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2. Graduation of High School Students in British Columbia from 2010/2011 to 2018/2019: A Focus on Special Needs Status. Analytical Studies Branch Research Paper Series. Catalogue No. 11F0019M. No. 476
- Author
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Statistics Canada, Allison Leanage, and Rubab Arim
- Abstract
Using British Columbia Ministry of Education administrative school data within the Education and Labour Market Longitudinal Platform, this study compared the proportions of high school graduates among Grade 12 students with and without special needs across nine cohorts from 2010/2011 to 2018/2019 before and after controlling for several sociodemographic characteristics. Two major strengths of this study were the use of longitudinal administrative education data integrated with income tax data from the T1 Family File and the further disaggregation of the special education needs categorization. Students with special needs in all different categories (excluding those with gifted status) were less likely to have graduated across all nine cohorts compared with students without special needs, even after controlling for sociodemographic characteristics and academic achievement, suggesting that students with special needs may face other types of barriers in completing high school. Yet there was diversity among students with special needs, with the highest proportions of graduation among students with learning disabilities or those with sensory needs and the lowest among students with intellectual disabilities. A larger share of females than males graduated high school among students without special needs. However, sex differences were less consistent among students with special needs status (including students with gifted status). As expected, the proportions of graduation were significantly higher at age 19 compared with at age 18 or younger, with the differences being slightly higher among students with special needs (excluding those with gifted status; 5 to 10 percentage points) compared with those without special needs (3 to 7 percentage points). The largest age differences were observed among students with autism spectrum disorder, behavioural needs or mental illness, and those with physical needs across all nine cohorts.
- Published
- 2024
3. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
- Abstract
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
- Published
- 2023
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4. Learning (In) Indigenous Languages: Common Ground, Diverse Pathways. OECD Education Working Papers. No. 278
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Angelo, Denise, Disbray, Samantha, Singer, Ruth, O'Shannessy, Carmel, Simpson, Jane, Smith, Hilary, Meek, Barbra, and Wigglesworth, Gillian
- Abstract
Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative "Promising Practices in Supporting Success for Indigenous Students," designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
- Published
- 2022
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5. Theoretical Foundations of Culturally Responsive Teaching and Connections to Saskatchewan Curriculum and Indigenous Education
- Author
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Jessica K. Madiratta
- Abstract
This paper examines the attributes of culturally responsive teaching (CRT) as well as its theoretical foundations. Gay's (2018) work describes the eight attributes of CRT as validating, comprehensive and inclusive, multidimensional, empowering, transformative, emancipatory, humanistic, and normative and ethical. After unpacking each attribute, I present and discuss four dimensions of Gay's (2018) theoretical foundations of CRT which include culturally diverse curriculum, teacher caring, home and school connection, and academic achievement. Further, I write about how CRT and the epistemologies of Indigenous education can lead to healthy and transformative spaces for Indigenous students in Saskatchewan public schools. For the purposes of this paper, I define healthy and transformative spaces as spaces where students have their needs met in the four dimensions of spirit, mental, physical, and emotional health.
- Published
- 2024
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6. Impact of the Preparation for Academic Success in Science (PASS) High School to University Transition Program
- Author
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Houser, Chris, Cavallo-Medved, Dora, and Bondy, Michelle
- Abstract
The transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.
- Published
- 2023
7. Psychological Applications and Trends 2023
- Author
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Clara Pracana and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
- Published
- 2023
8. An Empirical Study of Student Performance during the COVID-19 Pandemic
- Author
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Ruzgar, Nursel S. and Chua, Clare
- Abstract
This paper aims to establish if any of the following characteristics are associated with a difference in student performance during the COVID-19 pandemic: online lecture attendance, study time and performance; gender, class standing "(freshman (1st year), sophomore (2nd year), junior (3rd year)and senior (4th year))" and having one's own room. A Learning Management System was used to measure students' study times and performance on the assessments. A survey instrument was used to obtain information about their gender, class standing, whether they had their own room and their perceptions of online education. The study found a positive correlation between study times and performance, except for test 1 and its study time, and a positive relationship between academic performance and having their own room. There was also a difference noted between class standing and performance, however, there was no difference based on gender in the performance of the students.
- Published
- 2023
9. Graduate Students as Partners in Academic Development: Benefits, Challenges, and Lessons Learned
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Kimberley A. Grant and Muhammad Adil Arshad
- Abstract
In response to calls to revisit the engagement of students in academic development, the authors -- an educational development consultant and a graduate student -- share the findings of a nation-wide study which explored how Canadian teaching and learning centres (TLCs) partner with graduate students in academic development (AD). This paper highlights the benefits and challenges identified by the participants and draws on students-as-partners (SaP) literature to frame the recommendations and lessons learned about how to engage graduate students meaningfully and ethically in AD activities. We share pragmatic strategies while emphasizing the importance of aligning partnerships with the SaP principles of respect, reciprocity, and responsibility.
- Published
- 2024
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10. Gender Differences in Math and Science Academic Self-Concepts and the Association with Female Climate in 8th Grade Classrooms
- Author
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Ida Gran Andersen and Emil Smith
- Abstract
Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap.
- Published
- 2024
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11. Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach
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Shokirova, Takhmina, Brunner, Lisa Ruth, Karki, Karun Kishor, Coustere, Capucine, and Valizadeh, Negar
- Abstract
This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) international graduate students in Canada. Through collaborative autoethnography, we destabilize the notion of "orientation." We argue that international student orientation should be understood as a fluid, ongoing process rather than one with rigid boundaries and timelines. Furthermore, orientation programming should more deeply consider the intersecting identities and positionalities of international students as multifaced individuals, as well as the implicit expectations of one-way "integration" into settler-colonial Canadian society. We suggest a different approach to orientation and offer a conceptual framework to guide future practice, highlighting the role universities play in not only supporting students academically but also in (im)migrant settlement.
- Published
- 2022
12. The Impact of Academic Acculturation and Language Proficiency on International Students' University Experience and Academic Success: A Longitudinal Study
- Author
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Neumann, Heike, Kozak, Stephanie, and Gil, Leslie
- Abstract
The Canadian Academic English Language (CAEL) assessment is a proficiency test for university admission. Most research has focused on the paper edition, not the recent computer edition (CE). Validity research on other proficiency tests found that relationships between proficiency scores and academic achievement measures can be tenuous because other factors intervene in students' chances of success. Research on academic success has examined academic acculturation as one factor. However, the impact of acculturation on academic achievement has not been examined alongside language proficiency test scores. The current study investigated this issue by focusing on students with a range of CAEL scores and examining the relationship between CAEL-CE scores, academic achievement, and academic acculturation. Forty-four students at a Canadian English-medium university participated in the study. Students' grade point averages were obtained, and an academic acculturation questionnaire was administered. A subset of participants took part in focus groups. The findings and their implications are discussed.
- Published
- 2023
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13. Mandatory Assignments and Learning Achievement in a Mathematics Service Class
- Author
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Holden, T. and Burazin, A.
- Abstract
Homework completion and self-regulatory ability have both been extensively studied to examine their impact on learning achievement. Moreover, the reciprocal nature of how these two qualities affect one another is also an area of research. While evidence shows that voluntary completion of assigned homework predicts self-regulation in students, a natural question is whether this can be facilitated with mandatory homework assignments. Research to this extent has been tentative: results are often positive, but issues with experimental design preclude strong conclusions or repeatability of the experiment. This paper aims to quantify the effect of mandatory homework assignments on learning achievement at the tertiary level while improving on the experimental design of existing research.
- Published
- 2023
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14. The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends
- Author
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Quinn McCashin, Catherine Adams, Michael Carbonaro, and Lance Pedersen
- Abstract
Computer Science (CS) education is an emergent growth area in schools worldwide. This paper explores how CS education has evolved at the high school level (grades 10-12) in the Canadian province of Alberta over the past decade after a reorganization and curriculum redesign of its Computing Science Education (CSE) program. In partnership with Alberta Education, a complete list of course records was obtained for high school students who had taken CSE course credits between 2009 and 2019. These course completions were analyzed for overall growth trends and then further examined with respect to course level, urbanicity, and gender. We found that growth in course credit completion has been consistent over the 10-year study period (annual average growth rate of 33.5%). Advanced course credits have grown faster than introductory course credits, urban areas have grown faster than rural areas, and gender growth rates have been similar for males and females. Understanding the growth rates of CSE course enrollments at the high school level will contribute to identifying some of the challenges encountered during the implementation of the CSE program of studies in Alberta.
- Published
- 2023
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15. 'Success Is Different in Our Eyes': Reconciling Definitions of Educational Success among Indigenous Families and Education Systems in Alberta, Canada
- Author
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Emily Milne and Terry Wotherspoon
- Abstract
Notions of "student success" feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations.
- Published
- 2023
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16. Similarities and Differences in Social and Emotional Profiles among Students in Canada, USA, China, and Singapore: PISA 2015
- Author
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Tze, Virginia M. C., Li, Johnson C.-H, and Daniels, Lia M.
- Abstract
Although previous research showed that discrete social-emotional skills such as empathy, motivation, and social relationships in school significantly predict achievement, students tend to use various social-emotional skills in combination. As such previous investigations cannot comment on how different combinations or profiles of students' social-emotional skills predict achievement relative to discrete skills. Likewise, little is known about cross-national comparisons of social-emotional skill profiles (SESP), and the extent to which SESP differ on their academic achievement. The purposes of this study were three-folded: 1) to determine whether a four-factor social-emotional skills model could be used for cross-national comparisons; 2) to identify social-emotional profiles in 15-year-old students from four different countries -- Canada, the United States, China, and Singapore; and 3) to evaluate how different profiles predict students' reading, maths, and collaborative problem-solving (CPS) test scores. Our results showed multigroup measurement invariant in the structure, loadings, and thresholds of the four-factor social-emotional skills model. We identified three profiles labelled Sociable, Reserved and Withdrawn in Canada, Singapore, and the United States; whereas, we found three profiles labelled Solitary, Team-oriented, and Reserved in students in China. Finally, the way each profile associated with reading, maths and CPS in each country appeared to align with the cultural expectations of learning.
- Published
- 2022
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17. Adult Basic Education Student Success: Understanding and Supporting Learning Preferences
- Author
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Bowe, Alison J. and Auchinachie, V. Jill
- Abstract
In Canada, there are few long-term developmental education studies of adult basic education (ABE) students. This lack of studies impedes the understanding of ABE students' complex motivations, their diverse challenges, and their exceptional achievements. This 5-year cohort longitudinal panel study used interview data augmented by quantitative survey data. Thematic analysis was used to code interviews. This paper focuses on student-described learning preferences and supports that positively influenced student development and success. The most frequently described factors contributing to student success were grouped into four themes: (1) learning, (2) connections, (3) strengths, and (4) supports.
- Published
- 2022
18. Physical Activity, Sedentary Behavior and Educational Outcomes in University Students: A Systematic Review
- Author
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Babaeer, Lena, Stylianou, Michalis, Leveritt, Michael, and Gomersall, Sjaan
- Abstract
Objective: To systematically review available evidence focusing on the relationship between physical activity (PA), sedentary behavior (SB), and educational outcomes (EO), among university students. Method: Articles published in English and up to April 2019 were eligible to be included in the review if they examined associations between either PA or SB measures and EO in undergraduate university students. Results: Thirty-five articles met the eligibility criteria. The majority of papers used self-report measures of PA and SB and were rated as demonstrating poor quality (22/ 35). Evidence indicated no associations with EO for overall PA, MPA, VPA, and indeterminate associations for MVPA and leisure-based screen time. Conclusion: Mixed findings for PA, SB, and EO were found. Future studies should use more rigorous designs, including robust measures of relevant outcomes, to further our understanding of this area.
- Published
- 2022
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19. The Corporate Parent: Residential Group Homes and the Education of Children and Youth in Care
- Author
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Hwami, Munyaradzi
- Abstract
This article is a critical interpretive study of residential group homes as school preparatory environments for children and youth in their care. Utilizing social pedagogic analytics, the paper analyzes the role of residential group homes in the education of the children and youth under their care. Evidence gathered in this study suggests that residential child and youth care staff does not play the expected in loco parentis roles as expected of all care givers by Canadian Family Law. Against the established view that there are healthy and conducive home environments that enhance school learning, group home environment is assessed. Building upon narratives from child care workers, observations of group homes and analysis of documents, the main conclusion derived from this study is that it is high time that child and youth care workers give equal attention to safety concerns for and educational progress of the children and youth in their care.
- Published
- 2022
- Full Text
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20. Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms.
- Author
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Andersen, Ida Gran and Smith, Emil
- Subjects
PSYCHOLOGY of middle school students ,SCHOOL environment ,STATISTICAL correlation ,MATHEMATICS ,PHILOSOPHY of education ,STEREOTYPES ,RESEARCH funding ,SEX distribution ,SCIENCE ,AFFINITY groups ,DESCRIPTIVE statistics ,SURVEYS ,ACADEMIC achievement ,RESEARCH ,COMPARATIVE studies ,SELF-perception - Abstract
Although women's representation in STEM fields and occupations has increased, science and math continue to be stereotyped as male domains. This paper links psychological and sociological explanations for gendered disparities in STEM by examining the relationship between the local "micro-situational" female learning environment and the gender gap in academic self-concept in math and science. We applied hybrid models to TIMSS 2015 data comprised of a pseudo-panel of repeated measures for individual student and peer achievement, academic self-concept, utility value, and interest-enjoyment value in math/science (at age 14). We analyzed data from three countries, including a subsample of students who were taught by the same teacher in both math and science, thus eliminating unobserved teacher heterogeneity. Results indicate that female peer climate in the classroom is important for understanding how girls' self-concept in math/science is formed, even though it was unrelated to the gender gap. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
21. Supporting School Attendance Among Indigenous Children and Youth in Canada: A Rapid Review and Call to Action.
- Author
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Rogers, Maria and Aglukark, Karen
- Subjects
INDIGENOUS youth ,INDIGENOUS children ,SCHOOL districts ,SCHOOL attendance ,CIVIC leaders ,RESEARCH personnel - Abstract
Many community leaders in Canada have asserted the need for improved school attendance to promote educational success and well-being among Indigenous students. This paper reviews the extant literature from researchers, government agencies, school districts, and other organizations that have identified factors that improve school attendance among Indigenous students in Canada. The reviewed literature and reports indicate a need for more culturally relevant supports, as well as a more holistic approach for Indigenous students and their families. This review also highlights the dearth of research on this topic and demonstrates the need for studies and initiatives that closely examine contributing factors at various levels (i.e., administrative, policy, community, classroom, household, individual), and that deeply engage families and communities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
22. From Macao to the United States and Canada: A Transnational Journey of Longing for Belonging.
- Author
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Tavares, Vander
- Subjects
STUDENT adjustment ,UNIVERSITIES & colleges ,IDENTITY (Psychology) ,FOREIGN students ,SOCIAL interaction ,ACADEMIC achievement - Abstract
Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
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23. The Association between Academic Performance and Entry-to-Practice Milestones within a Co-Operative Education PharmD Program.
- Author
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Syed, Ali, Huang, Yuying, Goh, Joslin, Moroz, Sarah, Pugsley, John, Waite, Nancy M., and Houle, Sherilyn K. D.
- Subjects
COOPERATIVE education ,ACADEMIC achievement ,MULTIPLE regression analysis ,COURSE evaluation (Education) ,PROBLEM-based learning ,CAPSTONE courses ,SIMULATED patients - Abstract
Research on associations between student performance in pharmacy programs and entry-to-practice milestones has been limited in Canada and in programs using a co-operative (co-op) education model. Co-op exposes students to a variety of opportunities both within direct patient care roles and in non-traditional roles for pharmacists, such as policy, advocacy, insurance, research, and the pharmaceutical industry. The purpose of this research is to analyze associations between student grades and evaluations achieved in the University of Waterloo (UW) Doctor of Pharmacy (PharmD) co-op program and success rates on entry-to-practice milestones, including the Pharmacy Examining Board of Canada (PEBC) Pharmacist Qualifying Examination and performance on final-year clinical rotations. Grades and evaluations from courses, co-op work terms, clinical rotations, and PEBC exam data from three graduating cohorts were obtained. A multiple regression analysis was performed to explore associations between student evaluations and PEBC Pharmacist Qualifying Examination and clinical rotation performance. Holding all other variables constant, grades in anatomy/physiology were negatively correlated with scores on the PEBC Pharmacist Qualifying Examination, while grades in one of the professional practice courses showed a positive relationship with the same examination. Students with higher grades in a problem-based learning capstone therapeutics course, in their first co-op work term, and in the direct patient care co-op work term tended to score higher on clinical rotations. Co-op performance was not significant in predicting PEBC performance. However, complimentary descriptive analysis underscored that students with a co-op rating of good or below were more likely to fail courses, midpoint evaluations, Objective Structured Clinical Examinations (OSCEs), and PEBC measures. Multiple predictors of performance on final-year clinical rotations and the PEBC Pharmacist Qualifying Examination were identified. This predictive model may be utilized to identify students at risk of underperforming and to facilitate early intervention and remediation programs, while also informing curricular revision. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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24. Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada.
- Author
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Wu, Meng Qi, Cieslik, Violet V., Askari, Safoura, Hadwin, Allyson F., and Hood, Moira
- Subjects
SELF-evaluation ,RESEARCH funding ,SELF-control ,AUTODIDACTICISM ,ACADEMIC achievement ,PSYCHOMETRICS ,MIDDLE schools - Abstract
Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents' SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents' SRL practices and academic challenges. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
25. ADULT BASIC EDUCATION STUDENT SUCCESS: UNDERSTANDING AND SUPPORTING LEARNING PREFERENCES.
- Author
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Bowe, Alison J. and Auchinachie, V. Jill
- Subjects
- *
BASIC education , *ACADEMIC achievement , *EDUCATION students , *PANEL analysis , *LEARNING - Abstract
In Canada, there are few long-term developmental education studies of adult basic education (ABE) students. This lack of studies impedes the understanding of ABE students' complex motivations, their diverse challenges, and their exceptional achievements. This 5-year cohort longitudinal panel study used interview data augmented by quantitative survey data. Thematic analysis was used to code interviews. This paper focuses on student-described learning preferences and supports that positively influenced student development and success. The most frequently described factors contributing to student success were grouped into four themes: (1) learning, (2) connections, (3) strengths, and (4) supports. [ABSTRACT FROM AUTHOR]
- Published
- 2022
26. "Hardly Able to Move, Much Less Open a Book": A Systematic Review of the Impact of Sexual and Gender-Based Violence Victimization on Educational Trajectories.
- Author
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Geppert, Angela B., Shah, Aarushi H., and Hirsch, Jennifer S.
- Subjects
ONLINE information services ,PSYCHOLOGY information storage & retrieval systems ,SOCIAL support ,MOTIVATION (Psychology) ,VIOLENCE ,MENTAL health ,DOMESTIC violence ,DATING violence ,GENDER ,INTIMATE partner violence ,ACADEMIC achievement ,SEXUAL harassment ,SEX crimes ,SOCIAL classes ,RESEARCH funding ,VICTIMS ,MEDLINE ,EDUCATIONAL attainment ,EDUCATIONAL outcomes - Abstract
Sexual and gender-based violence (SGBV) is a highly prevalent issue, both in North America and globally, with well-recognized adverse impact on survivors' physical, emotional, and economic well-being. The objective of this systematic review is to collect and synthesize empirical work on the effects of SGBV victimization on educational trajectories, goals, attainment, and outcomes. The review summarizes what is known about factors associated with victimization that affect survivors' educational trajectories and highlights gaps in the literature pertaining to the effects of victimization on education. Five databases were searched for this review: Web of Science, Sociological Abstracts, PubMed, APA PsycInfo, and ERIC. For inclusion, the articles must present research on the academic impact of any form of SGBV experienced in higher education and must have been conducted in the United States or Canada. The 68 studies that met these criteria presented research on six key areas of educational outcomes: impacts on academic performance and motivation; attendance, dropout, and avoidance; changes in major/field of study; academic disengagement; educational attitudes and satisfaction; and academic climate and institutional relationships. Research also revealed factors mediating the relationship between SGBV exposure and educational outcomes such as mental health, physical health, social support, socioeconomic status, and resiliency, which we summarize in a pathway model. The research reviewed had significant limitations, including weak study designs, limited generalizability, and diversity concerns. We offer recommendations for future research on this topic. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
27. Development of an individual index of social vulnerability that predicts negative healthcare events: a proposed tool to address healthcare equity in primary care research and practice.
- Author
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Haggerty, Jeannie, Minotti, Simona C., and Bouharaoui, Fatima
- Subjects
EXPERIMENTAL design ,STRUCTURAL equation modeling ,SOCIAL determinants of health ,SOCIAL support ,RESEARCH methodology ,PSYCHOLOGICAL vulnerability ,COMMUNICATIVE competence ,MEDICAL care ,PRIMARY health care ,ACADEMIC achievement ,SOCIOECONOMIC factors ,SOCIAL status ,RESEARCH funding ,PREDICTION models ,ADVERSE health care events ,HEALTH equity ,LOGISTIC regression analysis ,MEDICAL research - Abstract
Purpose: Socially disadvantaged patients may lack self-efficacy to navigate a complex health system making them vulnerable to healthcare inequity. We aimed to develop an Index of social vulnerability that predicts increased risk of negative healthcare events (e.g. emergency hospitalization), independent of chronic disease burden. The analysis illustrates the conceptual and practical steps leading to the development of a pragmatic Index of social vulnerability to limited healthcare self-efficacy. Methods: Using data from a 3-year cohort of 2507 adult primary care patients in Québec (Canada), we applied two complementary structural equation modelling approaches—Partial Least Squares Path Modelling (PLS-PM) and Multiple indicators and Multiple Causes (MIMIC) modelling—to identify a minimal set of social characteristics that could be summed into an Index related to limited healthcare self-efficacy. We then used logistic regression to determine if the Index predicted: hospital emergency department use; hospital admissions; unmet need for care, and others. We privileged parsimony over explanatory capacity in our analytic decisions to make the Index pragmatic for epidemiologic and clinical use. Results: The Individual Social Vulnerability Index is the weighted sum of five indicators: two indicators of social support; educational achievement; financial status; limited language proficiency. The Index predicts increased likelihood of all negative healthcare outcomes except unmet need, with a clear threshold at Index ≥ 2. The effect is independent of chronic disease burden. Conclusion: When social deficits outweigh social assets by two or more (Index ≥ 2), there is an increased risk of negative healthcare events beyond the risk attributable to poor health. The Index is a pragmatic tool to identify a minority of patients who will require additional support to receive equitable healthcare. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
28. Does Participation in Full-Time Kindergarten Improve Metis Students' School Outcomes? A Longitudinal Population-Based Study from Manitoba, Canada.
- Author
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Brownell, Emily, Enns, Jennifer E., Sanguins, Julianne, Brownell, Marni, Chartier, Mariette, Chateau, Dan, Sarkar, Joykrishna, Burland, Elaine, Hinds, Aynslie, Katz, Alan, Santos, Rob, Chartrand, A. Frances, and Nickel, Nathan C.
- Subjects
ACHIEVEMENT ,SUCCESS ,KINDERGARTEN ,EDUCATIONAL outcomes ,BINOMIAL distribution ,KINDERGARTEN facilities ,LONGITUDINAL method ,STUDENT engagement - Abstract
As a result of the colonization of Canada, Metis have faced many political and socioeconomic challenges, one of which is the lower educational achievement of Metis students vs other Canadian students. In this study, we examined whether full-time kindergarten (FTK) vs half-time kindergarten (HTK) was associated with improved educational outcomes for Metis students in Manitoba using linked, population-based administrative data from 1998/99-2012/13. The cohort included 271 FTK and 405 HTK Metis students. We used generalized linear models with binomial distribution to calculate predicted probabilities and risk ratios for the outcomes (assessments of numeracy and literacy in Grades 3, 7 and 8; student engagement in Grade 7; high school graduation). However, we observed no significant differences in outcomes between FTK and HTK students, suggesting that FTK is not sufficient to overcome the structural barriers to academic success Metis students may face. [ABSTRACT FROM AUTHOR]
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- 2023
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29. Predictors of clinical experience performance in occupational therapy and physiotherapy: A scoping review.
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Horwitz, Heidi M., Struckmeyer, Linda R., MacPherson, Kevin L., Morgan‐Daniel, Jane, Gerry, Grace, and Myers, Christine
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CINAHL database ,ONLINE information services ,ETHICS ,COGNITIVE styles ,PHYSICAL therapy ,SYSTEMATIC reviews ,ACQUISITION of data ,OCCUPATIONAL therapy ,ACADEMIC achievement ,BODY movement ,MEDICAL records ,LITERATURE reviews ,MEDLINE ,THEMATIC analysis ,EMOTIONAL intelligence ,CLINICAL education ,PSYCHOLOGICAL resilience - Abstract
Introduction: Successful completion of clinical education experiences is a graduation requirement for students in occupational therapy and physical therapy programmes. A scoping review was conducted to determine what is known about possible clinical experience performance predictors and to find associated research gaps. Methods: The search included one hand‐searched journal and seven databases, which were used to identify related relevant studies: CINAHL, Education Database, Education Source, Education Resources Information Center (ERIC), PubMed, REHABDATA, and Web of Science. A research librarian guided the search process, and the review's reporting is structured by the Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) Checklist. Studies were included if they contained predictors of clinical experience success indicated by validated performance evaluation tools that were scored by clinical instructors. A multidisciplinary team reviewed the title, abstract, and full text for inclusion and conducted thematic data synthesis to categorise findings. Findings: Twenty‐six articles met the inclusion criteria. The majority of articles were of correlational design and included single institutions. Seventeen articles included occupational therapy, eight included physical therapy, with only one article including both programmes. Four categories of predictors of clinical experience success were identified: pre‐admission variables, academic preparation, learner characteristics, and demographics. Each of the main categories included three to six subcategories. Key findings included the following: (a) The most common cited predictors in clinical experiences are academic preparation and learner characteristics, (b) more experimental design studies are needed to determine the causal relationship between predictors and clinical experience success, and (c) future research is needed on ethnic disparities and clinical experience success. Conclusion: Findings from this review show that possible predictors of clinical experience success include a wide range of factors when correlating success with a standardised tool. Academic preparation and learner characteristics were the most investigated predictors. There were only a small number of studies that found a correlation with pre‐admission variables. The findings of this study suggest that students' academic achievement may be a critical element of clinical experience preparation. Future research using experimental designs and across institutions is needed to determine the main predictors for student success. [ABSTRACT FROM AUTHOR]
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- 2023
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30. How approaches to learning explain lifelong learners' successful work adjustment.
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DREWERY, DAVID and PRETTI, JUDENE
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WORK environment ,EMPLOYMENT of people with disabilities ,CONFIDENCE intervals ,MULTIPLE regression analysis ,MATHEMATICAL models ,LEARNING strategies ,SURVEYS ,T-test (Statistics) ,ACADEMIC achievement ,FACTOR analysis ,DESCRIPTIVE statistics ,QUESTIONNAIRES ,THEORY ,CORPORATE culture - Abstract
Using data collected from co-operative education students at two different times over a four-month long work term, we test and find support for the hypothesis that students' approaches to learning explain the relationship between their lifelong learning characteristics and work adjustment. Students' lifelong learning characteristics were positively associated with a deep approach to learning and negatively associated with a disorganized approach to learning (and unrelated to their rational approach to learning), and these in turn influenced work adjustment. We conclude that the development of lifelong learners contributes to students' school-to-work transitions in work-integrated learning programs. The development of lifelong learning characteristics may be an important part of preparing students for organizational entry. [ABSTRACT FROM AUTHOR]
- Published
- 2023
31. Perception of COVID-19 Impact on Canadian Occupational Therapy Curricula: Academic and Fieldwork.
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MacKenzie, Diane, Martini, Rose, Roduta Roberts, Mary, Campbell-Rempel, Margaret Anne, and Ausman, Christine
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NATIONAL competency-based educational tests ,ONLINE education ,TEACHER-student relationships ,OCCUPATIONAL therapy education ,COURSE evaluation (Education) ,OCCUPATIONAL therapy students ,FOCUS groups ,RESEARCH evaluation ,TEACHING methods ,RESEARCH methodology ,CROSS-sectional method ,MULTILINGUALISM ,COMMUNICATIVE competence ,COLLEGE teacher attitudes ,CURRICULUM ,SIMULATION methods in education ,FIELDWORK (Educational method) ,ACADEMIC achievement ,INTERNSHIP programs ,RESEARCH funding ,SCALE analysis (Psychology) ,DESCRIPTIVE statistics ,CURRICULUM planning ,CONTENT analysis ,DATA analysis ,COVID-19 pandemic ,LONGITUDINAL method - Abstract
Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
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32. Pathways From Prosocial Behaviour to Emotional Health and Academic Achievement in Early Adolescence.
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Oberle, Eva, Ji, Xuejun Ryan, and Molyneux, Tonje Mari
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PREVENTION of mental depression ,ACADEMIC achievement evaluation ,AFFINITY groups ,ADOLESCENT development ,MENTAL health ,INTERPERSONAL relations ,RESEARCH funding ,PSYCHOLOGY of school children ,SOCIAL skills ,EMOTIONS ,PATH analysis (Statistics) ,OPTIMISM ,ADOLESCENCE - Abstract
This study examined pathways from prosocial behaviour in the beginning of the school year to emotional health and academic achievement in the end of the year, taking into account the mediating role of peer acceptance. Participants were 734 grade 4 to 7 students in public elementary schools (51% female) in Western Canada. As expected, pathway analyses taking into account the clustered structure of the data indicated that self-reported prosocial behaviour in the beginning of the school year was significantly related higher levels of self-reported optimism, lower levels of depressive symptoms, and better grades in the end of the year; the association was mediated by peer-reported peer acceptance in the classroom. Findings support the role of peer acceptance as an underlying mechanism involved in the association between prosocial behaviour and positive developmental health outcomes in early adolescence. Findings are also practically relevant as they inform school-based social-emotional competence promotion through interventions. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
33. Depression and anxiety among college students: Understanding the impact on grade average and differences in gender and ethnicity.
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Asher BlackDeer MSW PhD Candidate, Autumn, Patterson Silver Wolf PhD, David A., Maguin PhD, Eugene, and Beeler-Stinn PhD, Sara
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DIAGNOSIS of mental depression ,ANXIETY disorders treatment ,PSYCHOLOGY of college students ,RACE ,SEX distribution ,ACADEMIC achievement ,MENTAL depression ,UNIVERSITIES & colleges ,DESCRIPTIVE statistics ,ANXIETY disorders - Abstract
Objective: Psychiatric disorders, such as depression and anxiety, can hinder academic performance among college-age individuals. Participants: Mental health among college students is a growing public health concern, with some scholars describing collegiate mental health as a crisis (Chen et al., Psychiatr Serv. 2019;70(6):442–449). Methods: This study analyzes data from four annual administrations of the American College Health Association (ACHA)'S NCHA (n = 117,430). Results: Overall, anxiety and depression were the most common conditions, at 9.2% and 8.7%, respectively. Of students reporting the focal symptom, 17.87% were treated for depression and 12.91% were treated for anxiety. Compared to not-treated students, diagnosed only students, had significantly lower grade averages, with effect sizes of −0.30 and −0.20 for depression and anxiety, respectively. Conclusions: Given the prevalence of depression and anxiety among college-aged students, continued research into help seeking behaviors and their effects on outcomes like grade average is an essential part of understanding the toll these disorders take. [ABSTRACT FROM AUTHOR]
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- 2023
- Full Text
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34. Prioritizing well-being in K-12 education: lessons from a multiple case study of Canadian school districts.
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Montemurro, Genevieve, Cherkowski, Sabre, Sulz, Lauren, Loland, Darlene, Saville, Elizabeth, and Storey, Kate E
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WELL-being ,HEALTH education ,TEACHER-student relationships ,RESEARCH ,SCHOOL health services ,SOCIAL support ,RESEARCH methodology ,LEADERSHIP ,STAKEHOLDER analysis ,INTERVIEWING ,MENTAL health ,ACADEMIC achievement ,QUALITATIVE research ,HUMAN services programs ,CASE studies ,SOUND recordings ,RESEARCH funding ,THEMATIC analysis ,JUDGMENT sampling ,CORPORATE culture - Abstract
Summary: Increasingly, school districts are looking for insights on how to embed a well-being focus across school communities. Well-being in K-12 education is proven to support positive mental health, improve academic performance and contribute to positive outcomes for students and staff. How districts transition to deeply integrate well-being into existing priorities and practices is not well understood. Insights on such shifts can help inform widespread change in education. In 2020, six Canadian school districts participated in case study research to examine how and why districts were able to shift their culture to one that prioritizes well-being. Fifty-five school community members participated in individual semi-structured interviews to explore their perception of well-being in their school communities. Analysis identified six themes: well-being is wholistic and requires balance, student and staff well-being are interconnected, organizational leadership sustains implementation, connection and voice as a catalyst to well-being, building capacity to support well-being action, and charting and re-charting a course. Findings increase our understanding of system-level change, and provide insights to support well-being in education. Lay Summary: Well-being in K-12 education is proven to support positive mental health, improve academic performance and contribute to positive outcomes for students and staff. How school districts can deeply integrate well-being into existing priorities and practices is not well understood. Many districts are looking for insights on how to embed a well-being focus across school communities. These insights can help inform change in K-12 education. In 2020, six Canadian school districts participated in case study research to examine how and why districts were able to shift their culture to one that prioritizes well-being. Fifty-five participants from six districts took part in interviews on the topic of district well-being prioritization. Supporting documents were also reviewed. Qualitative analysis identified six common themes: well-being is wholistic and requires balance, student and staff well-being are interconnected, organizational leadership sustains implementation, connection and voice as a catalyst to well-being, building capacity to support well-being action, and charting and re-charting a course. Study findings increase our understanding of system-level change in K-12 education. Findings provide valuable 'entry points' for school and district leaders to consider when making well-being a priority in their own contexts. [ABSTRACT FROM AUTHOR]
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- 2023
- Full Text
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35. Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students.
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Duncan, Markus J., Patte, Karen A., and Leatherdale, Scott T.
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ACADEMIC achievement ,SECONDARY school students ,ASSOCIATION of ideas ,MENTAL health ,HEALTH behavior ,PSYCHOEDUCATION ,GRADE levels - Abstract
Course grades, as an indicator of academic performance, are a primary academic concern at the secondary school level and have been associated with various aspects of mental health status. The purpose of this study is to simultaneously assess whether symptoms of mental illness (depression and anxiety) and mental well-being (psychosocial well-being) are associated with self-reported grades (in their primary language [English or French] and math courses) and education behaviors (school days missed due to health, truancy, and frequency of incomplete homework) in a sample of secondary school students across Canada (n = 57,394). Multivariate imputation by chained equations and multilevel proportional odds logistic regressions were used to assess associations between mental health scores, academic performance and education behaviors. Lower depression and higher psychosocial well-being scores were associated with better grade levels in both math and language courses, as well as better education behaviors. In turn, better education behaviors were associated with higher course grades. Depression scores and psychosocial well-being scores remained associated with higher grades after controlling for education behaviors, however the magnitude of association was diminished. Results indicate that the effects of mental health factors were partially attenuated by education behaviors, suggesting while reduced class attendance and poor homework adherence were associated with both academic outcomes and mental health, they do not account entirely for the association between lower grades and worse mental health. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
36. Seven days in medicine: 31 May to 6 June 2023.
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MEDICINE ,PROFESSIONS ,HOSPITAL emergency services ,HEALTH facilities ,NEGOTIATION ,WAR ,PUBLIC health ,WORLD health ,WEATHER ,LABOR demand ,EMERGENCY management ,EMPLOYEES ,LABELS ,GOVERNMENT programs ,ACADEMIC achievement ,GOVERNMENT agencies ,COMMUNICATION ,COURTS ,HEALTH equity ,LABOR discipline ,PHYSICIANS - Published
- 2023
- Full Text
- View/download PDF
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