2023
14. State of the States 2023: Policies to Increase Teacher Diversity
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National Council on Teacher Quality and Swisher, Abigail
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Teachers of color have a positive impact on all students and make a particularly pronounced difference in the lives of students of color. For students of color, having a teacher of color can increase academic achievement and advanced course-taking, reduce discipline incidents, improve attendance, increase high school graduation and college-going, as well as increase social-emotional outcomes like grit and sense of self-efficacy. The national movement for teacher diversity--driven by both a national reckoning around racial injustice and mounting research on the positive impact that teachers of color have on students--is clearly ascendant. This is a policy area that will require sustained commitment from states to achieve progress and increase the number of teachers of color in the workforce. So to what extent is this commitment reflected in state policies and funding? In National Council on Teacher Quality's first comprehensive scan of state teacher diversity policies, this report takes stock of key trends across 50 states and the District of Columbia. [This report received funding from the Belk Foundation.]
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- 2023
15. Education Governance and Digitization: Inherent Conflicts and Potential Safeguards for a New Social Contract
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Lara Patil
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This article highlights inherent conflicts between technology industry incentives and a new social contract for education, while arguing for safeguards to mitigate the risk of technology industry engagement in education governance. Business strategies often utilize economies of scale, standardization, and internationalization to maximize profits. These strategies are diametrically opposed to education as a public endeavor and as a reflection of humanity's diverse ways of knowing and being in various local contexts. Technology industry strategies tend to emphasize the disruption of sectors and encourage entrepreneurialism and innovation with an emphasis on outputs, measurement, and impact. These strategies often recast the "good" of education from public to private returns. While appropriate engagement of non-state technology actors in education governance can offer solutions in support of global education goals and a new social contract for education, I argue that such mobilization is multi-sided, simultaneously pushing through innovative, yet untested, education agendas. The article identifies potential risks to systems of public education and reflects upon safeguards, which fall into two main categories: issues of transparency, accountability and legitimacy; and issues of technology management and governance. Proactively addressing inherent conflicts and potential safeguards, I argue, is a key step to identifying ways to strengthen motivations for corporations to forge meaningful long-term investment in a new social contract for education and for the development of education governance structures that are equitable and democratic.
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- 2024
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16. A Road Map for Planning Course Transformation Using Learning Objectives
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Rebecca B. Orr, Cara Gormally, and Peggy Brickman
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The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature. We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.
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- 2024
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17. Enhancing E-Learning Effectiveness: Analyzing Extrinsic and Intrinsic Factors Influencing Students' Use, Learning, and Performance in Higher Education
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Amra Kapo, Lena Djordjevic Milutinovic, Lazar Rakovic, and Slobodan Maric
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As a result of the pandemic, but also of the rapid advancement of technology in general, e-learning has emerged as a popular method of education, providing students with flexibility and accessibility. Understanding the factors that influence students' levels of learning and accomplishment in this digital learning environment is therefore critical for teachers and institutions seeking to increase the effectiveness of teaching and knowledge transfer via e-learning platforms. A number of variables that might improve or impair student use, learning, and performance affect how successful e-learning actually is. In order to maximize the benefits of e-learning and guarantee successful student results, educators and policymakers must have a thorough understanding of these elements. The purpose of this study is to investigate the impact of extrinsic and intrinsic factors on students' use, learning level, and performance in the setting of e-learning in higher education in two countries. This study evaluates the impact of extrinsic elements such as course content, e-learning system quality, institutional and teacher support, as well as intrinsic aspects such as personal innovativeness, self-efficacy, and information sharing in two countries. The study takes a quantitative approach, and the analysis was carried out using the structural equations method to examine the combined influence of numerous extrinsic and intrinsic elements on the use of e-learning, as well as learning level and performance. The research results show that the course content and e-learning system, personal innovativeness, self-efficacy, and knowledge sharing have a positive influence on the intention to use e-learning. Also, the intention of using an e-learning system will increase the actual use of e-learning technologies, which will ultimately result in better learning performance. The findings of this study will help educators, policymakers, and e-learning platform developers create effective ways for optimizing student experiences and promoting good learning outcomes in higher education settings.
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- 2024
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18. EPIC: Educator Performance Incentive and Career Pathways. Teacher and School Leader Program. Final Evaluation and Impact Study Report
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The Evaluation Group (TEG), Christy Derrick, Catherine Snyder, Kristin LaRoche, Stephanie Marshall, and Kathy Dowell
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Union County Public Schools (UCPS) received a U.S. Department of Education Teacher and School Leader Incentive Program grant in 2017, supporting the EPIC program aimed at transforming education in 13 low-performing, high-poverty schools. The EPIC initiative had two primary goals: redesigning the Human Capital Management System and Performance-Based Compensation System to attract, retain, and sustain effective educators, and enhancing teacher and school leader effectiveness to positively impact student academic achievement. UCPS implemented a Performance-Based Compensation System (PBCS) that provided monetary incentives to individual teachers and school leaders based on attendance, growth targets, and evaluations. The EPIC impact study evaluated the program's effects on student outcomes using a short-interrupted time series design with comparison (SIT-C), comparing standardized achievement scores in math and reading for Grades 5 and 8, and high school levels, with matched comparison schools. The study spanned five years, tracking proficiency scores before and after EPIC implementation. Results at the elementary level showed that neither the treatment nor comparison groups achieved the projected mean percent proficient in post-intervention years for math. However, the treatment group exceeded the mean in reading, unlike the comparison group. In middle schools, the treatment group surpassed the projected mean percent proficient in both math and reading, while the comparison group did not. At the high school level, neither group achieved the projected mean percent proficient in math post-intervention, but the treatment group exceeded it in English compared to the comparison group. Teacher outcomes indicated improvements in retention and diversity across EPIC schools. Seven of the 13 schools saw a substantial increase in teacher retention, and the percentage of teachers of color increased by 10 points over five years. Teacher attendance showed improvement, with a decrease in average days absent. UCPS's EPIC program demonstrated positive outcomes in teacher retention, diversity, and attendance, with varying impacts on student proficiency across grade levels. The study emphasized the need for cautious interpretation of data due to external factors like the COVID pandemic. [The report was submitted to Union County Public Schools.]
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- 2024
19. Effects of Motivation on Chinese EFL Students to Read English Text on Social Media
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Ya Nan Wang and Hui Min Low
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The expanding use of social media has the potential to enhance the quality of English as a foreign language (EFL) instruction and learning. The purpose of this online survey-based study was to investigate the mediating effects of intrinsic and extrinsic motivation for reading English social media text among 348 Chinese undergraduate EFL learners. PLS-SEM analyses revealed a significant relationship between the extrinsic motivation to read English text on social media and English language performance. In addition, the extrinsic motivation was also found to significantly mediated the relationship between English reading self-efficacy and English language performance. The findings indicate that in the context of reading English text on social media amongst Chinese undergraduate EFL learners, extrinsic motivation rather than intrinsic motivation mediates the relationship between English reading self-efficacy and English language performance, implying the potentials to use social media as an instructional medium to improve EFL teaching and learning outcomes in China.
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- 2024
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20. Promoting Microschool Partnerships. Sketching a New Conservative Education Agenda
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American Enterprise Institute (AEI) and Steven Thayn
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As more states adopt universal education savings account (ESA) programs, analysts have declared that the "final frontier" of school choice has been reached. Another choice that parents might want to make and policymakers should support as an intermediate option between private school and homeschooling is partnering with their local schools to establish parent-run microschools. This paper proposes that states can foster these partnerships by incentivizing school districts to allow small groups of parents to teach students at home with public financial assistance but total curricular freedom. This proposal gives parents maximum power to choose the curriculum without severing ties with local schools. With microschooling, parents with the power to choose curricula can positively change public education's very nature, unlike with ESA or voucher proposals that require the student to leave the system.
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- 2023
21. Supporting Instruction and Learning through Artificial Intelligence: A Survey of Institutional Practices & Policies
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WCET (WICHE Cooperative for Educational Technologies), Sebesta, Judith, and Davis, Van L.
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Artificial Intelligence (AI) in general poses numerous challenges for educators and students alike, such as academic integrity, lack of knowledge and training, misinformation, and implementation costs. However, AI also presents opportunities to support equity and access, increased efficiency, new understandings of (and urgency around) digital literacy and crucial workforce skills, and improved instruction and learning, among others. In April 2023, WCET -- the WICHE Cooperative for Educational Technologies, undertook a national survey to ascertain how and why postsecondary institutions are using Artificial Intelligence to support instruction and learning, what policies are in place, and what are the perceived barriers to, and benefits for, its use. This report highlights the survey results plus six in-depth interviews conducted post survey. [This report was produced with Sebesta Education Consulting LLC.]
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- 2023
22. Motivation to Teach as a Predictor of Resilience and Appreciation: An Examination in Terms of the Self-Determination Theory
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Köksoy, Aylin Mentis and Kutluer, Mehmet Ugur
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The aim with this research was to investigate the correlation between the intrinsic and extrinsic motivation of teacher candidates regarding their desire to teach, and the variables of resilience and appreciation. In order to establish this correlation, we used the resilience scale, originally developed by Wagnild and Young in 1993 and adapted to the Turkish context by Terzi in 2006. Additionally, the motivation-to-teach scale, developed by Kauffman, Yilmaz Soylu and Duke in 2011 and adapted to the Turkish context by Güzel Candan and Evin Gencel in 2015, as well as the gratitude, resentment and appreciation test-revised short (GRAT-RS), developed by Thomas and Watkins in 2003 and adapted to the Turkish context by Oguz Duran in 2017, were employed. The participants in this study comprised 328 fourth-year teacher candidates enrolled in undergraduate programmes in the Faculty of Education at the Ege University during the 2019-2020 academic year. According to the findings, the motivation to teach demonstrates predictive qualities for both resilience and appreciation. The teacher candidates with high motivation to teach, that is, the teacher candidates who studied at a faculty of education by choice, showed more positive emotions towards their profession (Ayik & Atas, 2014). This research shows that the level of autonomy is effective over positive emotions. If we aim to have better education and teachers who inspire students with positive energy, it may be easier to achieve this with teachers who have a higher level of autonomy.
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- 2023
23. California's Major Investment in Universal Transitional Kindergarten: What Districts Need to Fulfill Its Promise
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Stanford University, Policy Analysis for California Education (PACE) and Gallagher, H. Alix
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High-quality early learning experiences (i.e., developmentally appropriate, play-based instruction with clear learning goals) have positive long-term effects on student outcomes. As California rolls out Universal Transitional Kindergarten (UTK), district leaders focused on meeting state requirements for hiring qualified staff and finding appropriate facilities, and thus have been unable to focus on quality. The state can take the following actions to incentivize and support districts to broaden their focus for UTK: set a vision, establish goals, and measure progress in terms of enrollment, key implementation features, and student outcomes for preschool through third grade; align resources and support to advance high-quality implementation of UTK at scale; and publicly communicate key aspects of implementation and outcomes, enabling communities to monitor whether their districts are serving them well.
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- 2023
24. Job Satisfaction, Professional Growth, and Mathematics Teachers' Impressions about School Environment
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Mainali, Bhesh Raj and Belbase, Shashidhar
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This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies.
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- 2023
25. Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools. Working Paper No. 280-0323
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Morgan, Andrew, Nguyen, Minh, Hanushek, Eric, Ost, Ben, and Rivkin, Steven
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Efforts to attract and retain effective educators in high-poverty public schools have had limited success. Dallas ISD addressed this challenge with information produced by its evaluation system to offer large, compensating differentials to highly effective teachers willing to work in its lowest-achievement schools. The Accelerating Campus Excellence (ACE) program resulted in immediate and sustained achievement increases. The improvements were dramatic, bringing average achievement in the previously lowest-performing schools close to the district average. When ACE stipends are largely eliminated, a substantial fraction of highly effective teachers leave, and test scores fall. This highlights the central importance of performance-based incentives.
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- 2023
26. Strengthening Pathways into the Teaching Profession in Texas: Challenges and Opportunities
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Learning Policy Institute, Bland, Jennifer A., Wojcikiewicz, Steven K., Darling-Hammond, Linda, and Wei, Wesley
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This report summarizes teacher workforce challenges and recent initiatives in Texas that are shaping the state of the educator workforce in important ways. Ongoing teacher shortages have led to the creation of a wide range of pathways into the profession, featuring varying types and amounts of training. A growing body of research demonstrates that these differences in pathways are associated with meaningful differences in teachers' knowledge, skills, and effectiveness, as well as the rates at which they enter and leave the profession. These differences have implications for student learning, school management, and equity, since the districts that have the most difficulty hiring fully prepared teachers are those that serve the most students of color and students from low-income families. This report reviews the emerging research; describes the substantial efforts Texas leaders and institutions are making to address concerns about workforce preparation and stability; and provides additional actionable, research-based policy recommendations. [Funding for this report was provided by the Charles Butt Foundation. For the Research Brief, see ED630217.]
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- 2023
27. Strengthening Pathways into the Teaching Profession in Texas: Challenges and Opportunities. Research Brief
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Learning Policy Institute, Bland, Jennifer A., Wojcikiewicz, Steven K., Darling-Hammond, Linda, and Wei, Wesley
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Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data. [Funding for this report was provided by the Charles Butt Foundation. For the full report, see ED630218.]
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- 2023
28. Cognitive, Affective, Behavioral and Personality Domains of EFL Learning
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Aydogan, Hakan and Özel, Soner
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The main scope of the study is to investigate the relationships between English study habits, extrinsic and intrinsic motivation, utilitarian value of English, attitudes toward English, self-reported verbal abilities, personality traits, English skills (reading, writing, speaking, and listening), and English grades. A total of 210 Turkish students take part in this study (123 females and 87 males, the mean age of participants was M = 20.91). The main results can be summarized as follows. Intrinsic motivation, attitudes toward English, and verbal abilities were in positive correlations with study habits and English grades. English study habits were in a positive relationship with English grades and all the self-reported English skills. Extrinsic motivation and neuroticism were in negative correlations with participants' English skills and grades. Extraversion, agreeableness and consciousness were in positive relationships with English skills and grades while neuroticism was in negative correlations with these variables. Openness to experience had statistically significant relationships with writing and listening skills only. There were no statistically significant gender differences in the studies variables (except in the case of the utilitarian value of English, where females' estimates were greater than those of males. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
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- 2023
29. Motivational Factors as a Driver for Success for First-Year Students at a Selected Public University in South Africa
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Moosa, Moeniera and Aloka, Peter J. O.
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Remaining motivated is vital to enable continued focus and success for university students. This study examined motivational factors as a driver for success for first-year students at a selected public university in South Africa. The study adopted a phenomenological qualitative research design and participants included 312 first-year students from the University of the Witwatersrand in Johannesburg who were purposively selected from the 2020 first year Bachelor of Education cohort. Data were collected by means of open-ended survey questions in the first and sixth week of lectures. Alderfer's Existence, Relatedness and Growth (ERG) theory (1969) and Vroom's (1964) theories of motivations were used as the analytic framework. The qualitative findings indicated significant reliance by students on external motivating factors as compared to internal motivating factors. In practice, university structures could strengthen orientation programmes for first-year students at the university as these programmes would be an external motivator to enable student success.
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- 2023
30. Incentivizing Equity: A New Way to Distribute Federal Aid and Spur Adequate Funding for All
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Baker, Bruce D., Di Carlo, Matthew, and Weber, Mark
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Current federal aid allocation policies do an admirable job of targeting aid to school districts serving the neediest students. But these policies have one significant, underlying weakness: they fail to consider states' effort levels (and their capacities to raise revenue). In this article, the authors propose a new federal aid framework that functions similarly to how state finance systems are supposed to work--that is, by distributing federal aid based on both costs/needs as well as states' and districts' ability and willingness to pay their fair shares of bringing all districts up to a minimum adequate level. As a proof of concept, in their report the authors provide extensive calculations and analysis to simulate one reasonable manifestation of that framework: a voluntary supplemental federal aid program in which eligibility is contingent upon fair share state and local contributions (i.e., minimum effort), and new federal funds fill the gaps between that contribution and adequate funding levels in eligible states. While readers are encouraged to read the full report, a summary of this simulation is offered here showing that what's needed to ensure adequate funding for all districts is reasonable and doable.
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- 2023
31. All Carrot-No Stick: An Alternative Award Framework to Enhance 'International' Students' Sense of Belonging and Engagement in the Extracurricular
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Harrop, Harry and Hoppitt, Stephanie
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A sense of belonging and feeling at home at their institution are key factors in student success at university. Engaging with extracurricular activities is part of this dynamic, and an area in which 'international' students face additional barriers. These include institutional and psychological barriers to belonging, resulting in a shortage of meaningful opportunities to belong and a lack of motivation to take part. Increased belonging uncertainty and negative stereotype threat are among the potential concerns for such students. In response, we have developed the Student Extracurricular Engagement Award for pre-sessional undergraduate students at the University of Leeds Language Centre, UK. This scheme draws on theoretical approaches related to co-construction, participation, identity, opportunity and motivation. This innovative educational intervention seeks to address the issues affecting belonging by providing encouragement and guidance in engaging with the university's extracurricular activities. By validating activities in areas other than academic language and literacies, the award raises student awareness of the value of their successes in those areas. This more holistic and rhizomatic approach to student learning is argued to bring a greater sense of belonging to 'international' students.
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- 2023
32. Academic Chairs' Leadership Styles and Teachers' Job Satisfaction in Higher Education Institutions in UAE
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Mahmoud, Elsay, Belbase, Shashidhar, and Alsheikh, Negmeldin
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This study aims to identify the dominant leadership styles of chairs from the perspective of faculty members in different college departments in higher education in the UAE. Furthermore, the study aims to identify the teachers' perceptions of leadership styles that affect their job satisfaction. The study used quantitative means with faculty members in different higher educational settings in the UAE. The survey used a five-point Likert scale. The leadership styles have values (completely agree =5, agree = 4, neutral =3, disagree=2, completely disagree=1). The job satisfaction questions have values (completely satisfied =5, satisfied = 4, fairly satisfied =3, dissatisfied =2, completely dissatisfied=1). The chosen subjects were faculty members from different colleges. Those subjects are 135 university teachers who are divided into four age groups. The data revealed no dominant leadership styles in the colleagues from faculty members' perspectives; however, the statistics lean towards the laissez-faire leadership style. It also reveals correlations between the three leadership styles and job satisfaction. The democratic leadership style has the greatest impact and most significant environment and incentives among the three independent variables. [Note: The page range (119-134) shown on the PDF is incorrect. The correct page range is 119-135.]
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- 2023
33. Why Did We Do This? Collective Faculty Motivations to Engage in Accreditation Work
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Ernest, Brian W., Obery, Amanda, Sullivan-Walker, Melissa, Reaves, Melanie, and Dahle-Huff, Kari
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Teacher education faculty are often expected to engage in accreditation work. Our purpose was to document the collective driving mechanisms of junior faculty who volunteered to redesign key accreditation assessments. Specifically, we explored the values and expectations for success that led junior faculty to engage in and persist through key accreditation reform. Findings include eleven themes organized into three categories: drivers to join, hurdles, and drivers to continue. We interpret the results through Eccles and Wigfield's (2020) Situated Expectancy Value Theory and highlight the critical role that other colleagues and internal and external pressures played in undertaking the accreditation process.
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- 2023
34. Ineffective Practice and Lack of Motivation of the Junior High School Athletes for Physical Training in Preparation for City Meet and EVRAA
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Gula, Louie Petere
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This study aimed to identify the factors that lead to ineffective practice and the decreasing motivation of junior high school athletes for physical training in preparation for City Meet and EVRAA. To point out the several factors contributing to the problem, the researcher used the Ishikawa diagram. An Ishikawa diagram is a visual representation that graphically depicts the relationships between a certain result and its causes. The studied effect or negative problem is called "the fish head," and the potential causes and sub-causes are called "the fishbone structure." It was found out that people as a factor, in consideration of the student athlete's privileges and incentives, the distance of the practice venue from the school, school service for transportation, availability, and maintenance of sports equipment are some of the causes that might result in a certain problem in introducing and uplifting sports to our students. In conclusion, the concerns that complicate a problem require professional agreement and smart decisions. This, in turn, will lead to a harmonious flow of events and a successful potential athlete that needs to be recognized in a certain field of skills. Motivational aspects largely influence athletes' performance as well.
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- 2023
35. Fast Fives: Five Principles (Plus One!) to Guide State Monitoring
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National Center for Systemic Improvement at WestEd
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A key responsibility of state education agencies (SEAs) under the Individuals with Disabilities Education Act (IDEA) is to monitor local education agency (LEA) implementation of the law (34 C.F.R. § 300.600-604). This Fast Five details five principles (plus one!) that we recommend SEAs incorporate as part of their LEA monitoring.
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- 2023
36. Effects of Bias, Gamification and Monetary Compensation on MOOC Dropouts
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Manuel Medina-Labrador, Gustavo Rene Garcia-Vargas, and Fernando Marroquin-Ciendua
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The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.
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- 2023
37. Collegiate Athletes' Motivational Styles and Athlete Satisfaction in Team Sports
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Washington, Dalonie
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The purpose of this quantitative correlational study was to examine if and to what extent there is a correlation between athletes' motivational styles (intrinsic, external, identified, introjected, integrated, and amotivated) and the individual performance construct of athletes' satisfaction within a two-year university system in the Western United States. The theoretical framework for assessing the correlation between athletes' motivational styles and satisfaction is self-determination theory (SDT). Six research questions addressed correlations between athletes' motivational styles of intrinsic, external, identified, introjected, integrated, and amotivated, and the individual performance construct of athletes' satisfaction. The sample included 28 university student-athletes who play team sports within a two-year university system in the Western United States. The dataset included Sport Motivation Scale (SMS-II) and Athlete Satisfaction Questionnaire (ASQ) instruments, which collected data within a single online system: Survey Hero. Due to COVID-19, the research study site was shut prematurely. Therefore, a low number of responses was collected from participants. A Kendall's tau-b correlational analysis showed significant evidence to accept the null hypothesis and conclude there was no association between intrinsic tb = 0.262, external tb = -0.012, identified tb = 0.114, introjected tb = 0.23, integrated tb = 0.068, and amotivated tb = 0.075 motivation and athletes' satisfaction (M = 14.89; SD = 4.59). A post hoc analysis was then performed on each research question and concluded that there is at least a 90.7% chance of committing a type II error. The results may not fit the general population across other states.
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- 2023
38. 2023 West Virginia Health Sciences and Rural Health Report
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West Virginia Higher Education Policy Commission
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West Virginia's three state-funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically can offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year of 2023, 25 percent (200) of the 828 medical students who enrolled in the first-year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention for Practice in West Virginia; (6) Pharmacy Program Profiles; (7) Dentistry Program Profiles; (8) Loans and Incentives; and (9) Rural Health Initiative Program.
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- 2023
39. A Move Analysis of Travel Advertorials in a UK National Daily Newspaper
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Tisapramotkul, Ornuma
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With borders reopening after the COVID-19 pandemic, the travel industry has employed different methods to attract potential customers. One of the popular promotional strategies is advertorials. This study examines 75 travel advertorials from "the Telegraph," a national daily newspaper in the UK, to address two objectives -- 1) to identify moves and steps used in these advertorials and 2) to investigate the moves' typicality and cyclicity. The findings reveal six moves along with some steps. Apart from the headline to attract readers' attentions, key components in travel advertorials include descriptions of the destination and service, reasons to buy the product and advertiser's contact details. On the contrary, pricing incentives are not highlighted. The findings could be beneficial to both students and ESP practitioners especially those who are involved in writing promotional materials. Guidelines for travel advertorial writing could be developed for ESP classroom teaching and professional trainings whereby learners can grasp the organizational structure and be aware of the typicality and cyclicity of moves used in travel advertorials.
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- 2023
40. Leadership Styles of Mid-Level Educational Leaders Perceived by Academic Members: An Exploratory Study among Chinese Universities
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Zhao Cheng and Chang Zhu
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Purpose: The challenges faced by universities in China have presented opportunities to enhance the leadership of educational leaders in universities. Little has been written about the leadership styles of mid-level educational leaders in Chinese higher education (HE). The objective of this study is to provide an authentic understanding of 1) the leadership styles of mid-level educational leaders as experienced by academic members, 2) experienced contextual factors related to the leadership styles of mid-level educational leaders. Design: Qualitative research was conducted, and the perceptions of 13 academic members from nine universities in China were explored. Findings: This study revealed authoritarian leadership style was the most reported leadership style of the mid-level educational leaders, followed by transformational and transactional leadership styles. Participants suggested to minimise the adoption of authoritarian leadership style and to encourage the application of transformational leadership style. Regarding the factors that shape leadership style of mid-level educational leaders, this research supports the following factors: culture, organizational policies & administration, discipline, and incentive mechanism. Originality: We gained a deep understanding of the leadership styles of mid-level educational leaders and the contextual factors that shape the leadership styles in this study. The results can be conducive to future leadership training and to the mid-level educational leaders to create environments that facilitate the application of educational leadership practices.
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- 2023
41. Building Instructional Excellence and Advancing Student Achievement in Indiana: Results of a Teacher and School Leader Incentive Program Grant. Research Brief
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National Institute for Excellence in Teaching (NIET)
- Abstract
Effective teachers are developed through preparation programs, but, more importantly, through continuing professional learning relevant to the students that they teach. To continue to grow, teachers need a supportive environment that allows them to develop their instructional skills through specific, actionable feedback. In fall 2019, the National Institute for Excellence in Teaching (NIET) and Indiana district partners were awarded a U.S. Department of Education Teacher and School Leader (TSL) Incentive Program grant to expand and sustain HCMS to support teachers and improve students' academic success. The TSL program provided funding to implement sustainable HCMSs that include performance-based compensation and professional learning and growth opportunities to help recognize, develop, and retain effective educators in high-need schools (defined as at least 50% of students eligible for free or reduced-price lunch subsidies) and, thereby, improve students' academic success. The Indiana TSL district partners served urban, rural, and small city communities. The Indiana TSL partnership impacted more than 120 administrators, 1,800 teachers, and 26,000 students in grades PK-12. On average, these high-need schools had over 60% of students qualify for free and reduced-price lunch and over 50% of students were students of color. This research brief examines the evidence of successful accomplishment of the Indiana TSL partnership goals related to enhancing teachers' instructional skills and improving student achievement.
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- 2023
42. Employability and Motivation: Which Motivational Theories Are Most Appropriate?
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Richard Remedios and Peter Sewell
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Purpose: A range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability. Design/methodology/approach: As this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability. Findings: From a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is "only" a useful predictor when value is high. Practical implications: Whilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance. Originality/value: Models of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.
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- 2024
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43. Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses
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Kristin Butcher, Patrick J. McEwan, and Akila Weerapana
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In fall 2014, Wellesley College began mandating pass/fail grading for courses taken by first year, first-semester students, although instructors continued to record letter grades. We identify the causal effect of the policy on course choice and performance, using a regression discontinuity-in-time design. Students shifted to lower-grading science, technology, engineering, and mathematics (STEM) courses in the first semester, but did not increase their engagement with STEM in later semesters. Letter grades of first-semester students declined by 0.13 grade points, or 23 percent of a standard deviation. We evaluate causal channels of the grade effect -- including sorting into lower-grading STEM courses and declining instructional quality -- and conclude that the effect is consistent with declining student effort.
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- 2024
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44. International Schools and Teacher Retention: A Qualitative Study
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Jamie Allan Dickson
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This qualitative, phenomenological study sought to deepen the understanding of teacher perceptions of retention issues at international schools in the Gulf Cooperation Council countries by examining the experiences and perceptions of teachers. The individual and collective perceptions of a school's abilities to retain teachers will be influenced by each teacher's experiences and interactions with the school they work for. The study focused on the value of understanding teacher perceptions of what schools positively do to retain teachers and what they do negatively to affect a teacher's retention. Data were collected through a survey, semi-structured interviews, and a focus group of teachers from nine international schools in all 6 GCC countries. The most important aspects of a school affecting retention rates were related to positive administrative support for teachers, incentives for acquiring and keeping teachers, school culture effects towards teachers in and outside of school, a school having a lack of strong cultural identity on different levels, and regional expectations against the expectations of the teachers being hired. Data analysis reveals that positive and prepared administrators have the most effect on school culture, which ultimately dictates positive or negative retention rates at international schools in the GCC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
45. The Self-Sought Professional Learning Experiences of Secondary School Teachers in Malta
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Ritianne Bezzina and James Calleja
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With the introduction of the sectorial agreement signed between the Maltese Government and the Malta Union of Teachers in 2017, Maltese teachers have been incentivised to accelerate their salary scale progression following engagement in self-sought professional learning. The theory of affordances was applied in this mixed-methods research to explore the importance attributed by secondary school teachers towards self-sought learning. Following data collection of 166 questionnaires and 14 teacher interviews, quantitative and qualitative data were analysed using SPSS and MAXQDA respectively. Results suggest that while the majority of teachers are intrinsically motivated to pursue self-sought professional learning, they seek incentives and, in particular, monetary support. Other important barriers that hinder teachers in furthering their professional learning beyond school hours are family responsibilities and lack of time. This study provides insights into teachers' conceptualisations of professional learning and implications for teacher education.
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- 2024
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46. Learners' Motivation Caught between the Interplay of Policy and Practice: A Case Study of an EMI Medical Program in China
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Heng Cai, Miao Yang, and Danping Wen
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The past few decades have seen a boom in English-medium instruction (EMI) in Chinese universities. Despite growing research interest in EMI policy and practices in China, little is known about how students' motivation to study in the EMI programs is influenced by EMI policy and its implementation at the meso and micro levels. This study addresses this gap by examining an EMI program at a Chinese medical college. Through a survey of 118 students and interviews with 10 students and 6 teachers, we investigated students' EMI learning motivation, how and why it changed over time, and different stakeholders' perceptions of the EMI implementation. The questionnaire and interview data were triangulated with textual analysis results of institutional EMI policy documents. It was found that students' motivation generally declined over the course of EMI study and was often influenced by implementation factors such as pedagogical practices, assessment-related policies, and incentive strategies. Interactions and contradictions between the EMI policy goals, EMI implementation at different levels and students' motivation change were also analyzed through the Activity Theory lens to shed light on how higher education institutions could better sustain students' EMI motivation and enhance the quality of EMI programs.
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- 2024
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47. Consent to Data Linkage for Different Data Domains - The Role of Question Order, Question Wording, and Incentives
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Christoph Beuthner, Bernd Weiß, Henning Silber, Florian Keusch, and Jette Schröder
- Abstract
As our modern world has become increasingly digitalized, various types of data from different data domains are available that can enrich survey data. To link survey data to other sources, consent from the survey respondents is required. This article compares consent to data linkage requests for seven data domains: administrative data, smartphone usage data, bank data, biomarkers, Facebook data, health insurance data, and sensor data. We experimentally explore three factors of interest to survey designers seeking to maximize consent rates: consent question order, consent question wording, and incentives. The results of the study using a German online sample (n = 3,374) show that survey respondents have a relatively high probability of consent to share smartphone usage data, Facebook data, and biomarkers, while they are least likely to share their bank data in a survey. Of the three experimental factors, only the consent question order affected consent rates significantly. Additionally, the study investigated the interactions between the three experimental manipulations and the seven data domains, of which only the interaction between the data domains and the consent question order consistently showed a significant effect.
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- 2024
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48. Incentives and Penalties Tied to Sales Volume in Contracts between Beverage Companies and Public Universities in the United States
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Eva Greenthal, Katherine Marx, Elyse R. Grossman, Martha Ruffin, Stephanie A. Lucas, and Sara E. Benjamin-Neelon
- Abstract
Objective: To assess whether and how beverage companies incentivize universities to maximize sugar-sweetened beverage (SSB) sales through pouring rights contracts. Methods: Cross-sectional study of contracts between beverage companies and public U.S. universities with 20,000 or more students active in 2018 or 2019. We requested contracts from 143 universities. The primary measures were presence of financial incentives and penalties tied to sales volume. Results: 124 universities (87%) provided 131 unique contracts (64 Coca-Cola, 67 Pepsi). 125 contracts (95%) included at least one provision tying payments to sales volume. The most common incentive type was commissions, found in 104 contracts (79%). Nineteen contracts (15%) provided higher commissions or rebates for carbonated soft drinks compared to bottled water. Conclusions: Most contracts between universities and beverage companies incentivized universities to market and sell bottled beverages, particularly SSBs. Given the health risks associated with consumption of SSBs, universities should consider their role in promoting them.
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- 2024
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49. Exploring the Direct and Indirect Effects of EFL Learners' Online Motivational Self-System on Their Online Language Learning Acceptance: The New Roles of Current L2 Self and Digital Self-Authenticity
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Amir Reza Rahimi and Zahra Mosalli
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The impact of students' intrinsic or extrinsic motivations on their future intentions for online language schooling has been widely documented, but further emphasis needs to be placed on examining motivation beyond traditional theories. Thus, the current study sought to pivot the focus from intrinsic and extrinsic motivation to university language learners' L2 self-identities in shaping their intention to learn language online. Toward this, we extended the technology acceptance model by integrating language learners' L2 motivational self-system (L2MSS). Accordingly, 422 Iranian territory students who learned language online completed surveys covering language motivation and attitudes toward online language learning. The results of partial least squares structural equation modeling validated that current L2-self and digital self-authenticity can be used as separable subcomponents of L2MSS in the Iranian territory context. Moreover, learners with a higher level of future self-image and current L2 self-description found online learning more useful and easy to use. A further finding revealed an authenticity gap among higher educators since they were more motivated to learn language online than in face-to-face classrooms. Besides introducing a new conceptual framework into the literature, the researchers suggest that as a way of influencing higher education language learners' intentions towards online language learning, lecturers should uncover language learners' future ideal selves in advance of attending this online language course and design their language syllabus accordingly. It is also imperative for instructors to encourage students to self-describe their progress during online courses as it influenced their behavioral intention to learn languages online.
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- 2024
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50. Factors Influencing EFL Teachers' Implementation of SPOC-Based Blended Learning in Higher Vocational Colleges in China: A Study Based on Grounded Theory
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Liping Jiang
- Abstract
The spread of the COVID-19 pandemic has gradually promoted blended teaching based on Small Private Online Course (SPOC) as a common teaching practice in most higher education institutions. Teachers play a critical role in the successful implementation of blended teaching. Questions regarding the factors that influence teachers' implementation strategies for SPOC-based blended teaching in higher vocational colleges, positively or negatively, are raised. This research investigated 63 English as a foreign language (EFL) teachers from four higher vocational colleges in China who are implementing SPOC-based blended teaching, encoded the obtained data at three levels, explored factors influencing EFL teachers' implementation of SPOC-based blended teaching, and constructed a theoretical model of the factors influencing teachers' implementation of SPOC-based blended teaching in which SPOC-based teaching intention is a pre-influencing factor, whereas the school incentive mechanism and curriculum platform satisfaction serve as situational influencing factors. This study can help EFL teachers improve the implementation of SPOC-based blended teaching and further optimise SPOC-based blended teaching policies and measures for stakeholders in practice.
- Published
- 2024
- Full Text
- View/download PDF
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