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2. International Students: Poorly Suited Immigration Pathways Stymie Formation of High Growth Businesses. White Paper No. 273
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Pioneer Institute for Public Policy Research, Aidan Enright, Joshua Bedi, and Eileen McAnneny, Contributor
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This paper examines the impact, characteristics, and entrepreneurial proclivities of foreign-born college graduates in the United States. A significant body of research has found that immigrants are more likely to start businesses than those born in the U.S., and the propensity of international students to concentrate in STEM fields indicates enormous potential for economic contributions and innovation. Yet the static nature of the immigration system, with visa pathways and restrictions that discourage business creation, hamper the nation's ability to take full advantage of the benefits immigrants can provide. In fact, this study finds that the U.S. immigration system likely delays foreign-born graduates from creating incorporated firms by as many as five years. The authors estimate that the creation of 150,000 incorporated firms and 580,000 jobs were delayed between 2013 and 2021. Without reform, the U.S. will continue to depress high-value firm creation by international students and cease to be the primary destination of global talent.
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- 2024
3. Education, Gender and Family Formation. Discussion Paper No. 2011
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Hanna Virtanen, Mikko Silliman, Tiina Kuuppelomäki, and Kristiina Huttunen
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We study the effect of educational attainment on family formation using regression discontinuity designs generated by centralized admissions processes to both secondary and tertiary education in Finland. Admission to further education at either margin does not increase the likelihood that men form families. In contrast, women admitted to further education are more likely to both live with a partner and have children. We then pre-register and test two hypotheses which could explain each set of results using survey data. These suggest that the positive association between men's education and family formation observed in the data is driven by selection. For women, our estimates are consistent with the idea that, as increased returns to social skills shift the burden of child development from schools to parents and particularly mothers, education can make women more attractive as potential partners. [Funding for this report was provided by The Strategic Research Council, the Research Council of Finland, and Palkansaajasäätiö.]
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- 2024
4. College and Career Ready: How Well Does 8th Grade MAP Performance Predict Post-Secondary Educational Attainment? Working Paper No. 300-0524
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Darrin DeChane, Takako Nomi, and Michael Podgursky
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Like most other states, Missouri uses assessments intended to measure whether students are on a pathway to "college and career readiness." The state longitudinal data system now has the capacity to directly test that claim. We make use of 8th-grade assessment (MAP) scores in Math, Science, and Communication Arts for roughly 260,000 first-time Missouri freshmen who began high school between Fall, 2009 and Fall, 2012. These students were tracked through high school and for five years following on-time high school graduation. We find a strong positive association between MAP performance scores in 8th grade Math, Science, and Communication Arts and post-secondary college attendance and degree completion. This is true overall and for White, Black, and Hispanic students disaggregated by gender. Proficiency on all three exams matters even more. Based on a logistic forecasting model, if all students who scored below Proficient on the 8th-grade MAP raised their scores to Proficient, the number earning post-secondary degrees would increase by roughly 50 percent. Black and Hispanic students earning post-secondary degrees would increase by roughly 150 and 75 percent, respectively. We conclude that 8th-grade MAP proficiency scores are highly informative about whether students are on a pathway to college and career readiness.
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- 2024
5. Public University Systems and the Benefits of Scale. Research & Occasional Paper Series: CSHE.2.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and James R. Johnsen
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Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation's public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in service to their mission.
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- 2024
6. 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
7. 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
8. 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
9. Knowledge, Attitude and Practice of University Teachers Regarding Plagiarism in Bangladesh
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S.M. Zabed Ahm, Md. Roknuzzaman, and Mohammad Sharif Ul Islam
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The main aim of this paper is to assess the level of knowledge, attitude and practice of university teachers regarding plagiarism in Bangladesh. An online questionnaire consisted of 20 knowledge questions, 23 attitude items, and 18 practice questions was created using Google Forms. The link to the questionnaire was sent via email to university teachers. The total correct answers for knowledge and practice questions, and the total attitude score were converted to percentile scores and categorized accordingly as poor (< mean -- 1 SD), average (mean ± 1 SD), and good (> mean + 1 SD). Bivariate analyses were conducted to compare the total knowledge, attitude and practice scores based on demographic and academic variables. Multiple linear regressions were used to identify the association between knowledge, attitude and practice scores, and other covariates. The findings revealed an average level of knowledge, attitude and practice regarding plagiarism among the majority of university teachers. The knowledge, attitude and practice scores were significantly higher for teachers who attended academic writing workshops compared to those who did not attend such events. Demographic and academic variables did not impact knowledge and attitude scores. However, the number of papers published in the last two years and their indexing in Web of Science (WoS) or Scopus significantly impacted attitude and knowledge scores. The multiple regression analyses showed that the practice score was significantly associated with age, highest education, and knowledge.
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- 2024
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10. At All Costs: Educational Expansion and Persistent Inequality in the Philippines
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Karol Mark Ramirez Yee
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This paper studies educational inequality in the Philippines from 1950 to 2015, examining changes in the association between social origin and educational attainment against a backdrop of educational expansions and fluctuating economic conditions. Using data from the World Bank STEP Skills Survey, the study employs a sequential logit model to illustrate trends in secondary and college completion, followed by a multinomial logit model to look into differences in college destinations (type and status) between advantaged and disadvantaged students. The findings indicate that despite sustained expansions in the past six decades, disparities in secondary and tertiary completion deepened in relation to social background. The paper also finds that although expansions occurred mainly in public higher education institutions, it did little to alter the trends in college destinations, with advantaged students still more likely to complete in "high-status" universities than disadvantaged ones. Finally, the paper sheds light on how economic recessions have varying consequences on educational attainment, routing disadvantaged students out of college in the short term, while resulting in significant declines in the likelihood of completing higher education for advantaged students enrolled in "high-status" public entities in the long term.
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- 2024
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11. Three Essays on Education Policy
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Katherine E. Larn
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This dissertation consists of three papers on education policy. In each paper, I use applied econometric methods and descriptive quantitative analysis to examine topics related to teacher labor markets and postsecondary attainment. The first paper leverages a rich student-teacher-day data set to study the relationship between daily teacher attendance and student exclusionary discipline referrals. Prior research shows teacher absenteeism is costly for school districts and adversely impacts student achievement on standardized tests. However, little research has documented how teacher absences are related to student behavior patterns. We hypothesize suspensions are more likely to occur on days when teachers are absent due to the resulting disruption of classroom norms and routines. Our findings suggest students are slightly more likely to be suspended on days when their teachers are absent, on average. We also explore the extent to which this relationship differs by absence types, temporal dimensions, and student demographics. The second paper evaluates a partnership between a major online postsecondary education provider and a Boston-based nonprofit focused on increasing attainment for nontraditional and historically underrepresented college students. The nonprofit supports students in the completion of competency-based degrees through in-person coaching, career mentoring and wrap-around services. I leverage statewide longitudinal data and employ coarsened exact matching to estimate the effect of this partnership on students' postsecondary outcomes compared to observably similar Massachusetts students enrolling in other postsecondary institutions. I find strong, positive effects of the partnership on college graduation rates when compared to students with similar high school experiences, postsecondary trajectories, and demographic characteristics. The third paper examines teacher shortages from an international perspective. I combine data from the OECD's Teaching and Learning International Survey (TALIS) and the World Bank to investigate the extent to which country level economic conditions and school characteristics explain international differences in teacher shortages both across and within countries. I find that principals' perceptions that teacher shortages hinder instruction in their schools tend to be higher, on average, in countries experiencing higher population growth and in contexts with higher concentrations of students with disabilities, economically-disadvantaged students, and immigrant students. [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
12. Connecting the Dots: A Systematic Review of Explanatory Factors Linking Contextual Indicators, Institutional Culture and Degree Awarding Gaps
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Pallavi Banerjee
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Purpose: The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach: This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps. Findings: The review's findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps. Research limitations/implications: One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review. Practical implications: The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience. Social implications: The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion. Originality/value: This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.
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- 2024
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13. 'We Believe We Will Succeed… Because We Will 'Soma Kwa Bidii'': Acknowledging the Key Role Played by Aspirations for 'Being' in Students' Navigations of Secondary Schooling in Tanzania
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Laela Adamson
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With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people's social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students' aspirations relating to 'being a "good" student' and being able to "'soma kwa bidii'" or 'study hard', this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for 'being' in education in conjunction with future aspirations for 'becoming'.
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- 2024
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14. Conceive-Design-Implement-Operate: Pedagogical Innovation to Enhance Attainment, Engagement, Satisfaction and Employability in Political Science
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Susan Kenyon
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This paper introduces a new pedagogic approach to the teaching of political science. In engineering education, the Conceive-Design-Implement-Operate (CDIO) pedagogy provides an active, experiential learning experience, structuring learning around four key phases in product development. Applied to the undergraduate Politics and International Relations (IR) classroom, this pedagogical innovation in learning, teaching and assessment is adapted to policy development. This design-build-test pedagogical approach has been highly successful in engineering education, supporting students to be "industry-ready engineers" on graduation. Results across 3 cohorts suggest that this pedagogical innovation is also highly successful when transferred to Politics and IR, supporting political science students develop "society-ready" attitudes, attributes and skills, greatly enhancing the student experience and increasing their attainment, engagement, inclusion and wider graduate outcomes. Civic engagement and the ability to understand and respond to a range of stakeholders are also improved. This paper presents the pedagogy and the module to which it was applied as a case study, before highlighting opportunities for political science educators to transfer the pedagogy to their own teaching context.
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- 2024
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15. The Effect of Parental Education on the Expectations of 15 Year Olds to Complete Higher Education in the Netherlands
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Nicole M. Swart and Maarten H. J. Wolbers
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This paper aims to determine the effect of parental education, as an important measure of social origin, on the expectations of 15 year olds to complete higher education in the Netherlands. More importantly, the paper tests specific explanations for this effect. For the empirical analysis, Dutch data from the PISA 2018 survey were used. The results revealed that there is a considerable impact of parental education on the likelihood of expecting to complete higher education in the Netherlands. To a large extent, this social origin effect refers to secondary effects of stratification: students with the same school performance have different expectations regarding higher education that are strongly correlated with their social origin. Parental resources explain only a small part of the direct social origin effect net of school performance. The secondary effects remain largely unexplained after taking parents' economic, cultural and educational resources into account, suggesting that relative risk aversion drives social differentials in educational expectations.
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- 2024
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16. Bucking the Trend: High-Achieving, Working-Class Girls and Their Strategic University Decision Making
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Katherine Davey
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Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the decision-making process of young people who might not otherwise be expected to apply to such institutions. It draws on Margaret Archer's theorising to tease out the interplay between structure and agency in the form of reflexivity and show how this shapes the girls' educational trajectories, rather than pre-determining them. The paper highlights how social class powerfully influences working-class applicants' university plans, in the form of constraints and enablements, but also argues that the girls in this paper are not simply passive young women to whom things happen. As active agents, they are instead becoming increasingly skilled in reflexively navigating their own pathways through education and advance their applications to high-tariff universities in strategic and deliberative ways.
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- 2024
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17. Investigation of Preschoolers' Mathematical Skills: A Systematic Literature Review
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Antonia Petropoulou, Konstantinos Lavidas, and Stamatis Papadakis
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Background/purpose: Awareness of the mathematical skills and knowledge children possess in their early years is widely accepted. This includes various common positive aspects, not only for educators but also for researchers and policymakers. This study presents a systematic review conducted to meticulously identify empirical studies published in the Scopus-Index Journal database about the mathematical skills children aged 3 to 8 years old have mastered. Materials/methods: This review followed the PRISMA guidelines and the research database comprised of Scopus-indexed journals. The technique followed used "keywords" and Boolean operators. The screening processes included reviewing abstracts, scanning complete texts of published articles, and rejecting those not meeting preset inclusion criteria. Moreover, systematic reviews, meta-analyses, and papers not written in English were also excluded. Of the 801 studies initially identified, a total of 15 empirical studies were included in the systematic review. Results: Children master various math skills from a very young age, mainly in "numbers and operations", but face difficulties in skills related to "algebra" as well as "geometry and measurement". Additionally, several preschoolers' characteristics help to explain the acquisition of these skills, with "age" being the primary factor. Researchers use various research instruments and mainly conduct individual semi-structured interviews. Children's geometry skills and knowledge appear to have been studied to a small extent. The areas of "measurement" and "data analysis and probability" were found to be under active investigation. Conclusion: It is worth noting that not only does a noticeable research gap exist for the math domains of "measurement," "geometry," and "data analysis and probability". Factors that seem to affect young children's math skills, such as "gender", "parents' educational level", and "attendance to a preparatory preschool" need further investigation. The implications of the current study's results extend beyond academia, providing valuable insights that educators and policymakers can leverage to enhance the quality of mathematics education during the early years period.
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- 2024
18. Unpacking English as a Foreign Language PhDs' Return Mobility and Identity (Re)Construction at Chinese Universities: A Qualitative Case Study
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Bin Ai, Jie Zhang, and Alexander Kostogriz
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Using qualitative case study as a method, the researchers collected data from four PhD returnees specializing in teaching English as a Foreign Language (EFL) and inquired about their experiences of teacher identity (re)construction after their return to Chinese universities. The collected data demonstrate that these participants have encountered various challenges in complying with Chinese higher education practices; their unique insider/outsider experience and the contribution that they can make to internationalization of the university culture and pedagogy are undervalued, while they often feel unsupported to develop their research profile. This paper contributes to the current research into EFL PhDs' mobility and their teacher identity (re)construction in the context of the internationalization of Chinese universities. The challenges and issues raised here may have commonalities with those faced in other international tertiary education settings, where EFL PhD students gain their qualifications overseas and return to a career in EFL in their own country.
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- 2024
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19. Can the Role of a Personal Tutor Contribute to Reducing the Undergraduate Degree Awarding Gap for Racially Minoritised Students?
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Josephine Gabi, Alison Braddock, Claire Brown, Denise Miller, Gwenda Mynott, Melissa Jacobi, Pallavi Banerjee, Karen Kenny, and Andrew Rawson
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The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined-up experience for students, promoting student engagement and enabling them to navigate the ever-changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.
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- 2024
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20. The Long-Term Consequences of Early School Absences for Educational Attainment and Labour Market Outcomes
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Jascha Dräger, Markus Klein, and Edward Sosu
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School absences can negatively impact a child's schooling, including the loss of teacher-led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long-term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long-term associations between school absences in late childhood and individuals' educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals' earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course.
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- 2024
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21. The Relationship between Childhood Education and Adult Learner Characteristics
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Christine Dunagin Miller, Daphne Greenberg, Robert Hendrick, and Elizabeth L. Tighe
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Childhood education affects how individuals adapt to the challenges of adulthood. Although various generalizations are made relating childhood educational experiences to characteristics of adults, there is scant evidence to support those assertions for adult literacy learners in the United States. This study investigates the relationship of childhood educational attainment to other characteristics of adult learners. In this study, 201 native English-speaking adult learners in the United States who read at the 3.0-7.9 grade equivalency levels were administered surveys and tests to better understand the relationships between childhood educational attainment and the following characteristics: childhood school disability status and grade repetition; as well as adult characteristics including current reading-related skills, reading avoidance behaviors, reading practices for informational and digital texts, employment status, and Readiness-to-Learn. Results indicated that only school disability status was correlated with educational attainment (Cramer's V test, V = 0.279, p = 0.004). The results contribute to the body of knowledge about adult learners who want to develop literacy skills and the nuances of childhood schooling experiences in this population. Based on these results, caution should be exercised when treating educational attainment as a signal of other characteristics, including 2 reading skills, among adult literacy students. These findings align with other international research findings. [This paper will be published in "Zeitschrift für Weiterbildungsforschung (Journal of Continuing Education Research)."]
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- 2024
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22. Maternal Education Prospectively Predicts Child Neurocognitive Function: An Environmental Influences on Child Health Outcomes Study
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Santiago Morales, Maureen E. Bowers, Lauren Shuffrey, Katherine Ziegler, Sonya Troller-Renfree, Alexis Hernandez, Stephanie C. Leach, Monica McGrath, Cindy Ola, Leslie D. Leve, Sara S. Nozadi, Margaret M. Swingler, Jin-Shei Lai, Julie B. Schweitzer, William Fifer, Carlos A. Camargo, Gurjit K. Khurana Hershey, Allison L. B. Shapiro, Daniel P. Keating, Tina V. Hartert, Sean Deoni, Assiamira Ferrara, and Amy J. Elliott
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A large body of research has established a relation between maternal education and children's neurocognitive functions, such as executive function and language. However, most studies have focused on early childhood and relatively few studies have examined associations with changes in maternal education over time. Consequently, it remains unclear if early maternal education is longitudinally related to neurocognitive functions in children, adolescents, and young adults. In addition, the associations between changes in maternal education across development and more broadly defined neurocognitive outcomes remain relatively untested. The current study leveraged a large multicohort sample to examine the longitudinal relations between perinatal maternal education and changes in maternal education during development with children's, adolescents', and young adults' neurocognitive functions (N = 2,688; M[subscript age] = 10.32 years; SD[subscript age] = 4.26; range = 3-20 years). Moreover, we examined the differential effects of perinatal maternal education and changes in maternal education across development on executive function and language performance. Perinatal maternal education was positively associated with children's later overall neurocognitive function. This longitudinal relation was stronger for language than executive function. In addition, increases in maternal education were related to improved language performance but were not associated with executive functioning performance. Our findings support perinatal maternal education as an important predictor of neurocognitive outcomes later in development. Moreover, our results suggest that examining how maternal education changes across development can provide important insights that can help inform policies and interventions designed to foster neurocognitive development. [This paper was written on behalf of program collaborators for Environmental Influences on Child Health Outcomes.]
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- 2024
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23. Wage Heterogeneity in the Graduate Market: Industry and Public-Private Differences in Chile
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Nicolas Didier
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Lifelong education has proven to be a significant challenge in the policy arena. The combination of formal education and labor-centered institutions has pressed the development of different mechanisms to understand the role of human capital accumulation in socioeconomic mobility and organizational performance. While the narratives of lifelong education have primed labor and educational studies across developed economies, in the case of developing economies, those logics appear contested by development economics conditions. In this paper, I use the context of the expansion of the graduate educational market and its policy reforms to analyze how a developing economy copes with a change in the availability of a highly educated workforce. Using panel and pseudo-panel data, I examine the evolution of educational returns for the graduate workforce in Chile between 1990 and 2018, considering the differences between industries and public and private sectors. The results point out that there are no public-private differences and high heterogeneity across economic sectors. The policy- and individual-level consequences are discussed.
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- 2024
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24. Does Family Background Affect the Experience of College Student Leaders?
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Zeng Guohua, Zeng Jingyan, and Wu Wenwen
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Educational process inequality is an important branch of higher education fairness and the role difference of student leaders is one of the important phenomena of educational process inequality. Based on the employment administrative data of 2018 college graduates in a province in central China, this paper investigates the relationship between family background factors and college students serving as student cadres by using Multiple Logit Regression. The results show that the father's work unit and the father's educational level have a significant impact on college students as student leaders. The students whose father works in a unit within the system and whose father has a college degree or above were more likely to be student cadres. However, the poor students with disadvantaged family economic resources are more likely to serve as student leaders, which is contrary to the expected conclusion. Scholastic attainment can effectively adjust the positive influence of family background factors on the experience of student cadres and promote the relative equality of education process.
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- 2024
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25. The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence from the UK
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Imran Hussain Shah, Audrey Au Yong Lyn, Guillaume Maxence Augustin Morlet, and Ladina Rageth
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This paper investigates the impact of student-centered teaching strategies (SCTS) on the educational attainment of econometrics students, at a university based in the UK. Theoretical foundations underlying the usage of SCTS suggest that SCTS is better for students' long-term recall, comprehension, problem-solving abilities and interest in the subject. Yet, most existing studies have only examined short-run outcomes, and none in technical social-science fields. We contribute to the literature by empirically analyzing whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics, by comparing the impact of SCTS with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years. Our results provide robust evidence that SCTS is positively associated with students' grades in the long run. Heterogeneity analyzes additionally indicate that female students and those in the upper quantiles of the grade-distribution disproportionately benefit more from SCTS.
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- 2024
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26. Examining the Impact of the Recognition of Irish Traveller Ethnic Minority Status on Education through the Lens of Nancy Fraser
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Patricia McGrath
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This paper examined the impact of the 2017 Recognition of Irish Travellers as an Ethnic Minority through the lens of Fraser's model of justice. A number of interviews were held with a community development worker, a Traveller support worker, a Traveller education officer and three groups of Traveller women in relation to the impact of the recognition, and several themes emerged. Overall, the recognition as an ethnic minority was celebrated by Traveller organisations but for Travellers in the community there was little to no impact on their daily lives and on education provision, and no impact on Traveller status and recognition of the Traveller culture. Gaps in educational provision persisted with insufficient literacy and other learning supports. Awareness of Traveller culture was needed in schools for staff and students, and discrimination continued to be an issue.
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- 2024
27. Situated Enactments of Global Competence in Three Schools in Victoria
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Harsha Chandir and Jill Blackmore
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The OECD's PISA is seen as a 'global yardstick' against which countries measure the quality of their education systems. In 2018 PISA included an assessment of global competence. This paper starts with the premise that in using a single global instrument to 'measure' this phenomenon, PISA claims standardisation over contextually rich data that can then inform policy and, arguably, in turn practice. Data for this study is based on tracking 'global competence' through documentary analysis, interviews, and then 'survey encounters' where PISA global competence questionnaire items were discussed by principals and teachers in three schools in Victoria, Australia. The analysis illustrates that schools and teachers variously educate for global competence according to the specific cultural context, policy and curriculum in ways that highlight the inadequacy of a global metric. With the growing attention to educating for global citizenship and the OECD's development of global measures, this investigation of localised understandings of global competence magnifies the 'situatedness' of knowledge (and therefore assessment practices). Questions are raised about what is ignored in metrics when such a contested concept is operationalised, and points to the lack of validity of this metric because it de-contextualises how global competence is understood by teachers and enacted in curriculum.
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- 2024
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28. The Relation between Structural Family Characteristics and Parental Attitudes with Respect to the Use of ECEC for One- and Two-Year-Old Children in Germany
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Sandra Hubert, Lena Nusser, and Susanne Kuger
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Early childhood education and care (ECEC) has been found to be beneficial for the development of children below three years. However, many children do not attend ECEC facilities. Frequently, structural family characteristics (SFC), such as migration background, educational attainment and income, are used to explain differing probabilities of attendance, while parental attitudes are mostly not considered. Thus, assuming that SFC influence attitudes, this paper investigates whether the attitudes and views of parents towards ECEC explain why one- and two-year-old children from disadvantaged families attend day care less often, although they would strongly benefit from high-quality ECEC. The underlying data are from the German DJI Child Care Study (KiBS). The results show that parental attitudes substantially contribute to explaining diverging attendance probabilities. The more positive parents evaluate day care, the higher the probability of their child attending. However, SFC maintain most of their explanatory power. Besides, SFC and parental attitudes interact. The probability of ECEC attendance increases differently depending on the (varying degree of positivity of) attitudes by SFC.
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- 2024
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29. Passing the Torch: Intergenerational Capital Transmission and the Black Legacy Experience at a PWI
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Christopher J. P. Sewell
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As American colleges and universities become more diverse, expanding our vision and working around what it means to be a legacy, especially at Predominately White Institutions, will be essential. This paper examines Black families' experiences at Churchill, a small liberal arts PWI in the Northeast. With the aid of Yosso's community cultural wealth and Bourdieu's notions of cultural and social capital, it examines how parents' experiences at Churchill and exposing their child to Churchill shaped and informed their child's decision to attend their parent's alma mater and the passing of social and cultural capital between the generations. Findings suggest that while navigational and familial capital passes between generations, Black cultural capital does not pass smoothly and impacts their child's experience at Churchill.
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- 2024
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30. Birth Order, Socioeconomic Background and Educational Attainment
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Andra Hiriscau and Mihaela Pintea
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This paper examines the effect of birth order on educational attainment in the United States and the underlying mechanism producing these effects. Using a family fixed effects model, we find negative birth order effects on educational outcomes. However, this effect varies depending on the household's income, being the strongest for households with the highest income and diminishing as households' income decreases. In addition, we show that the timing of income across childhood is important for completed education, as the largest gap in educational attainment between siblings emerges between those who were born and spent their early childhood in wealthier households.
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- 2024
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31. Advanced Practice Nurse Education in Its Infancy: An Exploratory Study of Norwegian Higher Education Institutions' Program Descriptions
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Astri Letnes Janson, Randi Opheim, and Ragnhild Hellesø
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There is a growing worldwide interest in educating nurses at an advanced level. Advanced practice nursing (APN) refers to an umbrella term for master-educated nurses working within expanded nursing practice. Previous APN research has primarily addressed comparative characteristics of education globally and several aspects related to practice after graduation. This study aimed to explore how higher education institutions position and legitimize APN as an education requisite for nurses, the health care system, and society. Program descriptions of relevant educational programs in the Norwegian context were analyzed using documentary reality construction. The findings point to how APNs are positioned to have a prominent contextual perspective, which are given precedence over direct patient care, legitimized through descriptions of societal problems and demands. This paper argues that APNs are positioned to hold individual responsibility to solve unmet societal demands.
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- 2024
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32. The Effects of Academic Counseling on Undergraduate Student Degree Completion at a Northwestern State University
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James McCuistion
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The problem that was addressed through this study is the declining student degree completion rate for a public state baccalaureate institution in a northwestern state over the six-year period of 2014 to 2020. The purpose of this quantitative study was to determine if completion of an undergraduate degree within six years could be predicted by the number of advising sessions a student had during degree completion. A student retention model created by Amara Atif, Deborah Richards, & Ayse Bilgin and NACADA's academic advising core competencies model served as the framework, where student-institutional interactions through best practices in academic counseling can promote degree completion. Deidentified archival data for 937 full-time, first-time college students with no prior college credits at Northwest University (NU, a pseudonym) were retrieved. A logistic regression model (X[superscript 2] (1) = 11.459, p < 0.001) showed that for an increase of one academic appointment at NU's academic advising center, the odds that a student would complete within six years increased by 22.8% (OR = 1.228, 95% CI [1.089, 1.385]. The study resulted in a white paper proposing recommendations for improvements in academic center advising at NU by requiring students to have academic advising sessions each term, gathering data to explore why students may not be visiting the academic advising center, and to gather additional data to explore the effectiveness of the center. The findings from this study can promote change to policy and academic advising practice to increase college completion rates. Positive social change is achieved when students at NU benefit from timely baccalaureate degree completion within six years, allowing them to transform their communities and local industry through future employment. [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
33. Does Grammar School Attendance Increase the Likelihood of Attending a Prestigious UK University?
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Queralt Capsada-Munsech and Vikki Boliver
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In 2018 the UK government launched a £50 million scheme to fund the expansion of existing grammar schools provided that they increase efforts to attract more pupils from socioeconomically disadvantaged backgrounds. This initiative assumed that grammar school attendance boosts the educational attainment and the higher education progression rates of pupils judged to be of high ability. It is already well established that grammar school pupils' higher average levels of educational attainment are due largely to their academic and social selectivity. The evidence in relation to higher education enrolment conditional on educational attainment, however, is more mixed. This paper sets out to update and improve on previous studies of the impact of grammar school attendance on higher education enrolment. Our analysis of data from the Next Steps longitudinal survey linked to National Pupil Database records finds that propensities to enrol in higher education generally, and at prestigious Russell Group universities specifically, are no better for grammar school pupils than for non-selective state school pupils with the same level of attainment at GCSE and A-level. This nil effect of grammar school attendance on progression to higher education net of the effects of educational attainment holds regardless of pupils' socioeconomic background, suggesting that grammar schools are no better than non-selective state schools as facilitators of upward social mobility.
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- 2024
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34. Rurality, Socio-Economic Disadvantage and Educational Mobility: A Scottish Case Study
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Daniel Borbely, Markus Gehrsitz, Stuart McIntyre, Gennaro Rossi, and Graeme Roy
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Rurality is known to be associated with a number of weaker educational outcomes, from lower attainment through to lower social mobility. This is why so much policy and practitioner focus has been directed at addressing the rurality gap in educational outcomes. In this paper, we use pupil-level data for Scotland to contribute to two dimensions of this problem. First, we explore the relationship between socio-economic deprivation and educational mobility across urban and rural primary schools in Scotland. This provides new insights on the issue of rural disadvantage. Second, we use our dataset to explore the socio-economic makeup of urban and rural schools in Scotland, documenting that schools located in the highest and lowest SIMD areas are more homogeneous than those in the middle. This is important for the classification of schools in targeting educational interventions to improve social mobility.
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- 2024
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35. Imagining Imagination: Towards Cognitive and Metacognitive Models
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Helen Burns
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This paper presents a theoretical exploration of the relationship between imagination, cognition and metacognition, conceptualised within "emergent models." These models are offered to enable dialogue and tools to understand and support imagination in education practice, through the presence of ever-transforming theory, conceived as emergent phenomena. The models are arrived at theoretically and pragmatically, drawing on evolutionary, philosophical, psychological and art paradigms. They demonstrate a fundamental relationship between cognition, metacognition and imagination. A major conclusion is that to nurture thinking, we should perceive and develop imagination as a fundamental aspect of thought, as opposed to often regarding it as a magical force. Of special importance is the necessity for and prominence of imagination in metacognition, given the strong evidence that metacognition supports achievement and attainment. Through its fundamental relationship with metacognition, imagination increases our capacity to learn, enables personal and potentially, democratic capacity.
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- 2024
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36. Can Training and Apprentice Programs in STEM Increase Worker Life Satisfaction and Optimism?
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Yung Chun, Jason Jabbari, Wenrui Huang, and Carol Graham
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Background: Despite the significant relationship between life satisfaction and education, less is known about the connection between life satisfaction and informal learning in the context of training and apprenticeship programs. This paper examines the influence of the LaunchCode program, a novel training and apprentice program in STEM, on participant's life satisfaction and optimism. We also explore mediating roles of STEM employment and earnings, as well as moderating role of participants' educational attainment levels. Results: We find high life satisfaction and optimism among those who completed both the training course and the apprenticeship component. In addition, we find a significant mediation effect of STEM employment on the relationships between program participation and current life satisfaction, as well as optimism, among the apprenticeship completers. Finally, we find a significant moderation effect of one's education level on the relationship between program completion and finding a STEM job, such that participants with a college degree are more likely to secure STEM employment through coursework alone. Conclusions: Our findings highlight the significance of apprenticeships in increasing life satisfaction and optimism, as well as the importance of STEM employment in explaining the significant effect of apprenticeships on life satisfaction and optimism. These findings suggest that what people do for a living is more important than how much they earn. However, while apprenticeships may offer an alternative route to the labor market, education may still facilitate connections to STEM employment in the absence of an apprenticeship.
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- 2024
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37. Social Class and Sex Differences in Absolute and Relative Educational Attainment in England, Scotland and Wales since the Middle of the Twentieth Century
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Lindsay Paterson
- Abstract
Changes over time in social-class inequality of educational attainment have been shown by previous research to depend on whether attainment is measured absolutely or relatively. The pioneering work in this respect by Bukodi and Goldthorpe found that inequality has fallen when attainment is measured absolutely (for example, as the percentage completing full secondary schooling) but has changed less when a relative measure is used (for example, reaching the top quarter of the distribution of attainment). Although absolute measures remain intrinsically interesting, insofar as they represent cognitive or cultural accomplishment, relative measures are more relevant for understanding the role of education in allocating people competitively to employment. Implicit in this previous research, as in much research on the connection between education and social mobility, is that the society over which the relative standing of qualifications is measured is the same as that in which they are used to gain social rewards, such as a job. When labour markets operate across educational borders, this assumption might be open to question. The present analysis investigates the interpretation of absolute and relative educational inequality by comparing England, Scotland and Wales, which have distinct education systems but a common labour market.
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- 2024
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38. Intergenerational Educational Mobility -- The Role of Non-Cognitive Skills
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Anna Adamecz, Morag Henderson, and Nikki Shure
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While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that having higher levels of locus of control, academic self-concept, work ethic, and self-esteem in adolescence is positively related to intergenerational educational mobility to university. Our results indicate these skills help potential first-generation students to compensate for their relative disadvantage, and they are especially crucial for boys.
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- 2024
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39. The Causal Effect of Education on Women's Empowerment: Evidence from Kenya
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Hang Thu Nguyen-Phung and Nahashon Nzioka Nthenya
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This paper investigated the impacts of education on women's empowerment in Kenya using six waves of nationally-representative KDHS data. Our study utilizes the change in educational structure in 1985 as an instrument and finds that women under the new system enhanced their schooling by approximately two years. One year of education prolongs women's timing of the first birth, decreases female genital mutilation for the first daughter, reduces intimate partner violence, and improves women's household decision-making. Our findings are robust to several robustness checks. We examined different paths to explain these results, including information exposure, partner matching, and labor market engagement.
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- 2024
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40. Becoming Somebody: Exploring Aspirations and Pathways to Social Mobility amongst Youth in Sri Lanka
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Laura Shamali Batatota
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Formal education has all too often been portrayed as a means of achieving social and economic mobility, there is a need to address the unequal footing for adolescents in the Global South attempting to achieve social mobility through education. Drawing on ethnographic research conducted in Sri Lanka, this article considers the impact of upward mobility-driven discourses of the North on the type of aspirations formed by adolescents in the Global South, and the social implications that arise as a result. Through observation, interviews and focus groups carried out at a secondary school for girls and a private tuition centre in Sri Lanka, the paper considers the value given to private tuition compared to government-funded schooling. In doing so, it examines the implications of mobility-driven discourses on the schooling experiences of adolescents in the Global South, particularly the heightening of educational and social inequalities.
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- 2024
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41. Toward a Practical Set of STEM Transfer Program Momentum Metrics
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John Fink, Taylor Myers, Daniel Sparks, and Shanna Smith Jaggars
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Using administrative data from nearly 270,000 transfer-intending students who began at 70 community colleges across three state systems, this paper seeks to identify a set of metrics that will be useful to community college leaders as they formatively assess their colleges' efforts to improve STEM transfer outcomes. We find that a relatively simple set of STEM momentum metrics--notably Calculus and other non-math science and engineering coursework specified on statewide STEM transfer pathways, and to a lesser degree the pre-requisites to these types of courses--are reliable indicators of subsequent STEM transfer success across a wide-ranging set of state and institutional contexts, as well as across race/ethnicity and gender. However, community colleges have relatively low rates of completion of these key STEM courses, and disparities in completion of these courses by race/ethnicity and gender are common.
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- 2024
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42. The Unique Agency of Parenting-Strivers: An Anti-Deficit, Asset-Based Exploration of Black and Latinx Students with Children
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Anindya Kundu, Marielisbet Perez, and Colton Elliott
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Research, as well as mainstream culture, may be too quick to label parenting young people of color (which we define as being under or near the age of 20 when having a child) as delinquent and "at risk". Using qualitative data, we offer anti-deficit framing surrounding students of color with children, highlighting the unique achievements of a set of "parent-strivers" despite the natural challenges of unexpectant parenthood. Our findings suggest that the parenting and academic identities of low-income people of color can be mutually beneficial and reinforced through positive schooling influences; we challenge the idea that education becomes a secondary priority after one becomes a parent. This paper answers the call for a better "articulation of agency" within exclusionary institutions. It contributes a rare acknowledgment of positive family outcomes to offset the concept of risk monopolizing the field and leaving us without support-oriented thinking.
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- 2024
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43. 'I Make a Lot of the Choices Myself--I Think I've Taught Myself That through the Imbalance of Support': The Internal Conversations, Reflexivity and Post-School Educational Achievement of Care-Experienced Young People
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Elaine Matchett and Peter Appleton
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The percentage of care-experienced young people in England progressing to university by the age of 19 currently stands at around 12-13% with a further 10% of care-experienced adults attending university during their 20s and 30s. This figure remains lower than both the general population and other groups of disadvantaged learners. It is well established that the educational attainment of care-experienced young people can be impacted by a range of barriers to learning. Existing research often focuses on the importance of key adults and their role in supporting young people in care. A small number of studies examine the reflexive capacities of the young people themselves through the lens of sociologist Margaret Archer's model of modes of reflexivity and internal conversations. Archer's theory can be utilised to understand how care-experienced young people navigate their circumstances. The notion of the internal conversation offers a way to understand how some young people growing up in care develop more stable modes of reflexivity, namely autonomous, communicative or meta-reflexive. Here we contribute to new knowledge by considering care-experienced young people who develop communicative and autonomous aspects to their day-to-day life functioning. This paper draws on findings and analysis from interviews conducted as part of the first author's PhD (2020) which considered the reflexive capacities of care-experienced young people who self-identified as higher achievers. We utilise Archer's modes of reflexivity to explore participants' internal conversations and to develop our understanding of the relationships, experiences and personal skills that underpin successful educational journeys.
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- 2024
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44. Reflecting on Experiences of Learning among Adult Learners with Multiple Responsibilities: A Case of Evening Programmes at a University in Tanzania
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Philipo Lonati Sanga and Gennes Hendry Shirima
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The focus of this paper is to report the findings of a qualitative study whose purpose was to analyse the experiences of adult learners pursuing evening postgraduate degree programmes at the university level in Tanzania. Using ethnographic research combined with multiple case research design, together with in-depth interviews and documentary review, data were generated from 20 postgraduate students from one school within a university in Tanzania. The resulting qualitative data were subjected to thematic analysis. The study found that university adult learners in these evening programmes combined learning with their full-time employment, family, and social responsibilities as well as extra income-generating activities. Inevitably, these multiple responsibilities, as the study established, adversely affected their academic performance and duration for programme completion. In fact, completion on a part-time basis depended on dispositional factors such as individual learner's efforts and strategies adopted to cope with the situation, with many others either delaying completion or dropping out altogether. This scenario invites rethinking the modus operandi of programmes to facilitate postgraduate students' completion rates amid widening participation in higher education.
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- 2024
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45. Literacy Planning: Family Language Policy in Chinese Kindergartener Families
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Jing Yin, Yan Ding, and Maolei Song
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This paper reports a study that used a quantitative method to explore literacy planning in Chinese kindergartener families as well as the influences of socioeconomic status (SES) on it. The conceptual framework of family language policy (FLP), which consists of three components--language ideology, language management, and language practice, was adopted to examine literacy planning. The SES factors investigated included mother's education, mother's occupation, father's education, father's occupation, and household income. Data were collected via a questionnaire survey of 664 kindergartener families from 10 kindergartens in a Chinese city. Descriptive statistics revealed reasonable language ideology and practice but relatively weak language management in Chinese kindergartener families. Structural equation modelling corroborated the relationships between language ideology, language management, and language practice hypothesised in the FLP theory. It also indicated that only mother's education significantly predicted the literacy planning of a family. Implications for early intervention for children's language development were discussed.
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- 2024
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46. Factors Influencing Teacher Leadership: Voices of Public School Teachers in Qatar
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Rania Sawalhi and Abdellatif Sellami
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This quantitative study used Teacher Leadership Inventory (TLI) to survey the views and perceptions of public (government-funded) school teachers on factors that influence teacher leadership in Qatar. The survey sample was 2,969 participants in public (government) schools in Qatar. The results revealed significant differences for TLI in four factors (sharing expertise, sharing leadership, supra-practitioner, and principal selection). Thus, whereas teachers' qualification and nationality emerged as significant for sharing expertise, the leadership position and nationality were significant for sharing leadership. The results further revealed the significance of years of experience, gender, degree level, and nationality for supra-practitioner and leadership position, nationality, and years of experience for principal selection. The paper concludes with relevant recommendations for policy makers and educators and suggestions for further research to explore salient aspects of teacher leadership in further detail.
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- 2024
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47. Integrating Financial and Economic Justice Content into Social Work Education
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Jeffrey Anvari-Clark
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Teaching financial and economic justice content is an important feature of social work education. Such content helps students effectively address financial challenges with their clients, transform communities, and advocate for appropriate economic policies. Despite initial efforts by CSWE and others, many social work educators still do not teach financial and economic justice content in their courses. Using the diffusion of innovation theory, this paper assesses what sociodemographic, personal, and education related factors impact the odds of teaching financial and economic justice content. The study used original survey data (n = 163) from social work educators and binary logistic regression modeling techniques. Results suggest that the social work educator's highest achieved education level, as well as the type of course taught, play a meaningful role in determining the odds of teaching the content. Furthermore, perceived relevance has a strong, positive association with the odds of teaching the content. These findings suggest that those seeking to increase the prevalence of financial and economic justice content in social work education can target their efforts on a few key intervention points, and that policy measures supporting the integration of the content have yet to be implemented by educators.
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- 2024
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48. Impact of Student-Level Factors and University Support on Completion of a Master's Thesis in Accounting
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Voicu D. Dragomir and Madalina Dumitru
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Using a model of inputs-environment-process-outcomes, our focus is the students' point of view on writing the master's thesis in accounting. We analyze the factors that influence the complexity of a thesis and the satisfaction of students with it. We used the answers received on two matched questionnaires distributed during the second semester of the academic year 2021-2022. The results of the path analysis show that planning and involvement in research and university support can increase the effectiveness of students' time management and improve satisfaction with the research outcome. Resource use increases the thesis complexity, too. The paper comprises a couple of implications: first, the quality of the thesis depends to a great extent on the initial planning phase, indicating that university support is crucial during preliminary work; second, university management must ensure the existence of necessary resources, which are a complex mix of supervision, collaboration, guidelines, and scientific sources.
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- 2024
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49. The Digitalisation Impact on Education Level - A Bibliometric Analysis.
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Stan, Sebastian-Emanuel, Mănescu, Gabriel, Grigoraş, Constantin, and Ilie, Florin-Vasile
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DIGITAL technology ,EDUCATIONAL attainment ,TECHNOLOGICAL innovations ,MIXED methods research ,EXPERIMENTAL design - Abstract
In the era of accelerated digitalisation, the field of education has been profoundly influenced by technological advances, transforming the way pupils and students learn and teachers teach. This study aims to conduct a critical and constructive bibliometric analysis of a set of scholarly papers published between 2009 and 2024, with a focus on the impact of digitization on education. To carry out this study, 256 relevant documents were identified through the keywords "digitalisation", "impact" and "education" using the Web of Science (WOS) database. Subsequently, after processing and filtering these documents, a set of 238 documents was used as the basis for the study. The analysis was done using R statistical software, with the Biblioshiny bibliometric extension. The research design was a mixed-method, combining quantitative and qualitative data to achieve a comprehensive descriptive analysis. The findings of the study show the trends identified in research on the impact of digitalisation in education and the predominant topics or areas of interest. [ABSTRACT FROM AUTHOR]
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- 2024
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50. Intergenerational trends in educational and income mobility in the United States of America since the 1960s.
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Ernst, Ekkehard, Langot, François, Merola, Rossana, and Gonzales Pulgarin, Jhon Jair
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INTERGENERATIONAL mobility ,EDUCATIONAL mobility ,EQUALITY ,EDUCATIONAL attainment - Abstract
Concerns about widening inequality have increased attention on the topic of equality of opportunities and intergenerational mobility. We use data from the National Longitudinal Survey of Youth to analyse how educational and income mobility has evolved in the United States of America. We show that since the 1980s the probability of moving from the bottom to the top of the education and income distribution (upward mobility) has increased. On the other hand, for children whose parents graduated from college, downward educational and income mobility has decreased. High parental income enables parents to insure against intergenerational income falling, generating a correlation between parents’ and children’s income. We conclude that American society, by increasing the number of university places, has created opportunities for students from low-income families to achieve higher educational attainments, which have pushed them out of the immobility trap. However, society has also developed an elite, which is wealthy and well educated. For those born to this elite, their family’s status has a strong impact on their welfare and that of future generations. [ABSTRACT FROM AUTHOR]
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- 2024
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