516 results
Search Results
2. Using Augmented Reality to Engage STEM Students with an Authentic Curriculum
- Author
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Hobbs, Mike, Holley, Debbie, Akan, Ozgur, Series editor, Cao, Jiannong, Series editor, Coulson, Geoffrey, Series editor, Dressler, Falko, Series editor, Ferrari, Domenico, Series editor, Gerla, Mario, Series editor, Kobayashi, Hisashi, Series editor, Palazzo, Sergio, Series editor, Sahni, Sartaj, Series editor, Shen, Xuemin (Sherman), Series editor, Stan, Mircea, Series editor, Xiaohua, Jia, Series editor, Zomaya, Albert, Series editor, Bellavista, Paolo, Series editor, Vincenti, Giovanni, editor, Bucciero, Alberto, editor, and Vaz de Carvalho, Carlos, editor
- Published
- 2016
- Full Text
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3. Tablets instead of paper-based tests for young children? Comparability between paper and tablet versions of the mathematical Heidelberger Rechen Test 1-4
- Author
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Martin Hassler Hallstedt and Ata Ghaderi
- Subjects
Psykologi ,Computer science ,business.industry ,05 social sciences ,Comparability ,food and beverages ,050301 education ,Paper based ,computer.software_genre ,Systematic testing ,Education ,Test (assessment) ,Identification (information) ,Academic skills ,Psychology ,0501 psychology and cognitive sciences ,Artificial intelligence ,business ,0503 education ,Mobile device ,computer ,Natural language processing ,050104 developmental & child psychology - Abstract
Tablets can be used to facilitate systematic testing of academic skills. Yet, when using validated paper tests on tablet, comparability between the mediums must be established. Comparability between a tablet and a paper version of a basic math skills test (HRT: Heidelberger Rechen Test 1–4) was investigated. Five samples with second and third grade students participated. The associations between the tablet and paper version of HRT showed that these modes of administration were comparable for three arithmetic scales, but unacceptable for a pictorial counting scale. Scores were lower on tablet. Test-retest reliability for arithmetic scales on tablet was satisfactory, but was inferior for a low-performing sample. The overall convergent validity was satisfactory. No effect of test administrator was found. Arithmetic scales can potentially be transferred to tablet with good comparability and maintained test-retest reliability. Precautions are necessary when transferring pictorial scales into tablet. Separate norms for tablet are needed when interpreting scores.
- Published
- 2018
4. Co-design for connected learning at scale: a cross-cultural review of guidance
- Author
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Huber, Elaine, Lê, Ngoc Chi, Nguyen, Thi-Huyen, and Wall, Tony
- Published
- 2023
- Full Text
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5. Position Paper: Digital Literacies
- Author
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Brown, Cheryl and Mayisela, Tabisa
- Subjects
academic skills ,digital literacies ,graduate attributes ,ComputingMilieux_COMPUTERSANDEDUCATION ,information production - Abstract
Digital literacies are an emerging phenomenon that both international and national higher education institutions (HEIs) are still grappling to explicitly define. Universities are beginning to adopt the terminology of digital literacies but probably have a long way to go in adopting practices that emphasise the fuller vision of what digital literacies encompass. Conceptualisation of digital literacies is now shifting focus from a capabilities and consumption of technology notion to a use of technology for academic practices and contribution to production notion. This paper highlights the importance of contextualising digital literacies into disciplinary context and therefore, embedding them in courses or subjects.
- Published
- 2015
6. 'Is that paper really due today?': differences in first-generation and traditional college students’ understandings of faculty expectations
- Author
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Peter J. Collier and David L. Morgan
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Higher education ,business.industry ,Cultural capital ,Focus group ,First generation ,Education ,Academic skills ,Coursework ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Time management ,business ,Psychology ,Practical implications - Abstract
Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.
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- 2007
7. Reflection in design education.
- Author
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Lousberg, Louis, Rooij, Remon, Jansen, Sylvia, van Dooren, Elise, Heintz, John, and van der Zaag, Engbert
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DESIGN education ,DESIGN students ,DESIGN & technology ,QUANTITATIVE research ,TECHNOLOGY students - Abstract
In this article we evaluate the manner in which we at the Faculty of Architecture and the Built Environment at the Delft University of Technology encourage the development of the capacity of reflection among our undergraduate students. First we explore the concept of reflection in relation to respectively experiential/reflective learning, reflection in/on action, reflection in higher education and reflection in design education. Next we describe our research object, our Bachelor course in Academic Design Reflection. Two research questions are at hand: (1) does the level of reflection increase during our course and (2) Can the operationalisation in our questionnaire of the definitions of reflection derived from theory statistically be confirmed? We measured and processed statistically the level of reflection of 100 students in 3 of their papers on their design. Results show there is a significant slight increase of this level among the three papers. Results also show that our model of classification is not statistically confirmed in the data. We conclude with a discussion on the implications for further research and for design education. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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8. The Effects of Physical Activity on Cognitive and Learning Abilities in Childhood.
- Author
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Valentini, Manuela and Gennari, Angela Sofia
- Subjects
PHYSICAL activity ,COGNITIVE ability ,LEARNING ability ,PHYSICAL education ,MATHEMATICS education - Abstract
Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are almost entirely positive, only a few papers did not show significant improvements, but they did not show any negative impact on academic performance either. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Psychology, medicine, and education databases were the most browsed Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes, and cognitive functions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
9. Commentary on "Implementation of an adapted handwriting without Tears® programme for children with developmental disabilities in a special education setting".
- Author
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Vascelli, Luca
- Subjects
HANDWRITING ,CHILDREN with disabilities ,EDUCATIONAL outcomes ,DEVELOPMENTAL disabilities ,INTELLECTUAL disabilities ,ABILITY ,SPECIAL education schools ,ACADEMIC achievement ,SPECIAL education ,TRAINING - Abstract
Purpose: This paper aims to serve as a commentary on the paper titled "Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting." Design/methodology/approach: It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students. Findings: It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training. Originality/value: This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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10. Enhancing communicative competence in English second language classrooms through traditional storytelling.
- Author
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Hilda, Matiso Nomasomi and Pelokazi, Nqabeni
- Subjects
ENGLISH as a foreign language ,COMMUNICATIVE competence ,STORYTELLING ,ACADEMIC motivation ,CONTENT analysis - Abstract
This paper aimed to explore the use of traditional stories as a tool to facilitate and enhance communicative competence in English Second Language (ESL) classrooms. The sudden switch from in-person to online instruction during COVID-19 caused a decline in communicative activities, including traditional storytelling. Any language program should aim to generate learners who are proficient in communication. According to research, even learners with low motivation and poor academic skills are more inclined to listen and put much effort into the narrative setting. This paper is grounded on Gardener's Multiple Intelligences Theory, which challenges the traditional view of the Intelligent Quotient Theory and enables teachers to take a renewed look at other views about learning development. This study adopted an interpretive paradigm entrenched in a qualitative approach using a case study design. Semi-structured interviews were used to collect data from 5 conveniently selected Grade 6 teachers. Content analysis was used to analyse data. Findings revealed that (i) learners are not engaged in traditional storytelling in schools and (ii) a lack of recordings of traditional stories. The lack of traditional storytelling in schools denies learners opportunities to share their cultural knowledge and values. This paper recommends that traditional stories be included in the school curriculum to improve learners' communication skills. Furthermore, traditional storytelling can act as a vehicle for restoring the learners' culture. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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11. Trajectories of Low-income Mothers’ and Fathers’ Engagement in Learning Activities and Child Academic Skills
- Author
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Fagan, Jay, Cabrera, Natasha, and Iglesias, Aquiles
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- 2024
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12. University Students with Autism: The Social and Academic Experiences of University in the UK
- Author
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Emine Gurbuz, Mary Hanley, and Deborah M. Riby
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Male ,medicine.medical_specialty ,Adolescent ,Universities ,Autism ,Metacognition ,Computer-assisted web interviewing ,Education ,Social Skills ,Young Adult ,03 medical and health sciences ,Social support ,0302 clinical medicine ,Social skills ,Academic Performance ,ComputingMilieux_COMPUTERSANDEDUCATION ,Developmental and Educational Psychology ,medicine ,Humans ,0501 psychology and cognitive sciences ,Autistic Disorder ,Students ,Original Paper ,University ,Medical education ,Public health ,05 social sciences ,Social Support ,medicine.disease ,Mental health ,United Kingdom ,Academic skills ,Education, Special ,ComputingMilieux_COMPUTERSANDSOCIETY ,Female ,Self Report ,Psychology ,030217 neurology & neurosurgery ,050104 developmental & child psychology - Abstract
The number of university students with autism is increasing, and it is crucial that these students can access adequate support. An online questionnaire was completed by 26 autistic students and 158 non-autistic students enrolled at UK universities to investigate social and academic experiences. Autistic students self-reported significant challenges and more mental health difficulties than non-autistic students. Significant challenges focused on the social components of university life, including social skills, social support opportunities, and levels of ASD awareness from others. Many strengths were also reported regarding academic skills of autistic university students. Importantly, there were more thoughts of withdrawal by the students with autism highlighting the need for support. These data can inform university student support services.
- Published
- 2018
13. Read this first! How to prepare a manuscript for submission to a chemical science journal.
- Author
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DEKANSKI, ANJA and DEKANSKI, ALEKSANDAR
- Subjects
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ACQUISITION of manuscripts , *MANUSCRIPT preparation (Authorship) , *SCIENCE publishing , *RESEARCH personnel , *SCIENTIFIC community , *ENVIRONMENTAL chemistry - Abstract
In addition to the subject-matter theoretical knowledge acquired during undergraduate and especially postgraduate studies future young scientists must also acquire the accompanying academic skills. This skillset will enable them to plan and conduct their research in accordance with the scientific method, but also to present the results of that research in suitable forms. No result and no new knowledge derived from research is valuable in itself, as long as it is not presented to the scientific community and society as a whole. This dissemination is most often done through the peer-reviewed publishing in scientific journals. Hence, acquiring the skill of writing scientific publications must be an integral part of education, e.g., part of the acquired academic skills. However, that is not currently the case in all scientific environments and a significant number of (young) scientists and researchers do not possess all the necessary knowledge and skills to write academic articles, especially when it comes to the standardized format and technical preparations. This skill-gap often results in a significant number of submitted papers to be rejected or sent back for resubmission even before they reach the Editor's desk. In an effort to provide an academic-writing-skill resource for young academics in the field of chemistry, this article points out the general principles of a well-written and prepared paper, indicates the most common errors and omissions, and suggests ways to prevent them. In addition, the article considers the current state of academic skills in less developed scientific environments, with Serbia as an example, and some of the causes of such a state. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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14. Robot-based therapy for improving academic skills of children with autism
- Author
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Abu-Amara, Fadi, Mohammad, Heba, and Bensefia, Ameur
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- 2024
- Full Text
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15. Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011
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Almeida, Rita, Bresolin, Antonio, Borges, Bruna, Mendes, Karen, and Menezes-Filho, Naercio
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LEARNING OUTCOMES ,EDUCATION FINANCE ,STUDENT COSTS ,SCHOOL PROGRAMS ,FINAL GRADES ,SCHOOL CHILDREN ,SCHOOL FEEDING ,QUALITY OF EDUCATION ,SCHOOL HOURS ,RURAL SCHOOLS ,HUMAN RIGHTS EDUCATION ,SCHOOL BUILDINGS ,PRIMARY SCHOOL CHILDREN ,VALUES ,PHYSICAL EDUCATION ,STUDENT LEARNING ACHIEVEMENT ,DISSERTATION ,EDUCATION ,SCIENCE ,SCHOOL CENSUS ,CURRICULUM ,STUDENT SCORES ,ENVIRONMENTAL EDUCATION ,SCHOOL MODEL ,STUDENT ENROLLMENTS ,SECONDARY SCHOOLS ,READING ,SCHOOL FLOW ,KINDERGARTEN CLASSES ,STUDENT PERFORMANCE ,TEACHERS ,education ,MINISTRY OF EDUCATION ,SCHOOL PROGRAM ,STUDENTS ,EDUCATIONAL SERVICES ,BASIC EDUCATION ,ECONOMICS OF EDUCATION ,SCHOOLS ,STUDENT ASSESSMENTS ,SANITATION ,CHILDREN WITH DISABILITIES ,NUMBER OF STUDENTS ,REMEDIAL EDUCATION ,SCHOOL MEALS ,EDUCATION FOR CHILDREN ,SCHOOL COMPLETION ,URBAN SCHOOLS ,FUNDAMENTAL EDUCATION ,EDUCATIONAL PERFORMANCE ,CLASSROOMS ,SCHOOL DAYS ,EARLY CHILDHOOD ,SCHOOL INFRASTRUCTURE ,LEARNING ACHIEVEMENT ,SCHOOL INITIATIVES ,LEARNING ACHIEVEMENTS ,DROPOUT RATE ,HUMAN RIGHTS ,PERFORMANCE IN MATHEMATICS ,LEVEL OF EDUCATION ,SCHOOL YEAR ,STUDENT ASSESSMENT ,LITERATURE ,PUBLIC SCHOOL ,MUNICIPAL SCHOOLS ,RURAL PUBLIC SCHOOLS ,EDUCATION CYCLE ,COMPLETION RATES ,RESEARCH ,EDUCATIONAL OUTCOMES ,FUTURE RESEARCH ,HIGH SCHOOL ,SPORTS ,ACADEMIC SKILLS ,EDUCATION OUTCOMES ,EARLY CHILDHOOD EDUCATION ,STATE SCHOOLS ,OPEN ACCESS ,HUMAN DEVELOPMENT ,PAPERS ,EDUCATIONAL SYSTEM ,STUDENT ACHIEVEMENT ,SCHOOL STUDENTS ,STUDENT ,STUDENT PARTICIPATION ,EDUCATION SYSTEM ,EDUCATION DEVELOPMENT ,SKILLS ,SCHOOL DAY ,EDUCATIONAL QUALITY ,SECONDARY SCHOOL ,HIGH DROPOUT ,SCHOOL DROPOUT ,ACADEMIC ACHIEVEMENT ,EDUCATIONAL POLICIES ,INSTRUCTION ,TEACHING ,STUDENT SELECTION CRITERIA ,SCIENCE EDUCATION ,LEARNING ,SCHOOL LEVEL ,PRIMARY SCHOOLS ,EDUCATION POLICIES ,STUDENT LEARNING ,SCHOOL SYSTEM ,NUMBER OF SCHOOLS ,INSTRUCTIONAL TIME ,PRIMARY SCHOOL STUDENTS ,EDUCATIONAL NEEDS ,PRIVATE SCHOOLS ,SCHOOL YEARS ,PUBLIC SCHOOLS ,KNOWLEDGE ,SCHOOL SELECTION ,PRIMARY SCHOOL ,QUALITY EDUCATION ,SCHOOL DIRECTORS ,RESEARCH AGENDA ,EXTRACURRICULAR ACTIVITIES ,SMALLER NUMBER ,SCHOOL ENROLLMENT ,STUDENT OUTCOMES ,FIRST GRADE ,DROPOUT RATES ,LABOR FORCE ,SPECIAL EDUCATIONAL NEEDS ,PUBLIC PRIMARY SCHOOLS ,SCHOOL ,UNIVERSITY ,SCHOOLING - Abstract
To address the educational gap, many Latin American countries are focusing on extension of the school day and enrichment of the curriculum. In Brazil, a nationwide policy -- Mais Educação -- was implemented in 2008 with this objective. This paper explores the nationwide rollout of the program across the country and compares the performance of schools before and after implementation of the program. The paper quantifies the impacts of the program on student learning and dropout rates in urban areas, and investigates the heterogeneity of impacts by several characteristics of the program's implementation. Participating schools are compared with nonparticipating schools after controlling for school selection into the program based on observable characteristics using propensity score matching. The analysis finds that participation in Mais Educação has on average no impacts on school dropout rates and average negative impacts on mathematics test scores. The negative impacts on student achievement are stronger in the short term, which suggests that the negative effects may be reduced as the program improves its implementation. In addition, especially for fifth-grade schools, the level of student spending is associated with reduced dropout rates. Interestingly, in schools choosing the fields of Portuguese and/or sports in the added hours, the program is associated with lower test scores in Portuguese and mathematics. Finally, for the sample of fifth-grade schools, heterogeneous impacts are seen in the program according to the GDP per capita of the city where the school is located. The higher the GDP per capita, the greater the positive impact of the program on mathematics test scores and on dropout rates.
- Published
- 2016
16. Children Reading to Dogs: A Systematic Review of the Literature.
- Author
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Hall, Sophie Susannah, Gee, Nancy R., and Mills, Daniel Simon
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HUMAN-animal communication ,MENTAL health ,EVIDENCE-based medicine ,SYSTEMATIC reviews ,ANIMAL psychology - Abstract
Background: Despite growing interest in the value of human-animal interactions (HAI) to human mental and physical health the quality of the evidence on which postulated benefits from animals to human psychological health are based is often unclear. To date there exist no systematic reviews on the effects of HAI in educational settings specifically focussing on the perceived benefits to children of reading to dogs. With rising popularity and implementation of these programmes in schools, it is essential that the evidence base exploring the pedagogic value of these initiatives is well documented. Methods: Using PRISMA guidelines we systematically investigated the literature reporting the pedagogic effects of reading to dogs. Because research in this area is in the early stages of scientific enquiry we adopted broad inclusion criteria, accepting all reports which discussed measurable effects related to the topic that were written in English. Multiple online databases were searched during January-March 2015; grey literature searches were also conducted. The search results which met the inclusion criteria were evaluated, and discussed, in relation to the Oxford Centre for Evidence Based Medicine levels of evidence; 27 papers were classified as Level 5, 13 as Level 4, 7 as Level 2c and 1 as Level 2b. Conclusion: The evidence suggests that reading to a dog may have a beneficial effect on a number of behavioural processes which contribute to a positive effect on the environment in which reading is practiced, leading to improved reading performance. However, the evidence base on which these inferences are made is of low quality. There is a clear need for the use of higher quality research methodologies and the inclusion of appropriate controls in order to draw causal inferences on whether or how reading to dogs may benefit children’s reading practices. The mechanisms for any effect remain a matter of conjecture. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
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17. Assessment practices in full‐degree EMI programmes in Japan.
- Author
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Ruegg, Rachael and Yphantides, Jennifer
- Subjects
- *
LANGUAGE ability , *LANGUAGE ability testing , *ACADEMIC language , *WEAVING , *TEACHERS - Abstract
Although an increasing amount of research has focussed on the relationship between student language proficiency and English‐medium instruction (EMI) programme outcomes, there has been little focus on the broader assessment of progress and learning within EMI programmes, especially in Asia. The purpose of this study was to determine the kinds of programme assessments used throughout all stages of full‐degree EMI programmes in Japan. Our inquiry examined the benchmarks currently in place to measure content knowledge, language proficiency and academic skills competence in undergraduate EMI programmes. Data were collected from 13 universities in Japan with well‐established EMI degree programmes. In this paper, our findings are explored primarily in a qualitative and holistic manner, weaving the results of our survey together with the extant literature on the topic and our lived experiences as teachers in EMI programmes in Japan. Embedded in this conversation are evidence‐based suggestions for improved practice in EMI programmes in Japan. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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18. Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19.
- Author
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van Krieken Robson, Jennifer and Zanatta, Francesca
- Subjects
COVID-19 pandemic ,HIGHER education ,EDUCATIONAL innovations ,UNIVERSITY autonomy ,LEARNING communities - Abstract
COVID-19 has required a significant and abrupt shift in the way we teach and learn in the field of Higher Education (HE). This paper explores an innovation in pedagogy in HE as lecturers and students transition from learning on campus to learning online. The transition to online learning, in this context, is problematised within the broader context of digital exclusion and the significance of foregrounding students' needs. The reflections presented in this paper derive from a re-envisioned undergraduate final year research project module delivered to a large diverse cohort of students (100+). In this module we applied premises underpinning authentic pedagogy, bringing the challenges faced by learners to the foreground whilst privileging student agency, autonomy, and competency. An element of the module previously delivered through in-person group supervisions was reconfigured into one-hour online workshops structured through a cycle of opportunities for participation. In our reflections we identify that students' agency, the promotion of social interaction, and continuity in pedagogy were key elements in enabling the formation of a community of learning. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
19. The long run impact of early childhood deworming on numeracy and literacy: Evidence from Uganda.
- Author
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Croke, Kevin and Atun, Rifat
- Subjects
LONGITUDINAL method ,PRESCHOOL children ,LITERACY ,CHILDREN ,HELMINTHIASIS - Abstract
Background: Up to 1.45 billion people currently suffer from soil transmitted helminth infection, with the largest burden occurring in Africa and Asia. Safe and cost effective deworming treatment exists, but there is a debate about mass distribution of this treatment in high prevalence settings. While the World Health Organization recommends mass administration of anthelmintic drugs for preschool and school-aged children in high (>20%) prevalence settings, and several long run follow up studies of an influential trial have suggested large benefits that persist over time, recent systematic reviews have called this recommendation into question. Methods and findings: This paper analyzes the long-term impact of a cluster-randomized trial in eastern Uganda that provided mass deworming treatment to preschool aged children from 2000 to 2003 on the numeracy and literacy skills of children and young adults living in those villages in 2010-2015. This study uses numeracy and literacy data collected seven to twelve years after the end of the deworming trial in a randomly selected subset of communities from the original trial, by an education-focused survey that had no relationship to the deworming study. Building on an earlier working paper which used data from 2010 and 2011 survey rounds, this paper uses an additional four years of numeracy and literacy data (2012, 2013, 2014, and 2015). Aggregating data from all survey rounds, the difference between numeracy scores in treatment versus control communities is 0.07 standard deviations (SD) (95% CI -0.10, 0.24, p = 0.40), the difference in literacy scores is 0.05 SD (95% CI -0.16, 0.27, p = 0.62), and the difference in total scores is 0.07 SD (95% CI -0.11, 0.25, p = 0.44). There are significant differences in program impact by gender, with numeracy and literacy differentially positively affected for girls, and by age, with treatment effects larger for the primary school aged subsample. There are also significant treatment interactions for those living in households with more treatment-eligible children. There is no evidence of differential treatment effects on age at program eligibility or number of years of program eligibility. Conclusions: Mass deworming of preschool aged children in high prevalence communities in Uganda resulted in no statistically significant gains in numeracy or literacy 7-12 years after program completion. Point estimates were positive but imprecise; the study lacked sufficient power to rule out substantial positive effects or more modest negative effects. However, there is suggestive evidence that deworming was relatively more beneficial for girls, primary school aged children, and children living in households with other treated children. Research approval: As this analysis was conducted on secondary data which is publicly available, no research approval was sought or received. All individual records were anonymized by the data provider prior to public release. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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20. The five Ps of LD: Using formulation in Learning Development work for a student-centred approach to ‘study skills’.
- Author
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Webster, Helen
- Subjects
CLINICAL competence ,SOCIOCULTURAL factors ,CLINICAL psychology ,LEARNING ,DOMINANT culture ,AT-risk students - Abstract
Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are studentcentred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client’s own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
21. STEPS, LEAPS and bounds: Is there a recipe for success?
- Author
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Seary, Karen, Smith, Alice, Toth, Gabriela, and Flanders, Margaret
- Subjects
STUDENT engagement ,STUDENT development ,STUDENT awards ,EDUCATORS ,TRANSFORMATIVE learning ,SUCCESS - Abstract
The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course in the Australian context to LEAPS in the Scottish context provided avenue to propose a five-tenet framework as a possible recipe for success to best support the transition of an increasingly diverse group of students aspiring to university study. The paper explores the ways in which the courses effectively assist preparatory students develop a foundational student identity which is crucial to successful study in higher education, particularly in the initial stages of engagement. In doing so, it positions the philosophical underpinnings and the pedagogical practices currently adopted by both the STEPS and LEAPS courses as successfully embracing the tenets proposed within the framework. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
22. Children's symbolic play during the transition to school.
- Author
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Somolanji Tokić, Ida and Borovac, Tijana
- Subjects
READINESS for school research ,ACTIVITY programs in early childhood education ,EARLY childhood education research ,EDUCATIONAL games ,PLAY - Abstract
Grounded in the sociocultural perspective, this paper analyses current Croatian theory and practice on the transition to school and addresses the importance of fostering a play-based pedagogy and symbolic play in particular. Despite the contemporary theoretical background on early childhood and children's transition to school, the mainstream readiness discourse is still dominant in practice, building a gap between theory and practice. In Croatia, the preschool year of kindergarten is strongly influenced by school-like activities as opposed to play-based pedagogy in the earlier years of kindergarten. The symbolic play, referred to as the queen of activities (Slunjski and Ljubetić, 2014. "Play and its Pedagogical Potential in a Preschool Institution." Croatian Journal of Education 16 (1): 127–141. https://hrcak.srce.hr/117857), is repressed by the academic activities. The activities characterised and overly influenced by an adult's direct pedagogical approach pose an endangerment to the basic principles of play. This paper highlights the significance of fostering children's symbolic play in the year preceding primary school as an alternative to the prevailing practice of developing exclusively academic skills. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
23. Learning by doing.
- Author
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Temmen, Katrin and Walther, Thomas
- Subjects
LEARNING ,COMPREHENSION ,STUDENT-centered learning ,ACTIVE learning ,AGE groups - Abstract
Engineering faculties generally involve their students in the creation of numerous scientific works and publications. However, students are rarely trained in this area and could well benefit from targeted support: to this end, we propose a specific lecture that addresses the subtleties of scientific research and writing and allows the students to apply and mentally anchor their acquired knowledge while composing a basic scientific term paper. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
24. What do Klein et al. tell us about test scores in Texas?
- Author
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Laurence A. Toenjes
- Subjects
Academic skills ,business.industry ,Short paper ,Mathematics education ,Standardized test ,Test validity ,Academic achievement ,business ,Psychology ,lcsh:L ,Education ,Test (assessment) ,lcsh:Education - Abstract
A paper appearing in this journal by Klein, Hamilton, McCaffrey and Stecher (2000) attempted to raise serious questions about the validity of the gains in student performance as measured by Texas' standardized test, the Texas Assessment of Academic Skills (TAAS). Part of their analysis was based on the results of three tests which they administered to 2,000 fifth grade students in 20 Texas schools. Although Klein et al. indicated that the 20 schools were not selected in a way which would insure that they were representative of the nearly 3,000 Texas schools that enrolled fifth graders, generalizations based upon the results for those schools were nonetheless offered. The purpose of this short paper is to demonstrate just how unrepresentative the 20 schools used by Klein et al. actually were, and in so doing to cast doubt on certain of their conclusions.
- Published
- 2005
25. Reflecting on students' perspectives of a pre-entry psychology course in academic skills (2017-2021).
- Author
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Hendry, Gillian, Brodie, Zara P., Wilson, Claire, and McKechnie, Jim
- Subjects
PSYCHOLOGY ,HIGHER education ,STUDENT engagement - Abstract
It is known that first-year retention rates are a cause for concern within higher education. One way in which to tackle this is to consider how institutions can best prepare new students for the transition to university. The current paper details a project from the University of the West of Scotland where first year psychology students enrolled on a pre-entry academic skills induction course in order to support their transition to university. The course consisted of engagement with five interactive magazines to allow students to begin experiencing the digital environments, skills, and resources that they would need throughout their degree ('What is psychology?', 'How do I study?', 'The importance of critical thinking', 'What's involved in psychological research?' and 'Life after university'). Focus groups were conducted with students shortly after taking part in the course, and again four years later upon graduation, to explore its perceived value both as a new student, and across time at university. A deductive thematic analysis showed a positive reception to the materials, but that some topics were less relevant at the beginning of a degree course. We reflect upon these findings in the context of current HE practice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
26. Using Video Modeling TO Teach Academic Skills TO Saudi Students WITH Autism Spectrum Disorder FROM Teachers' Perspective.
- Author
-
Alothaim, Suliman Saleh
- Subjects
AUTISM spectrum disorders ,STUDENTS with disabilities ,SAUDI Arabian students ,PUBLIC institutions ,QUESTIONNAIRES - Abstract
Autism Spectrum Disorder is a developmental anomaly commonly identified early during childhood that influenced communication and patterns of behavior that could lead to a severe impact on education. This study was conducted to explore and understand teachers' knowledge and practices about employing video modeling to teach academic skills to Saudi students with autism spectrum disorder (ASD) and find out the obstacles that they encounter during the teaching process. To gather the required information, a questionnaire was employed in the Qassim area of Saudi Arabia, both male and female educators who teach students who have ASD were included in the research sample. These educators were from public institutions run by the Ministry of Education or working in private institutions. This study discovered significant findings in three important areas: knowledge, actual implications, and obstacles to using video modeling in teaching academic skills to students with ASD. Implications and suggestions are discussed in the last section of this paper. [ABSTRACT FROM AUTHOR]
- Published
- 2022
27. Enhancing Students' Metacognition in Legal English Classes.
- Author
-
Bilová, Štěpánka
- Subjects
METACOGNITION ,ENGLISH language education ,ACTION research ,LEARNING ability ,LESSON planning - Abstract
In the last two decades, researchers have shown the importance of metacognition in language learning and teaching. This paper focuses on students' metacognition in the course 'English for Lawyers' at Masaryk University and reports on the action research which was performed over the period of three years, 2019-2021. The objectives of the research were twofold: to identify how students perceive their learning in legal English lessons in which both the legal content and academic skills were practised, and then to find out whether implementing steps that raise their metacognition would help students become more efficient learners. By collecting data from reflective questionnaires given to students, the teacher analysed the teaching and learning situations and proposed changes, such as explaining the learning opportunities of the lessons and supporting the planning, monitoring, and evaluating of students' learning, so that students could exploit the full potential of lessons and their learning abilities. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
28. The Impact of Vocational Schooling on Human Capital Development in Developing Countries : Evidence from China
- Author
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Loyalka, Prashant, Huang, Xiaoting, Zhang, Linxiu, Wei, Jianguo, Yi, Hongmei, Song, Yingquan, Shi, Yaojiang, and Chu, James
- Subjects
SOCIAL SCIENCE ,STUDENT CHARACTERISTICS ,SCHOOL DROP ,VOCATIONAL HIGH SCHOOLS ,ACADEMIC—HIGH SCHOOL ,EXAMS ,ECONOMIC GROWTH ,MATHEMATICS ,ACHIEVEMENT OUTCOMES ,EMPLOYMENT ,EXAMINATION ,TEST SCORES ,EXAM ,SCHOOL PRINCIPALS ,HIGH SCHOOL SYSTEM ,RURAL EDUCATION ,INFORMATION TECHNOLOGY ,JOB MARKET ,VALUES ,CURRICULA ,COHORT OF STUDENTS ,SUBJECTS ,STUDENT BACKGROUND CHARACTERISTICS ,WORKERS ,EDUCATION ,HIGH SCHOOL LEVEL ,SCIENCE ,LABOUR MARKET ,QUALITY SCHOOLS ,LOW ENROLLMENTS ,HUMAN CAPITAL DEVELOPMENT ,ACADEMIC HIGH SCHOOL ,CURRICULUM ,LIBRARY ,HIGH SCHOOL GRADUATES ,COLLEGE ,VOCATIONAL SCHOOLS ,ENTRANCE EXAM ,READING ,EXPENDITURES PER STUDENT ,SKILLED WORKERS ,TEACHERS ,SCHOOL EXPERIENCE ,education ,TUITION ,MINISTRY OF EDUCATION ,STUDENTS ,STUDENT DROPOUT ,PROFESSOR ,ECONOMICS OF EDUCATION ,SCHOOLS ,PARENTAL EDUCATION ,NUMBER OF STUDENTS ,TEACHER ,STUDENT SKILLS ,SECONDARY EDUCATION ,VOCATIONAL SCHOOL ,NUMERACY ,HIGHER EDUCATION ,GRADUATE ,VOCATIONAL SECONDARY ,HIGH SCHOOL STUDENTS ,EDUCATIONAL FINANCE ,LITERACY ,COLLEGE ENTRANCE ,VOCATIONAL STUDENTS ,ENTRANCE EXAMINATION ,SCIENCE RESEARCH ,SMALL SCHOOLS ,SOCIAL SCIENCE RESEARCH ,DROPOUT RATE ,ACADEMIC SUBJECTS ,SCHOOL YEAR ,COLLEGE DEGREE ,LITERATURE ,VOCATIONAL SECONDARY EDUCATION ,EXAM SCORE ,ASSOCIATE PROFESSOR ,JUNIOR HIGH SCHOOL STUDENTS ,NORMAL UNIVERSITY ,FEES ,RESEARCH ,HIGH SCHOOL ,TEXTBOOKS ,ACADEMIC SKILLS ,FACULTY ,HIGH SCHOOL STUDENT ,OPEN ACCESS ,ACADEMIC SCHOOLS ,PAPERS ,GRADUATES ,PRIMARY DETERMINANT ,SCHOOL STUDENTS ,SCHOOL GRADUATES ,QUALIFIED TEACHERS ,STUDENT ,HIGH SCHOOLS ,SCHOOL TEACHERS ,YOUTH ,SKILL LEVELS ,HUMAN CAPITAL ,SKILLS ,SCHOOL QUALITY ,RESEARCHERS ,CLASS TIME ,TRAINING ,INSTRUCTION ,TEACHING ,EDUCATION REFORM ,VOCATIONAL HIGH SCHOOL ,INTERNATIONAL STUDIES ,SKILLED LABOR ,LEARNING ,SCHOOL LEVEL ,EXPENDITURES ,GRADUATE EDUCATION ,STUDENT LEARNING ,SCHOOL SYSTEM ,INSTRUCTIONAL TIME ,ACHIEVEMENT ,INFORMATION ASYMMETRIES ,LIFELONG LEARNING ,KNOWLEDGE ,LOW-INCOME STUDENTS ,PRIMARY SCHOOL ,VOCATIONAL EDUCATION ,VOCATIONAL SKILLS ,STUDENT OUTCOMES ,HIGH SCHOOL TEACHERS ,LIBRARIES ,DROPOUT RATES ,LABOR FORCE ,NATIONAL EDUCATION ,END OF GRADE ,SCHOOL ENROLLMENTS ,VOCATIONAL TRAINING ,SCHOOL ATTENDANCE ,SCHOOL ,UNIVERSITY ,ACADEMIC LEARNING ,SCHOOLING ,EDUCATIONAL ACHIEVEMENT ,MATH SCORES ,MATH ACHIEVEMENT - Abstract
A number of developing countries are currently promoting vocational education and training (VET) as a way to build human capital and strengthen economic growth. The primary aim of this study is to understand whether VET at the high school level contributes to human capital development in one of those countries—China. To fulfill this aim, a longitudinal data on more than 10,000 students in vocational high school (in the most popular major, computing) and academic high school from two provinces of China are used. First, estimates from instrumental variables and matching analyses show that attending vocational high school (relative to academic high school) substantially reduces math skills and does not improve computing skills. Second, heterogeneous effect estimates also show that attending vocational high school increases dropout, especially among disadvantaged (low-income or low-ability) students. Third, vertically scaled (equated) baseline and follow-up test scores are used to measure gains in math and computing skills among the students. The results show that students who attend vocational high school experience absolute reductions in math skills. Taken together, the findings suggest that the rapid expansion of vocational schooling as a substitute for academic schooling can have detrimental consequences for building human capital in developing countries such as China.
- Published
- 2015
29. ‘Learning by doing’ Improving academic skills
- Author
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Katrin Temmen and T. Walther
- Subjects
Term paper ,Academic skills ,Computer science ,Engineering education ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Learning-by-doing (economics) - Abstract
Engineering faculties generally involve their students in the creation of numerous scientific works and publications. However, students are rarely trained in this area and could well benefit from targeted support: to this end, we propose a specific lecture that addresses the subtleties of scientific research and writing and allows the students to apply and mentally anchor their acquired knowledge while composing a basic scientific term paper.
- Published
- 2013
30. The Effects of Physical Activity on Cognitive and Learning Abilities in Childhood
- Author
-
Angela Sofia Gennari and Manuela Valentini
- Subjects
physical activity ,physical education ,learning ,academic skills ,cognitive skills ,child* ,Education - Abstract
Physical activity breaks in the classroom are an efficient way of promoting healthy behaviors in students, enhancing the development of their cognitive and academic abilities. The effects of active breaks, which are exclusive to the academic environment, are sometimes conflicting. This research was carried out to identify the properties and consequences of active breaks and physical activity during classes in school age. We have examined multiple databases, and we have selected 41 papers accounting for a time span of 15 years. Most papers revealed positive outcomes for improving skills related to mathematics, language, reading, comprehension, as well as cognitive and executive functions. Overall, the results of this review corroborate the theory that physical education in schools is positively associated with academic performance in children. Schools are suitable for promoting physical activity in developmental age, and research shows that there are instances in which increasing it could be beneficial. Physical activity in the classroom allows children to be active at school. To achieve these results, teachers can integrate physical activity into traditional classes, thus making them physically active. However, some teachers criticized this teaching method stating that physical activity during classes might have a negative effect on the children’s behavior during assignments. Education researchers keep investigating in order to fully assess the positive impact on academic performance, behavior during classes and cognitive functions.
- Published
- 2024
- Full Text
- View/download PDF
31. ROLE INFORMAČNÍ GRAMOTNOSTI VE STŘEDOŠKOLSKÉM VZDĚLÁVÁNÍ: TRANSFORMATIVNÍ PRVEK SPOLEČNOSTI.
- Author
-
ČERNÝ, Michal
- Subjects
INFORMATION literacy ,SCHOOL failure ,COLLEGE student adjustment ,SECONDARY schools ,EDUCATIONAL resources - Abstract
Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc 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
- 2021
- Full Text
- View/download PDF
32. A Systematic Review of Frequency Building and Precision Teaching with School-Aged Children
- Author
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Gist, Corinne and Bulla, Andrew J.
- Published
- 2022
- Full Text
- View/download PDF
33. College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here.
- Author
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Flegenheimer, Chaia and Scherf, K. Suzanne
- Subjects
UNIVERSITY rankings ,ADOLESCENT development ,PSYCHOLOGY of college students ,TRANSITION to adulthood ,STUDY skills ,SYSTEMATIC reviews ,ACTIVITIES of daily living ,ACADEMIC achievement ,AUTISM ,SOCIAL skills - Abstract
Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
34. TIME MANAGEMENT IN UNIVERSITIES - BEST PRACTICES AND FUTURE DEVELOPMENTS.
- Author
-
SOPON, D.
- Subjects
HIGHER education ,TIME management ,ACADEMIC ability ,STRATEGIC planning ,UNIVERSITIES & colleges - Abstract
The concept of time management in universities is an important issue, still there is little actual research on this aspect. The paper offers a theoretical frame of the problematics of time management in academic environment and investigates some of the latest approaches in the field. In order to highlight the best practices employed nowadays, the paper takes into consideration the case of a number of higher education institutions and presents several of the best practices and effective time management strategies meant to enhance and increment academic performances in universities. It also points out various ways to increase awareness among students about the relevance of the topic. [ABSTRACT FROM AUTHOR]
- Published
- 2017
35. A comparison of presentation methods for conducting youth juries.
- Author
-
Dowthwaite, Liz, Perez Vallejos, Elvira, Koene, Ansgar, Cano, Monica, and Portillo, Virginia
- Subjects
JURY ,COMPUTER literacy ,YOUTH ,INFORMATION science ,EDUCATIONAL intervention ,YOUNG adults - Abstract
The 5Rights Youth Juries are an educational intervention to promote digital literacy by engaging participants (i.e. jurors) in a deliberative discussion around their digital rights. The main objective of these jury-styled focus groups is to encourage children and young people to identify online concerns and solutions with a view to developing recommendations for government policy-makers and industry chiefs. The methodology included a series of dramatized scenarios that encourage jurors to deliberate about their digital rights. This paper compares two formats for these scenarios: live actors and professionally recorded and edited videos of the same actors. Results failed to show any major differences between formats indicating the cost-effectiveness of the video-recorded format and the possibility for others to run the 5Rights Youth Juries with the support of an online open educational resource. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
36. Schools are segregated by educational outcomes in the digital space.
- Author
-
Smirnov, Ivan
- Subjects
EDUCATIONAL outcomes ,INTERNET in education ,ONLINE social networks ,DISADVANTAGED schools ,DIGITAL divide ,HOUSING discrimination ,SCHOOLS - Abstract
The Internet provides students with a unique opportunity to connect and maintain social ties with peers from other schools, irrespective of how far they are from each other. However, little is known about the real structure of such online relationships. In this paper, we investigate the structure of interschool friendship on a popular social networking site. We use data from 36, 951 students from 590 schools of a large European city. We find that the probability of a friendship tie between students from neighboring schools is high and that it decreases with the distance between schools following the power law. We also find that students are more likely to be connected if the educational outcomes of their schools are similar. We show that this fact is not a consequence of residential segregation. While high- and low-performing schools are evenly distributed across the city, this is not the case for the digital space, where schools turn out to be segregated by educational outcomes. There is no significant correlation between the educational outcomes of a school and its geographical neighbors; however, there is a strong correlation between the educational outcomes of a school and its digital neighbors. These results challenge the common assumption that the Internet is a borderless space, and may have important implications for the understanding of educational inequality in the digital age. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
37. Annotated primary scientific literature: A pedagogical tool for undergraduate courses.
- Author
-
Kararo, Matthew and McCartney, Melissa
- Subjects
SCIENTIFIC literature ,EDUCATION ,TEACHING ,UNDERGRADUATES ,LEARNING ,SCIENCE classrooms - Abstract
Annotated primary scientific literature is a teaching and learning resource that provides scaffolding for undergraduate students acculturating to the authentic scientific practice of obtaining and evaluating information through the medium of primary scientific literature. Utilizing annotated primary scientific literature as an integrated pedagogical tool could enable more widespread use of primary scientific literature in undergraduate science classrooms with minimal disruption to existing syllabi. Research is ongoing to determine an optimal implementation protocol, with these preliminary iterations presented here serving as a first look at how students respond to annotated primary scientific literature. The undergraduate biology student participants in our study did not, in general, have an abundance of experience reading primary scientific literature; however, they found the annotations useful, especially for vocabulary and graph interpretation. We present here an implementation protocol for using annotated primary literature in the classroom that minimizes the use of valuable classroom time and requires no additional pedagogical training for instructors. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
38. Understanding intersections of social determinants of maternal healthcare utilization in Uttar Pradesh, India.
- Author
-
Dey, Arnab, Hay, Katherine, Afroz, Bilal, Chandurkar, Dharmendra, Singh, Kultar, Dehingia, Nabamallika, Raj, Anita, and Silverman, Jay G.
- Subjects
MATERNAL health ,PRENATAL care ,REGRESSION analysis ,PREDICTION models - Abstract
Objective: To explore intersections of social determinants of maternal healthcare utilization using the Classification and Regression Trees (CART) algorithm which is a machine-learning method used to construct prediction models. Methods: Institutional review board approval for this study was granted from Public Health Service—Ethical Review Board (PHS-ERB) and from the Health Ministry Screening Committee (HMSC) facilitated by Indian Council for Medical Research (ICMR). IRB review and approval for the current analyses was obtained from University of California, San Diego. Cross-sectional data were collected from women with children aged 0–11 months (n = 5,565) from rural households in 25 districts of Uttar Pradesh, India. Participants were surveyed on maternal healthcare utilization including registration of pregnancy (model-1), receipt of antenatal care (ANC) during pregnancy (model-2), and delivery at health facilities (model -3). Social determinants of health including wealth, social group, literacy, religion, and early age at marriage were captured during the survey. The Classification and Regression Tree (CART) algorithm was used to explore intersections of social determinants of healthcare utilization. Results: CART analyses highlight the intersections, particularly of wealth and literacy, in maternal healthcare utilization in Uttar Pradesh. Model-1 documents that women who are poorer, illiterate and Muslim are less likely to have their pregnancies registered (71.4% vs. 86.0% in the overall sample). Model-2 documents that poorer, illiterate women had the lowest ANC coverage (37.7% vs 45% in the overall sample). Model-3, developed for deliveries at health facilities, highlighted that illiterate and poor women have the lowest representation among facility deliveries (59.6% vs. 69% in the overall sample). Conclusion: This paper explores the interactions between determinants of maternal healthcare utilization indicators. The findings in this paper highlights that the interaction of wealth and literacy can play a very strong role in accentuating or diminishing healthcare utilization among women. The study also reveals that religion and women’s age at marriage also interact with wealth and literacy to create substantial disparities in utilization. The study provides insights into the effect of intersections of determinants, and highlights the importance of using a more nuanced understanding of the impact of co-occurring forms of marginalization to effectively tackle inequities in healthcare utilization. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
39. Implicit, stand-alone or integrated skills education for undergraduates: a longitudinal analysis of programme outcomes.
- Author
-
MacVaugh, Jason, Jones, Anna, and Auty, Stephanie
- Subjects
ACADEMIC ability ,BUSINESS students ,TEACHING methods research ,CURRICULUM planning ,UNIVERSITIES & colleges ,HIGHER education - Abstract
This paper reports the findings of a longitudinal investigation into the effectiveness of skills education programmes within business and management undergraduate degree courses. During the period between 2005 and 2011, a large business school in the south-west of England was developed and implemented two distinct approaches to skills education. An analysis of final grades for the core modules for students within the business and management field exposes a clear divide in success between those who participated in an integrated skills programme during their first year and the comparatively poorer performance of those who attended either a stand-alone skills module or, in some cases, no skills module at all. The conclusion of the paper highlights the measurable value of privileging skills in the curriculum-planning process and ensuring that skills which educators agree to be important are practised in context by learners. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
40. Factors influencing plagiarism in higher education: A comparison of German and Slovene students.
- Author
-
Jereb, Eva, Urh, Marko, Podbregar, Iztok, Šprajc, Polona, Perc, Matjaž, Lämmlein, Barbara, and Jerebic, Janja
- Subjects
PLAGIARISM ,TRUTHFULNESS & falsehood in children ,STUDENTS ,SOCIALIZATION ,INTERNET & children ,ATTITUDE (Psychology) ,PSYCHOLOGY - Abstract
Over the past decades, plagiarism has been classified as a multi-layer phenomenon of dishonesty that occurs in higher education. A number of research papers have identified a host of factors such as gender, socialisation, efficiency gain, motivation for study, methodological uncertainties or easy access to electronic information via the Internet and new technologies, as reasons driving plagiarism. The paper at hand examines whether such factors are still effective and if there are any differences between German and Slovene students’ factors influencing plagiarism. A quantitative paper-and-pencil survey was carried out in Germany and Slovenia in 2017/2018 academic year, with a sample of 485 students from higher education institutions. The major findings of this research reveal that easy access to information-communication technologies and the Web is the main reason driving plagiarism. In that regard, there are no significant differences between German and Slovene students in terms of personal factors such as gender, motivation for study, and socialisation. In this sense, digitalisation and the Web outrank national borders. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
41. Peer-Mediated Instruction and Academic Outcomes for Students with Autism Spectrum Disorders: A Comparison of Quality Indicators.
- Author
-
Haas, April, Vannest, Kimberly, Thompson, Julie L., Fuller, Marcus C., and Wattanawongwan, Sanikan
- Subjects
AUTISM spectrum disorders ,SOCIAL skills ,SELF-evaluation ,EDUCATIONAL leadership ,HIGHER education - Abstract
Schools need cost and resource-efficient strategies to improve the academic performance of students with autism spectrum disorder (ASD). High-quality research demonstrates peer-mediated interventions effects on improved social skills for students with ASD. However, effects of peer-mediated interventions on academic outcomes are less understood concerning quality in ASD populations. This paper provides an updated systematic and quality review of the literature for Peer-Mediated Academic Instruction (PMAI) using peers of students with ASD. Authors identified eight new studies. Evaluation criteria included Council for Exceptional Children's Single Case Design Standards and the What Works Clearinghouse Standards. Results indicate PMAI can be considered and evidence-based practice to improve academic performance in the ASD population. Limitations and future directions are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
42. Reasons for Plagiarism in Higher Education.
- Author
-
Šprajc, Polona, Urh, Marko, Jerebic, Janja, Trivan, Dragan, and Jereb, Eva
- Subjects
HIGHER education ,ACADEMIC motivation ,PLAGIARISM ,NONPARAMETRIC estimation ,INFORMATION & communication technologies - Abstract
Background and Purpose: The survey was performed to determine the reasons that lead students to possibly commit plagiarism during their studies. By doing so, we wanted to determine the main reason for the appearance of plagiarism and how, within this main reasons, various indicators of plagiarism are judged and, finally, how demographic data and student motivation for study are associated with the reasons for plagiarism. Design/Methodology/Approach: A paper-and-pencil survey was carried out among 17 faculties of the University of Maribor in Slovenia. A sample of 139 students 85 males and 54 females participated in this study, ages ranged from 19 to 36 years. The questionnaire contained 95 closed questions referring to: (i) general data, (ii) education, (iii) social status, (iv) awareness of plagiarism, and (v) reasons for plagiarism. Parametric and nonparametric statistical tests were performed depending on distributions of the answers. Results: The results reveal that information and communication technology is largely responsible for the plagiarism with two reasons highlighted: ease of copying and ease of access to materials and new technologies. We also found some differences between low and high motivated students. Different average values of the answers considering motivation for study were confirmed for academic skills, teaching factors and other reasons for plagiarism, where the average for lower motivated students is significantly different (higher) than the average for higher motivated students. At the end we could find no direct relationship between the average time spent on the Internet and plagiarism. Conclusion: The transmission of knowledge is the basic mission of faculties. This mission is based on moral beliefs about the harmfulness of its abuse, and plagiarism is exactly such abuse. Regardless of the students past at this point professors are those who could greatly contribute to the right set of skills to keep students off plagiarising. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
43. Fostering Reading: Supporting Foster Children Through Virtual Tutoring.
- Author
-
Harrell, Evette and Wasburn-Moses, Leah
- Subjects
FOSTER parents ,FOSTER children ,COLLEGE curriculum ,TUTORS & tutoring ,TEACHING methods ,SERVICE learning ,STUDENT teachers - Abstract
Professional literature presents evidence that foster care agencies, foster parents, and educators are unprepared to meet the distinctive educational needs of foster youth. Although there is a general lack of evidence on specific interventions developed for foster youth, some studies have addressed the impact of tutoring. This paper studies the impact of a pilot program that paired 15 teacher candidates with 15 foster youth for virtual reading tutoring as part of a college course. Data were collected from youth, parents, and teacher candidates through surveys and focus groups. The results of this study suggested that the tutoring relationship produced several academic and emotional benefits for both foster youth and tutors. Participants all saw evidence of increases in the tutees' skill level and content knowledge, and tutors overwhelmingly reported feelings of fulfillment. The establishment of a strong, supportive relationship between tutor and tutee was also seen as a primary factor in success. Finally, the study presented evidence that diverse instructional resources and methods are important for youth engagement and that tutors need in-depth, thorough training on how to locate and properly use these types of resources. Suggestions for future research are proposed. [ABSTRACT FROM AUTHOR]
- Published
- 2023
44. Looking to the future: Developing an academic skills strategy to ensure information literacy thrives in a changing higher education world.
- Author
-
Howard, Helen
- Subjects
INFORMATION literacy ,LEARNING ,HIGHER education - Abstract
This paper looks at factors influencing the development of information literacy (IL) teaching within UK Higher Education (HE). It includes a review of recent literature on the current HE climate, curricula developments and the scope and breadth of IL. Using the experience at Leeds University Library as a case study, the paper outlines the development of a new strategy to deliver IL teaching and support to students. It describes the process of developing an academic skills strategy, which places IL within a broader range of academic skills, with the aim of contributing to the overall learning development of students. The case study describes the implementation of the strategy and the key stakeholders involved in this, including faculty team librarians , academic skills development officers and academic staff. The paper concludes that there were significant external and internal developments which had an impact on the direction taken by the strategy, specifically in embedding IL within an academic skills framework. In looking at the broad picture and by providing a case study from one of the few UK HE libraries to have progressed the academic skills agenda, it is hoped that the issues raised in the paper allow for reflection of the position of IL at the current time by all those involved in ensuring the acquisition of these skills by students. [ABSTRACT FROM AUTHOR]
- Published
- 2012
- Full Text
- View/download PDF
45. Integrating Academic Skills and Employability - Revisiting the Learning Journal.
- Author
-
Menz, Mario
- Subjects
EMPLOYABILITY ,UNIVERSITIES & colleges ,STUDENT development ,CURRICULUM planning ,UNDERGRADUATES - Abstract
Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and skepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development with regard to students' success at university, and illustrates the link between academic skills, employability and professional success. The article was prompted by the current discussion around universities' struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21
st century knowledge economy, and invites universities to enhance their curricula with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development, based on the existing academic literature around the scholarship of teaching and learning, as well as research into employability skills. The importance of academic skills on students' professional success can never be overstated. The article offers an innovative approach to linking academic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners. While this paper has been written specifically with undergraduate business degrees in mind, the principles and practices it outlines can also be applied to other academic disciplines. [ABSTRACT FROM AUTHOR]- Published
- 2020
- Full Text
- View/download PDF
46. Establishing Construct Validity and Reliability: Pilot Testing of a Qualitative Interview for Research in Takaful (Islamic Insurance).
- Author
-
Dikko, Maryam
- Subjects
ACADEMIC workload of students ,QUALITATIVE research ,TEST validity ,TEST reliability ,ISLAMIC finance - Abstract
This paper describes the process of the conduct of preliminary tests to determine the construct and content validity of the chosen data collection method for a study into the relationship between Islamic principles and objectives, Islamic financial law and takaful (Islamic insurance) operations and practices in Nigeria. Semi-structured interviews were tested on a select group of respondents mirroring the intended subjects in the field. The pilot test showed the construct to be both valid and reliable while giving the opportunity to insert refinements to the research tool. [ABSTRACT FROM AUTHOR]
- Published
- 2016
47. Women’s Autonomy and Its Correlates in Western Nepal: A Demographic Study.
- Author
-
Bhandari, Tulsi Ram, Kutty, V. Raman, and Ravindran, T. K. Sundari
- Subjects
WOMEN ,HOUSEHOLDS ,SOCIOECONOMICS ,DEMOGRAPHY ,DEVELOPING countries - Abstract
Despite various efforts for enhancing women’s autonomy in developing countries, many women are deprived of their capacity in decision-making on their household affairs as well as social issues. This paper aimed to examine women’s autonomy and its associated factors in the Kapilvastu district of Nepal. We measured women’s autonomy using a recently developed women’s autonomy measurement scale from June to October 2014. Descriptive statistics, chi-square test and logistic multivariate modeling technique were applied for assessing the association of demographic and socio-economic characteristics of women and their autonomy. Mean score for women’s autonomy was 23.34± 8.06 out of the possible maximum 48. It was found to be positively associated with higher age difference at marriage, advantaged caste/ethnicity, better employment for the husband, couple’s education more than 10 years schooling, and higher economic status of the household. We found strong direct effect of women’s education (OR = 8.14, CI = 3.77–17.57), husband’s education (OR = 2.63, CI = 1.69–4.10) and economic status of household (OR = 1.42, CI = 1.01–2.03) on women’s autonomy. When we adjusted women’s education for husband’s education, the odds ratio decreased by around 22% {from (OR = 8.14, CI = 3.77–17.57) to (OR = 6.32, CI = 2.77–14.46)} and was a mediator effect. The economic status of household also had mediator effect on women’s autonomy through their education. Education status of women is a key predictor of women’s autonomy in Kapilvastu district. Husband’s education and economic status of the household are other important predictors of women’s autonomy which have a mediator effect on women’s autonomy. Improving educational status and economic conditions of both women and their husbands may be the best solution to promote women’s autonomy. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
48. Enhancing Academic Competence in Future Dentists: Leveraging English for Specific Purposes in Dental Education.
- Author
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DUDINA, Oksana
- Abstract
The purpose of the article is to evaluate the impact of a specialized English for Specific Purposes (ESP) curriculum on the academic and linguistic development of second-year dental students. The article examines the effectiveness of an ESP curriculum tailored for second-year dental students at Donetsk National Medical University. Aimed at addressing the linguistic and professional needs unique to the dental field, the study juxtaposes the academic progression of students engaged in a specialized ESP curriculum against those following a standard English course. The research incorporates a controlled design with 26 participants, divided into an experimental group receiving the ESP curriculum and a control group continuing with conventional English education. The intervention spanned one academic semester, focusing on enhancing English language proficiency, dental vocabulary, and academic skills pertinent to dental studies. Pre- and post-assessment tools were employed to measure improvements in general English proficiency, dental-specific terminology knowledge, and core academic competencies such as reading and comprehending scientific literature, academic writing, and oral presentation skills. The results demonstrated significant advancements in the experimental group, notably in language proficiency and specialized vocabulary, compared to the control group. Qualitative feedback further highlighted increased confidence and engagement among ESP participants, underscoring the curriculum's relevance and applicability to their future professional endeavors. The findings advocate for integrating ESP into dental education, suggesting that such a curriculum not only elevates students' linguistic capabilities but also enriches their academic and professional development. This study contributes to the broader discourse on optimizing language education in specialized fields, offering insights into curriculum design and the potential of ESP to equip future healthcare professionals for the demands of a globalized workplace. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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49. Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys.
- Author
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Trani, Jean-François, Fowler, Patrick, Bakhshi, Parul, and Kumar, Praveen
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EDUCATION of children with disabilities ,ASSESSMENT of education ,CHILDREN with disabilities ,EDUCATION policy ,LEARNING disabilities ,CHILDREN with learning disabilities - Abstract
Recent study shows that 617 million children and adolescents–or six out of 10 globally- are not acquiring minimum levels in literacy and mathematics, indicating the magnitude of the learning acquisition problem. For children with disabilities in context of conflict, the situation is arguably even worse: the literature shows that they face difficulties to access the education system due to multiple barriers, and when they do access, they are not learning. Our paper examines if an active education policy promoting inclusion since 2005 in Afghanistan, a protracted crisis context, has been effective. Using two cross sectional household surveys carried out eight years apart (2005–2013), our study shows that access to school and literacy did not improve between 2005 and 2013 for children and youth with disabilities. Both access and literacy outcomes were worse for girls with disabilities, those with a mental, learning or associated disability and those living in household where the head was uneducated. Finally, odds of being mentally distressed significantly declined between 2005 and 2013 indicating that schools might play a protective role for children with disabilities in Afghanistan. Our findings suggest that a multilevel multi-pronged adaptation of the existing system to improve the learning experience and promote children’s resilience, particularly for children with disabilities, in conflict context such as Afghanistan, is required. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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50. Using learning diaries to evaluate and improve online information literacy and academic skills provision.
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Tolland, Aidan, Mogg, Rebecca, and Bennett, Amanda
- Subjects
- *
ACADEMIC ability , *INFORMATION literacy , *ONLINE information services , *STUDENT development - Abstract
The purpose of this paper is to describe a new method for the evaluation of online provision of information literacy and academic skills (ILAS), and advocate for its addition as a tool for the ILAS practitioner. The method is discussed in the context of evaluating its effectiveness for a project to investigate the value of six online tutorials for postgraduate taught students at Cardiff University. The paper presents the advantages and disadvantages of the method compared to the more commonly utilised focus group and interview techniques in this field of study. It concludes that the method has been highly effective in collecting substantial actionable information for the improvement of the development of student's ILAS and recommends its use in similar projects. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
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