296,441 results
Search Results
102. College Major Restrictions and Student Stratification. Research & Occasional Paper Series: CSHE.14.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education, Bleemer, Zachary, and Mehta, Aashish
- Abstract
Underrepresented minority (URM) college students have been steadily earning degrees in relatively less-lucrative fields of study since the mid-1990s. A decomposition reveals that this widening gap is principally explained by rising stratification at public research universities, many of which increasingly enforce GPA restriction policies that prohibit students with poor introductory grades from declaring popular majors. We investigate these GPA restrictions by constructing a novel 50-year dataset covering four public research universities' student transcripts and employing a dynamic difference-in-difference design around the implementation of 29 restrictions. Restricted majors' average URM enrollment share falls by 20 percent, which matches observational patterns and can be explained by URM students' poorer average pre-college academic preparation. Using first-term course enrollments to identify students who intend to earn restricted majors, we find that major restrictions disproportionately lead URM students from their intended major toward less-lucrative fields, driving within-institution ethnic stratification and likely exacerbating labor market disparities. [Funding for this report was provided by University of California Humanities Research Institute and Opportunity Insights.]
- Published
- 2021
103. College Enrollment Benchmarks for the NAEP Grade 12 Mathematics Assessment. AIR-NAEP Working Paper 2021-04
- Author
-
American Institutes for Research (AIR), Education Statistics Services Institute Network (ESSIN), National Center for Education Statistics (NCES) (ED/IES), Ogut, Burhan, Bohrnstedt, George, and Broer, Markus
- Abstract
Ensuring that students are ready for college when they graduate from high school has important implications for students, educators, education policymakers, and other stakeholders. This study focuses on an examination of the relationship between the National Assessment of Educational Progress (NAEP) grade 12 mathematics assessment and college entry to identify benchmarks on the NAEP grade 12 Mathematics Assessment that are indicative of the skills prerequisite for college enrollment. Using data from High School Longitudinal Study of 2009 (HSLS:09) and the 2013 NAEP overlap sample, this study identifies college preparedness benchmarks on the Grade 12 NAEP mathematics assessment including college enrollment, selectivity of the college enrolled, remedial course-taking, enrolling in STEM major, and persistence in postsecondary education. Results provide validity evidence for the NAEP achievement levels in terms of college preparedness, especially the NAEP proficient and NAEP college preparedness indicator.
- Published
- 2021
104. The Effect of Service Learning Participation on College Outcomes: An Empirical Investigation. Iteration 2. Series on Student Engagement and High Impact Practices. TBR Working Papers
- Author
-
Tennessee Board of Regents (TBR), Office of Policy and Strategy, Gorbunov, Alexander, Moreland, Amy, Tingle, Chris, and Deaton, Russ
- Abstract
Motivation for the study: The Tennessee Board of Regents (TBR) is implementing and expanding a suite of high impact practices (HIP) in its community colleges. Service learning, one of such HIPs, is incorporated into general education or degree programs' requirements via credit-bearing service learning components of different durations. While service learning participation and student results are examined periodically, this study contributes to the program evaluation by conducting a series of quantitative analyses that aim to assess whether a causal relationship exists between service learning experiences and key educational outcomes of first-time freshmen at community colleges. Objectives: To investigate whether participation in serving learning HIP affects: (1) the probability of earning a college credential, transferring to university, and student departure; (2) time to graduation, university transfer, and departure; and (3) academic performance. To examine if and how these effects, if any, differ by service learning duration and frequency of participation. Methods: Different types of propensity score analysis were used, including inverse probability of treatment weighting and matching and nonparametric regression, to estimate the effect of service learning participation on outcomes of interest in general and by duration level. In the final models, propensity scores were estimated using generalized boosted modeling. Dosage analysis was employed to examine the effect of frequency of service learning participation. The following modeling techniques were used for different outcomes: logistic and OLS regression, and event history analysis (Cox regression model). Results: Service learning participation increases the probability of graduation and university transfer, decreases the probability of student departure, expedites progression to graduation, delays progression to university transfer and departure, and is associated with a higher final GPA. The estimated results differ by duration level and frequency of service learning experience. Conclusion: Service learning, as implemented at TBR colleges, is an efficacious HIP, which contributes to both community college freshmen student success and institutional performance.
- Published
- 2021
105. Five Years of ELEUK Conferences: A Selection of Short Papers from 2019
- Author
-
Research-publishing.net (France), Lallana, Amparo, Martín, Lourdes Hernández, Gutiérrez, Mara Fuertes, Lallana, Amparo, Martín, Lourdes Hernández, Gutiérrez, Mara Fuertes, and Research-publishing.net (France)
- Abstract
This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]
- Published
- 2020
106. The Impact of Unions on Wages in the Public Sector: Evidence from Higher Education. Working Paper 32277
- Author
-
National Bureau of Economic Research (NBER), Michael Baker, Yosh Halberstam, Kory Kroft, Alexandre Mas, and Derek Messacar
- Abstract
We study the effects of the unionization of faculty at Canadian universities from 1970-2022 using an event-study design. Using administrative data which covers the full universe of faculty salaries, we find strong evidence that unionization leads to both average salary gains and compression of the distribution of salaries. Our estimates indicate that salaries increase on average by 2 to over 5 percent over the first 6 years post unionization. These effects are driven largely by gains in the bottom half of the wage distribution with little evidence of any impact at the top end. Our evidence indicates that the wage effects are primarily concentrated in the first half of our sample period. We do not find any evidence of an impact on employment.
- Published
- 2024
107. Apart but Connected: Online Tutoring,Cognitive Outcomes, and Soft Skills. Working Paper 32272
- Author
-
National Bureau of Economic Research (NBER), Michela Carlana, and Eliana La Ferrara
- Abstract
We study the Tutoring Online Program (TOP), where: (i) tutoring is entirely online; (ii) tutors are volunteer university students, matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring per week increased math performance by 0.23 SD in 2020 and 0.20 SD in 2022. Higher-dosage yielded stronger effects, while group tutoring smaller effects. TOP enhanced students' aspirations, socio-emotional skills and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding increases in empathy. [This report received financial support from the Cariplo Foundation.]
- Published
- 2024
108. Navigating Higher Education Insurance: An Experimental Study on Demand and Adverse Selection. Working Paper 32260
- Author
-
National Bureau of Economic Research (NBER), Sidhya Balakrishnan, Eric Bettinger, Michael S. Kofo, Dubravka Ritter, Douglas A. Webber, Ege Aksu, and Jonathan S. Hartley
- Abstract
We conduct a survey-based experiment with 2,776 students at a non-profit university to analyze income insurance demand in education financing. We offered students a hypothetical choice: either a federal loan with income-driven repayment or an income-share agreement (ISA), with randomized framing of downside protections. Emphasizing income insurance increased ISA uptake by 43%. We observe that students are responsive to changes in contract terms and possible student loan cancellation, which is evidence of preference adjustment or adverse selection. Our results indicate that framing specific terms can increase demand for higher education insurance to potentially address risk for students with varying outcomes.
- Published
- 2024
109. Raising Graduation Rates While Maintaining Racial-Ethnic Equity in Graduation: The UC Riverside Recipe. SERU Consortium Brief. Research & Occasional Paper Series: CSHE.9.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Brint, Steven
- Abstract
The University of California, Riverside has raised its four- and six-year graduation rates significantly over the last decade while maintaining near-equity in graduation rates among the four major racial-ethnic groups and across socio-economic strata. The paper discusses campus policies and practices that have helped to produce these results. The campus has contributed to nearly equal graduation outcomes by maintaining strong network ties with parents in minority communities, by offering high levels of academic support and research opportunities to students from under-represented groups, by recruiting faculty and staff who are dedicated to the social mobility mission of the campus, by simplifying bureaucratic procedures, and by a consistent message emphasizing the values of diversity and inclusion. The campus has been able to raise graduation rates among all groups by guaranteeing 15 units of credit each quarter, by leveraging summer to provide courses students need, by improving pre-calculus math instruction, by hiring transition advisors to help students who were struggling in the science colleges, and by aggressively promoting a "finish-in-four" campaign. A coordinated and committed campus effort is necessary to achieve these results.
- Published
- 2021
110. Universities and the Future of Work: The Promise of Labor Studies. Research & Occasional Paper Series: CSHE.7.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education and Schulze-Cleven, Tobias
- Abstract
There continues to be widespread anxiety about the future of work. I recently proposed a labor studies perspective on how to understand and meet undeniable challenges. This follow-up paper explores the implications of my analysis for the contemporary American academy, reflecting on how labor studies can help enlist public research universities in support of building a human-centered world of work. American universities have long been intricate bundles of contradictions, but recent trends have left them at a crossroads: Will they be able to reform and connect with a progressive reading of the original land-grant vision to support a future in the interest of workers? Or will their practices further drift away from a public-serving mission as they succumb to neoliberal expectations? This paper contends that the three constitutive features of labor studies--its focus on people's struggles, interdisciplinarity, and upholding workers' rights--illuminate crucial steps for realizing much-needed innovations in support of revaluing both work and workers.
- Published
- 2021
111. The Economic Achievement Gap in the US, 1960-2020: Reconciling Recent Empirical Findings. CEPA Working Paper No. 21-09
- Author
-
Stanford Center for Education Policy Analysis (CEPA) and Reardon, Sean F.
- Abstract
Has the gap in average standardized test scores between students from high- and low-income families widened, narrowed, or remained stable over the last 3 decades? The question is important both because the achievement gap is measure of how (un)equally educational opportunities are distributed in the US, and because the disparity in educational outcomes is a leading indicator of the degree of economic mobility. If the gap is widening, it suggests that children's educational experiences and opportunities in early and middle childhood -- in their homes, neighborhoods, childcare and preschool programs, and K-12 schools -- are becoming increasingly unequal, a sign that the growing economic inequality in the US has led to a parallel growth in educational inequality. A narrowing gap, however, would suggest the opposite: changes in early childhood or K-12 schooling have been equity-enhancing, even in the face of increased economic inequality among families. And because test scores and the skills they measure are valued in college admissions and the labor market, the trend in the test score gap may predict the trend in economic mobility several decades later.
- Published
- 2021
112. Refining an Assessment Tool to Optimize Gender Equity in Professional STEM Societies. WCER Working Paper No. 2021-7
- Author
-
University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Peters, Jan W., Campbell-Montalvo, Rebecca A., Leibnitz, Gretalyn M., Metcalf, Heather, Sims, Ershela L., Lucy-Putwen, Andrea, Gillian-Daniel, Donald L., and Segarra, Verónica A.
- Abstract
Professional societies (ProSs) are instrumental in shaping science, technology, engineering, and mathematics (STEM) cultural norms. Existing legacy structures designed to serve majority groups and constructed in service of dominant norms and values present a clear obstacle to attracting, retaining, and serving minoritized STEM professionals, such as women, particularly women with additional intersecting marginalized statuses (Solebello et al., 2016). In this perspective article, we in the Amplifying the Alliance to Catalyze Change for Equity in STEM Success project, known as ACCESS+, explain our development of an adapted diversity, equity, and inclusion assessment tool. ACCESS+ is an NSF ADVANCE Partnership that is adapting a pre-existing tool known as the Diversity and Inclusion Progression Framework, which was developed in the United Kingdom jointly by the Royal Academy of Engineering and the Science Council (2021). As with the original version, the purpose of the U.S. adaptation--the Equity Environmental Scanning Tool, or EEST--is to provide STEM ProSs with a way to benchmark their diversity, equity, and inclusion efforts, discern areas of organizational strength, and identify foci for organizational remediation. In this piece, we share background information for EEST refinement, including content adaptations and structural changes.
- Published
- 2021
113. Toward a Practical Set of STEM Transfer Program Momentum Metrics. CCRC Working Paper No. 127
- Author
-
Columbia University, Community College Research Center, Fink, John, Myers, Taylor, Sparks, Daniel, and Jaggars, Shanna
- Abstract
Nearly two decades into the "completion agenda" in higher education, many community colleges have adopted collegewide reforms designed to improve stubbornly flat rates of student success and address persistent equity gaps. The longer-term effects of such collegewide reforms may take years to observe. In the meantime, college leaders need to know whether changes they make in the short run are associated with longer-term student success. Measuring the progress and effects of institutional reform is particularly vital in economically important STEM fields. Drawing on administrative records from transfer-intending community college starters across three states, this study develops and explores potential indicators of early STEM program momentum. We find that a relatively simple set of STEM momentum metrics--notably early completion of calculus or non-math STE coursework specified in statewide STEM transfer pathways and, to a lesser degree, the prerequisites to such courses--are reliable indicators of subsequent STEM transfer and bachelor's degree attainment. Our findings provide support for the use of the STEM momentum metrics to formatively evaluate reforms aimed at strengthening STEM transfer outcomes and closing equity gaps in STEM bachelor's degree attainment.
- Published
- 2021
114. Two City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore. Research & Occasional Paper Series: CSHE.10.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education (CSHE), Penprase, Bryan E., and Douglass, John Aubrey
- Abstract
Hong Kong and Singapore are island city-states that exude the complicated tensions of postcolonial nationalism. Both are influenced directly or indirectly by the long shadow of China's rising nationalism and geopolitical power and, in the case of Hong Kong, subject to Beijing's edicts under the terms of the 1984 Sino-British Joint Declaration. Both have productive economies dependent on global trade, and each has similar rates of population density--Hong Kong's population is 7.4 million and Singapore is home to 5.8 million people. It remains to be seen whether Hong Kong's peripheral nationalist identity will be retained, or whether the increasingly assertive influence and control by mainland China will prevail and fully assimilate Hong Kong. But it is apparent that Hong Kong is at a turning point. Throughout 2019, protesters filled the streets of the city, worried about declining civil liberties, specifically Beijing's refusal to provide universal suffrage as promised previously in law and the disqualification of prodemocracy candidates, along with the growing control of Hong Kong's government and universities by Chinese central government designates and fears of an ever-expanding crackdown on dissent. Singapore provides a less dramatic but relevant example of the tension caused by the influx of foreign national students and academics who often displace native citizens, combined with government-enforced efforts to control dissent in universities. And like Hong Kong, the long shadow of China influences the role universities are allowed to play in civil society. The following is an excerpt from the book "Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education" (Johns Hopkins University Press) that explores the implications of nationalist movements on universities in Hong Kong and Singapore. In both, university leaders, and their academic communities, value academic freedom and the idea of independent scholarship. Yet the political environment is severe enough, and the opportunity costs great enough, that they, thus far, remain generally neutral institutions in a debate over civil liberties and the future of their island states. The exception is the key role students have played in the protest movement in Hong Kong, but for how long?
- Published
- 2021
115. The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida. Working Paper No. 258-0921
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research and Özek, Umut
- Abstract
High school graduation rates in the United States are at an all-time high, yet many of these graduates are deemed not ready for postsecondary coursework when they enter college. This study examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, I find significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment.
- Published
- 2021
116. Evolving the Loop: The Role of ePortfolio in Building 21st Century Student Learning Outcomes. Occasional Paper No. 55
- Author
-
National Institute for Learning Outcomes Assessment, Lehman, Regina M., and Rogers-Cooper, Justin
- Abstract
One of the many new directions to explore in ePortfolio practice is the relationship between ePortfolio as a classroom pedagogy and its potential to advance general education outcomes assessment. This direction is especially urgent in relation to the increasing demands by employers for competency-focused, higher-order skills, as well as demands by accreditors for evidence of growth in student learning during degree completion. In this paper, we discuss how two- or four-year colleges might address these demands through our experiences at LaGuardia Community College (City University of New York). The recent redesign of our college's outcomes assessment process through an innovation cycle we call "Evolving the Loop," in addition to simultaneous and intentional innovations in our assessment and ePortfolio practice reinforced the culture of LaGuardia as a learning college. A key decision we made was in adopting new Core Competencies and Communication Abilities, especially Digital Communication, to better collaborate with our next generation, Digication ePortfolio platform. Beginning with an overview of the program, we describe the program's journey of Evolving the Loop through the creation of Core ePortfolios and provide concrete examples of how interlinked assessment and ePortfolio practice can support twenty-first century student learning outcomes.
- Published
- 2021
117. Improving Military Veteran Students' Academic Progress towards Earning a College Degree by Using the MGIB Education Benefits -- A White Paper
- Author
-
Baskas, Richard S.
- Abstract
Most military veterans who reside in a central U.S. city have not entirely used their Montgomery G.I. Bill (MGIB) education benefits to advance their careers. There is limited research on veterans' views of the effect of certain barriers, identified from prior research, on academic persistence. The problem of the lack of specific information about the barriers that prevent military veterans residing in a central U.S. city, from fully using the benefits of the MGIB, was addressed in this study. Clark and Caffarella's transition theory was used in this case study to explore the perceptions of eight military veterans on reason they dropped out of college or never used the MGIB to attend college. The research questions focused on military veterans' views of strengths and weaknesses of the G.I. Bill while they were in active duty, at the time they made the decision to not use it or respectively how the U.S. Department of Veterans Affairs processed their eligibility. Thematic analysis findings from the data collected with face-to-face semi-structured interviews revealed five themes that described military veterans' views of the barriers they faced during their duty from their supervisors, perceptions of the MGIB during active duty, applying for college, having a family prevented the use of the benefits, expired MGIB benefits, and having a job that prevented the use of the MGIB. The resulting project consisted of a white paper that proposed recommendations of how military veterans could successfully improve their academic progress towards earning a college degree. The project contributes to positive social change by informing future military recruits, active-duty military personnel, military veterans, and military veteran organizations of potential strategies to help military veterans effectively use the MGIB benefits to earn a college degree.
- Published
- 2021
118. Assessment Professional Development Competencies: Applications of the Assessment Skills Framework. Occasional Paper No. 54
- Author
-
National Institute for Learning Outcomes Assessment, Prendergast, Caroline O., and Horst, S. Jeanne
- Abstract
In this occasional paper, we invite readers into a conversation about the need for and usefulness of a set of learning objectives or competencies for the field of assessment. We briefly discuss the slow solidification of the field of assessment as a discipline, the diverse paths of entry into the field of assessment, and the increasing need for assessment-related professional development and training. We then present one example of a set of assessment knowledge, skills, and attitudes, the "Assessment Skills Framework" (Horst & Prendergast, 2020), a taxonomy of assessment-related learning outcomes. Applications of the framework are offered in light of ten benefits that a coherent set of assessment competencies could offer to our field. Although the "Assessment Skills Framework" is highlighted, we hope that the discussion serves in continuing the conversation regarding assessment competencies at the broader professional level. [For "The Assessment Skills Framework: A Taxonomy of Assessment Knowledge, Skills and Attitudes," see EJ1269869.]
- Published
- 2021
119. Advances, Contributions, Obstacles and Opportunities in Student Affairs Assessment. Occasional Paper No. 52
- Author
-
National Institute for Learning Outcomes Assessment, Busby, A. Katherine, and Aaron, Robert W.
- Abstract
Just over ten years ago, John Schuh and Ann Gansemer-Topf authored NILOA Occasional Paper #7, "The Role of Student Affairs in Student Learning Assessment" (2010). The authors identified contributions and challenges for student affairs assessment and called on student affairs professionals not only to develop meaningful programs and services, but also to verify that those experiences add "value to the student experience at the institution" (p. 6). A decade has passed since student affairs professionals were called to demonstrate student learning through their initiatives and some questions come to mind. How did student affairs professionals respond to this challenge? How did they implement their assessment efforts over the past ten years? Moving forward from 2020, how will student affairs professionals respond to the challenges now facing higher education including challenges induced and exacerbated by the COVID-19 pandemic and calls to address institutionalized racism? In this paper, we examine some of the advances student affairs assessment professionals have made to student learning, the contributions they made to the field of assessment, the obstacles they overcame, and the opportunities that lie ahead.
- Published
- 2021
120. A Review of the Literature on Internships for Latinx Students at Hispanic-Serving Institutions: Toward a Latinx-Serving Internship Experience. WCER Working Paper No. 2021-2
- Author
-
University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Hora, Matthew T., Huerta, Adrian, Gopal, Anita, and Wolfgram, Matthew
- Abstract
Internships are a widely promoted high-impact practice (HIP) across the postsecondary landscape, particularly among minority-serving institutions (MSIs), where internships are seen as potentially transformative vehicles for students' career success and social mobility. However, little research exists on how the design, implementation, and ultimate effects of college internships vary (or should vary) according to the unique institutional contexts of MSIs and students' racial identities and cultural backgrounds. This idea is based on research demonstrating that a "one-size-fits-all" approach to classroom teaching and student advising, and broader approaches to student engagement, ignore historic and structural inequalities while also overlooking the unique needs, circumstances and potentials of a diverse student body. Our main goal in this paper is to review the literature on internships in Hispanic-serving institutions (HSIs) and with Latinx college students to determine if internship program design, implementation, and student experience vary based on the unique institutional contexts of HSIs and/or the racial and cultural attributes of Latinx college students. We conducted an integrative review of the literature on HIPs in general and internships in particular as they relate to Latinx students and HSIs. Results indicate a small but growing body of empirical research on these topics. Some studies highlight how specific features of HSIs (e.g., institutional missions, "servingness") and Latinx students (e.g., their family capital, cultural perspectives on work) influence how HIPs and internships are designed and experienced. These insights underscore the importance of accounting for cultural, structural, and historic factors when studying and designing internship programs. We conclude the paper with a review of existing theoretical frameworks for studying HSIs and a proposal for a new research agenda that pays close attention to the role of culture at individual, group, institutional, and societal levels. Ultimately, we contend that while certain universal principles of internship design and implementation are likely to be applicable for HSIs and Latinx students, there are critical differences and opportunities for internships in these institutions and for these students that should be acknowledged and incorporated into HIP-related policymaking and practice.
- Published
- 2021
121. Education and Economic Growth. Discussion Paper No. 1764
- Author
-
London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Valero, Anna
- Abstract
This paper summarises the literature that has linked education and economic growth. It begins with an overview of the key concepts in neoclassical and endogenous growth models, and discussion on how these have been tested in the data. Issues with respect to specification, the measurement of human capital and causality are discussed, together with studies that have sought to addresses these. A more recent and growing literature that explores the links between firm level human capital and productivity, including externalities, is then summarised. Beyond studies that link human capital to economic performance directly, there are numerous studies that have explore the relationships between human capital and the determinants of growth including investment, technology adoption and invention. Key findings from this literature are drawn out, together with a summary of the literature that has linked the activities of universities (key producers of both human capital and innovation) to their local economies. The paper concludes with discussion of policy implications stemming from this body of research, and promising areas for future research.
- Published
- 2021
122. Exploring Making through Mobile Emergent Technologies: Makerspace Education in Rural Communities. WCER Working Paper No. 2021-1
- Author
-
University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Nixon, Jessie, Halverson, Erica, and Stoiber, Andy
- Abstract
The Exploring Making Through Mobile Emergent Technologies (EMMET) program sought to disrupt the trajectory from rural high school to factory floor by introducing STEM and computational thinking (STEM+C) skills through mentorship training and hands-on activities involving creative production--often referred to as "making." The program also bridged the divide between formal school science education and informal opportunities for science learning outside of school--a division that has marginalized young people from science class and devalued everyday science experiences (Stocklmayer et al., 2010). The overall project focused on designing maker experiences, training local high school students as "maker-mentors" for their community, developing partnerships with area community-based organizations, and researching what program participants learn about STEM and computational thinking. The work described in this white paper offers a model for regions with distributed, rural populations to build capacity for young people to develop skills and self-efficacy in STEM+C fields. This paper aims to answer the following questions: (1) How are rural communities impacted by mobile making experiences that involve community mentors as instructors? (2) What do maker-mentors learn as a result of their participation in facilitating mobile making experiences? and (3) What aspects of the community-involved maker experiences are sustained beyond institutional intervention? [This paper was written with contributions from Tim Fetting, Vicki Jeppesen, and Darren Ackley.]
- Published
- 2021
123. Intimidation, Silencing, Fear, and Academic Freedom. Research & Occasional Paper Series: CSHE.4.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education and Brint, Steven
- Abstract
The argument of this paper is set against the backdrop of a climate of intimidation, silencing, and fear that surrounds the discussion of several hot-button issues in academe, nowadays mainly having to do with race. An important and painful feature of this situation is that people on both sides of the issue feel vulnerable. The contribution of this paper is to help all involved to understand what academic freedom means and how it supports or fails to support the expression of controversial views. I show that a climate hostile to academic freedom is not an academic freedom issue "per se." It becomes an academic freedom issue when there is harassment, silencing, or dismissal of those who take a position within the sphere of their professional competence. At bottom, academic freedom is an institutionally-protected privilege relevant, above all, to employment law. Neither First Amendment rights nor anything resembling academic freedom exist in the employee-employer relationship in the private sector. The paper discusses the origins of academic freedom in the United States and the major changes in the understanding of academic freedom over time, particularly those relevant to extramural speech and the rights of students. The paper concludes with a discussion of five contemporary threats to academic freedom, stemming from (1) social stratification within academe, (2) university branding concerns, (3) the actions of conservative state legislatures, (4) the constraints applied by institutional review boards, and (5) the demands of social movement activists.
- Published
- 2021
124. The Politics of Community College Districts: A National Overview and Implications for Racial Gerrymandering in Texas. CEPA Working Paper No. 21-08
- Author
-
Stanford Center for Education Policy Analysis (CEPA), Baker, Dominique J., Edwards, Bethany, Lambert, Spencer F. X., and Randall, Grace
- Abstract
At least 38 states have created service areas or "districts" for each of their community colleges. However, little is known about the geographic boundaries of community college districts, the political process that defines them, and how they relate to institutional racial segregation. Given this dearth of knowledge, we studied nearly 150 state policy documents nationally and the actual district boundaries of Texas community colleges in order to investigate the larger political process of determining boundaries and whether gerrymandering is present. We found significant variation across the United States, including in who determines the boundaries and whether the districts have associated tuition reductions. In our case study, we also found evidence that at least some of Texas's community college districts may exhibit evidence of gerrymandering.
- Published
- 2021
125. Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0220-2
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Austin, Wes, Figlio, David, Goldhaber, Dan, Hanushek, Eric A., Kilbride, Tara, Koedel, Cory, Lee, Jaeseok Sean, Luo, Jin, Özek, Umut, Parsons, Eric, Rivkin, Steven G., Sass, Tim R., and Strunk, Katharine O.
- Abstract
There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating cross-district variation in "academic mobility"--a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their schooling careers. We show that there exists considerable heterogeneity in academic mobility across school districts. However, after aggregating our district-level measures of academic mobility to the commuting-zone level and merging them with geographically matched external estimates of economic mobility, we find little scope for geographic differences in academic mobility to meaningfully account for differences in economic mobility.
- Published
- 2021
126. Long-Term Impacts of College Students' Food Insecurity on Future Socioeconomic Status, Wealth, and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2021-06
- Author
-
University of Kentucky Center for Poverty Research (UKCPR), Leung, Cindy, Wolfson, Julia, Insolera, Noura, and Cohen, Alicia
- Abstract
Food insecurity, a condition of limited access to nutritious food, is a critical issue for college students' health and well-being. In this report, we present results from our project that examines the long-term effects of college students' food insecurity on future socioeconomic status, wealth, and food insecurity using nationally representative data from the Panel Study of Income Dynamics. Our study population included 1,574 individuals who were enrolled in college between 1999-2003, aged 16-29 years old during college enrollment, and remained in the sample through 2015-17. We examined the associations of interest using a combination of linear, logistic, multinomial logistic, and fixed-effects regression models, adjusting for sociodemographic characteristics measured concurrent with college enrollment or during childhood. In the sample, the prevalence of food insecurity during college was 14.9%. College food insecurity was associated with lower odds of college completion and lower likelihood of obtaining a Bachelor's degree or a graduate or professional degree. These associations were more pronounced among first-generation college students. College food insecurity was also associated with lower mean labor wage income and lower wealth accumulation (including home equity) across subsequent survey waves between 2005-2019. Finally, college food insecurity was associated with a higher prevalence of food insecurity in the later adult years (measured in 2015-17). Results suggest that college food insecurity has long-term implications for socioeconomic outcomes in adulthood. Future research should focus on the role of programs and policies that can break the cycle of chronic food insecurity and poverty over the life course.
- Published
- 2021
127. English Learners Who Take the ACT with Testing Supports: An Examination of Performance, Demographics, and Contextual Factors. Working Paper. 2021-R2101
- Author
-
Moore, Joann L.
- Abstract
This study examined the performance of English learners (ELs) taking the ACT® test with testing supports, as compared to ELs and non-ELs taking the ACT without supports or accommodations. Contextual factors were also explored, including high school experiences and demographic characteristics such as low-income and first-generation college student status that may be associated with their scores. Results indicate that ELs tended to score substantially lower than non-ELs, and ELs who tested with supports tended to score lower than ELs who tested without supports. ELs in both groups, particularly those testing with supports, tended to take fewer core academic courses, fewer honors or AP courses, and had lower high school grades than non-ELs. ELs in both groups, particularly those testing with supports, were also more likely to be non-White, low income, and/or first-generation college students. Regression analyses found that demographic and contextual factors, along with limited English proficiency, played a substantial role in predicting the performance of ELs taking the ACT, both those testing with and without supports. It is important that ELs are provided with a rigorous education that includes instruction in both English language and core academic content to ensure that they have equitable opportunities and experiences as compared to their English proficient peers.
- Published
- 2021
128. The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers' Field Experiences and Perceptions of Preparation. Working Paper No. 254-0721
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Goldhaber, Dan, Theobald, Roddy, Choate, Kathryn, and Brown, Nate
- Abstract
A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We use data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation are related to student teaching placements and current classroom environment. We find evidence that the composition of students in student teaching classrooms are predictive of STEM teachers' perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English Language Learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom.
- Published
- 2021
129. Conceptualizing the Modern American Public University: Early Debates over Utilitarianism, Autonomy, and Admissions. Research & Occasional Paper Series: CSHE.8.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education and Douglass, John Aubrey
- Abstract
In the discourse that swirled in the mid-1800s around the creation of new American public universities, three major and interrelated tensions became evident: the first related to the continued debate regarding the proper curricular balance between practical education and classical studies; the second focused on the appropriate autonomy of institutions intended to serve the public interest in a society often racked by sectarian and class conflict; and the third centered on the degree to which these public institutions should be selective in their admissions and representative of the state's population. Reflecting the diversity of cultural and political differences of the states, a variety of organizational approaches could be found in mid-century America. However, by the 1870s, a distinct path did emerge, influenced by the passage of the Land-Grant College Act of 1862. The act forced states to more actively define the character of their state education systems and the purpose of their public universities. The origins and early development of a state university in Michigan offers an informative window into each of these tensions. The responses offered by Michigan significantly influenced the rise of the American public university, and the character of its social responsibilities.
- Published
- 2021
130. Exploring Online Internships amidst the COVID-19 Pandemic in 2020-2021: Results from a Multi-Site Case Study. WCER Working Paper No. 2021-5
- Author
-
University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Hora, Matthew T., Lee, Changhee, Chen, Zi, and Hernandez, Anthony
- Abstract
Internships and other forms of work-based learning are increasingly viewed as essential experiences for college students. Proponents point out that internships help students develop transferable skills, apply academic knowledge to authentic situations, develop professional networks, and facilitate students' socialization and entry into the professions. In recent years, online or virtual internships, which can vary according to duration, structure, and activities, have grown in prominence. The COVID-19 pandemic brought considerable interest in these unique types of internships, as many in-person positions were cancelled or shifted online. Yet little empirical research exists on the prevalence, quality, and commitment to equity and access among online internships in the United States, particularly during the pandemic period of 2020 to early 2021. In this multi-site case study, we collected survey and interview data from college students during the pandemic. Our findings focus on three distinct cases: (1) two independent websites that provide online internship networking platforms (OINP) for students seeking online internships and employers seeking student interns (n=183 surveys, n=45 interviews), (2) 11 colleges and universities (n=9,964 surveys), and (3) a single employer-hosted online internship program at TreeHouse Foods Inc, a multi-national firm engaged in manufacturing and distributing private label food and beverage products. In analyzing and interpreting our data, we used the Internship Scorecard framework (Hora et al., 2020) from the Center for Research on College-Workforce Transitions. The framework provides a structured approach to studying internships, as well as insights from research on remote work and digital learning. One of our primary conclusions is that while considerable variation exists within the world of internships writ large, an added layer of complexity exists for online positions with respect to information technology, internet access, work-life boundaries, and challenges associated with online or remote work that many occupations experienced during the COVID-19 pandemic. We argue that these additional concerns and factors make online internships--which are unlikely to disappear post-pandemic--a top priority for improvement, equitable access, and quality control in the field of higher education.
- Published
- 2021
131. Choosing a College STEM Major: The Roles of Motivation, High School STEM Coursetaking, NAEP Mathematics Achievement, and Social Networks. AIR-NAEP Working Paper 2021-02
- Author
-
American Institutes for Research (AIR), Education Statistics Services Institute Network (ESSIN), National Center for Education Statistics (NCES) (ED/IES), Zhang, Jizhi, Bohrnstedt, George, Zheng, Xiaying, Bai, Yifan, Yee, Darrick, and Broer, Markus
- Abstract
Filling the STEM pipeline from secondary schools to postsecondary institutions is essential for the nations' competitiveness in the 21st century. It is therefore crucial to motivate more high school students to consider entering one of the STEM fields and to prepare themselves by taking advanced coursework in STEM that will prime them for choosing a STEM major in college, and eventually, a STEM career. High school students' pathway to a college STEM major can be seen as related to a series of academic choices (e.g., middle school STEM related activities, high school STEM coursetaking, and outside of school activities) and achievements that begin in early schooling years and continue to develop in secondary school (Eccles, 1994; Wang, 2013; Wang & Degol, 2013). This current study develops a comprehensive conceptual framework to describe how high school STEM coursetaking, STEM GPA, and motivational beliefs on science and mathematics are related to students' decisions about whether to choose a STEM major at 4-year college after taking into consideration student, family, and school background factors. The conceptual framework focuses on the direct relationships between five factors and choosing a STEM major in college: mathematics motivation, science motivation, high school STEM coursetaking, STEM achievement, and social networks. The results of simple comparisons of mathematics and science motivation between students in STEM- and non-STEM majors indicated that STEM-major students have a higher level of mathematics and science motivation in all four measured constructs (mathematics identity, mathematics self-efficacy, science identity, and science self-efficacy) compared to non-STEM major students. The structural equation model (SEM) results, which take into consideration of factors for other high school experiences, further identified the significant relationships between STEM motivation and having a STEM major in college. The findings suggest that science identity had the strongest association with students' choice of a STEM major among all other motivation variables, STEM coursetaking, and achievement variables.
- Published
- 2021
132. Learning for Sustainability: Key Questions for Organising & Designing Curricula. Input Paper. Working Group on Schools, Sub-Group on Education for Environmental Sustainability. European Education Area Strategic Framework
- Author
-
European Commission, Directorate-General for Education, Youth, Sport and Culture and Galvin, Conor
- Abstract
The EU Working Group on Learning for Sustainability (LfS) is currently exploring how policy action can assist in the development and introduction of school curricula and appropriate pedagogies to improve opportunities for learning for sustainability in Europe's schools. This paper brings forward input on how learning for environmental sustainability can be strengthened by policy actions to develop a framework and relevant resources and capabilities across the Member States. It also summarises some of the key challenges that need to be addressed for any LfS curriculum activity to have an impact. The paper considers: (1) the challenges of curriculum work in the LfS space and what lessons may be taken from examples of well-regarded practice in this area; and (2) sets out some key considerations relating to the specification, resourcing, and capacity-building necessary to develop this area of curriculum practice. It closes with a consideration of the main policy barriers and opportunities for those involved in shaping, designing, and introducing LfS curriculum policy. The purpose of this paper is to encourage better understanding of the challenges of curriculum action in an area of policy work where countries vary considerably in readiness and current practice. [This paper was prepared with assistance from Louise O'Reilly. Paper prepared for the EU Working Group on schools: Learning for Sustainability (Sep 15-16, 2022).]
- Published
- 2023
- Full Text
- View/download PDF
133. Needs and Wellbeing of Students and Staff: Thematic Peer Group Report. Learning & Teaching Paper #20
- Author
-
European University Association (EUA) (Belgium)
- Abstract
This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group "Needs and wellbeing of students and staff", which was active throughout 2022. It outlines aspects of a higher education institution's activities which the group identified as having the most influence on individual wellbeing. The group conducted student and staff surveys at group member institutions to enquire about these aspects, and whether they were positively or negatively affected by digital learning and teaching. In addition, the group organised a student focus group to obtain further insights into student views on wellbeing and the support institutions can provide. The results of these activities are summarised in the report, which concludes by outlining challenges, key considerations and recommendations, which institutions may find helpful for ensuring targeted and effective support for their students and staff. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.
- Published
- 2023
134. Digitally Competent Teachers: Thematic Peer Group Report. Learning & Teaching Paper #19
- Author
-
European University Association (EUA) (Belgium)
- Abstract
This report summarises the findings of the EUA Learning & Teaching Thematic Peer Group "Digitally competent teachers in designing quality learning environments", which was active throughout 2022. Fostering teachers' digital competences is now an indispensable condition for imagining, designing and organising teaching formats, creating and sustaining learning design, assessing student learning, and promoting student engagement, all in the context of a rapidly expanding digital environment. This report explores how higher education institutions address the development of digital competences for teachers. The Thematic Peer Group identified common challenges and proposed a set of recommendations for institutions to develop digital competences with an ecosystem, holistic approach -- integrating a vision for innovation, organisational culture(s), leadership roles, strategy, policy and implementation. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.
- Published
- 2023
135. Collaborative Teaching Practice: Thematic Peer Group Report. Learning & Teaching Paper #18
- Author
-
European University Association (EUA) (Belgium)
- Abstract
This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and provides examples of practice from the group members. Given the many inter-institutional, national and international collaborations developed during the pandemic, the group regarded the use of digital technologies as a key feature of collaborative teaching, and it therefore became a key focus of their discussions. The report identifies the various ways in which the group's members collaborate as part of their learning and teaching activities, highlights the key challenges that higher education institutions face in implementing collaborative teaching and suggests a set of recommendations for individuals, institutions and national and European-level bodies to overcome those challenges identified. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.
- Published
- 2023
136. Higher Education Collaboration in North America: A Review of the Past and a Potential Agenda for the Future. Working Paper. North America 2.0: Forging a Continental Future
- Author
-
Wilson Center, García, Fernando León, Alcocer, Sergio M., Eighmy, Taylor, and Ono, Santa J.
- Abstract
When the North American Free Trade Agreement (NAFTA) came into fruition in the early 1990s, there were high hopes and expectations on what this emerging economic block could achieve. Although the agreement involved extensive conversations that led to regulations that facilitated trade across the region--the main intent of NAFTA--the same was not true for the higher education environment. Critics have argued that NAFTA's heavy focus on trade left little room for similar harmonization on issues like higher education. From this perspective, it is evident that if efforts to improve higher education are to gain traction in the trilateral relationship, they must be linked with regional trade and competitiveness. Yet even though NAFTA was not the vehicle for further cooperation on higher education, colleges and universities across Canada, Mexico, and the United States did embrace the opportunity and enthusiastically engaged in conversations that prompted trilateral collaboration. This article follows the key agreements that influenced and guided the early stages of NAFTA collaboration among higher education institutions, as well as developments that kept engagement across the three countries active. It also provides an initial list of areas in which future collaboration might focus. [The report was published in partnership with the Belfer Center for Science and International Affairs. This working paper will be published as a chapter in the forthcoming book, "North America 2.0: Forging a Continental Future."]
- Published
- 2021
137. Education and Management Practices. Discussion Paper No. 1767
- Author
-
London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Valero, Anna
- Abstract
The empirical management literature has found that the education of both managers and the workforce more generally appears to be an important driver of better management practices. This article sets out how such relationships might be conceptualised, and suggests that in a complementarities framework, modern management practices can be thought of as a type of skill-biased technology. It then summarises the literature that has explored the relationships between human capital and surveyed management practices in manufacturing firms and other sectors, highlighting the handful of papers that have found a positive correlation between management practices and measures of local skills supply. It concludes with a discussion of the policy implications that stem from what we know so far, together with avenues for future research that could shed more light on the causal mechanisms at play. [This report was funded by the Economic and Social Research Council through the Centre for Economic Performance, the Programme on Innovation and Diffusion (POID).]
- Published
- 2021
138. A Framework for Developing Student-Faculty Partnerships in Program-Level Student Learning Outcomes Assessment. Occasional Paper No. 53
- Author
-
National Institute for Learning Outcomes Assessment, Curtis, Nicholas, and Anderson, Robin
- Abstract
In her April 2010 NILOA paper, "Opening Doors to Faculty Involvement in Assessment," Pat Hutchings called for institutions to involve students in assessment, citing the potential to increase faculty engagement. In Curtis and Anderson (2020), the first author interviewed numerous partnership experts in both the United Kingdom and the United States regarding student-faculty partnerships and the extent to which students currently engage in the assessment process. Findings from the study make it clear that there currently exists little student-faculty partnership in assessment at the program- or system-levels. Combining existing research on partnership and the expert responses from the Curtis et al. study, we present a framework, based on prototyping, for developing student-faculty partnerships in program-level student learning outcomes assessment.
- Published
- 2021
139. Does Conflict of Interest Distort Global University Rankings? Research & Occasional Paper Series: CSHE.5.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education and Chirikov, Igor
- Abstract
Global university rankings influence students' choices and higher education policies throughout the world. When rankers not only evaluate universities but also provide them with consulting, analytics, or advertising services rankers are vulnerable to conflicts of interest that may potentially distort their rankings. The paper assesses the impact of contracting with rankers on university ranking outcomes using difference-in-difference research design. The study matches data on the positions of 28 Russian universities in QS World University Rankings between 2016 and 2021 with information on contracts these universities had for services from QS -- a company that produces these rankings. The study estimates the effects of the conflicts of interest with two difference-in-difference models. The first model compares the difference in five-year change in rankings between QS rankings and Times Higher Education (THE) rankings across two groups of universities -- those that frequently (five times or more) contracted for QS services, and those that never or seldomly contracted for QS services. The second model compares the difference in five-year change in faculty-student ratios -- between scores in QS rankings, THE rankings, and scores recorded by national statistics -- across the same two groups of universities. The results suggest universities with frequent QS-related contracts had an increase of 0.75 standard deviations (~140 positions) in QS World University Rankings and an increase of 0.9 standard deviations in reported QS faculty-student ratio scores over five years, regardless of changes in the institutional quality. The study calls for universities, governments, and prospective students to reconsider their use of global rankings where conflicts of interest may be generated by the ranker's business activities.
- Published
- 2021
140. State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness. Working Paper No. 249-0321
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Comb, Meagan, Cowan, James, Goldhaber, Dan, Jin, Zeyu, and Theobald, Roddy
- Abstract
States are responsible for setting and evaluating the standards that teacher preparation programs (TPPs) must meet for accreditation. Despite the considerable investment that states make in this process, no prior research has linked the ratings of TPPs generated by program reviews to inservice teacher performance. In this paper, we describe analyses of program review ratings from Massachusetts and their relationship to formal inservice teacher evaluation ratings and the value-added effectiveness of teachers. When comparisons are made across all schools and districts in the state, we find that a TPP's review scores are positively predictive of both inservice teacher evaluations and value added of TPP graduates, particularly when scores are aggregated within specific categories like partnerships and field-based practices. These relationships, however, become more modest for teacher evaluations and statistically insignificant for value added when the relationships are identified based on comparisons between TPP graduates who are teaching in the same schools and districts. It is not possible to separate whether these differences are due to the TPPs, the schools and districts themselves, or the connections between them, so future work is necessary to further validate TPP review scores in this setting and others.
- Published
- 2021
141. A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues
- Author
-
Çalik, Muammer and Wiyarsi, Antuni
- Abstract
Although chemistry-focused socio-scientific issues support the 'relevance' model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their 'relevance' components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme 'aims'; pollution, energy, industry and fabrication-based problems for the theme 'SSI'; organic compounds for the theme 'chemistry concepts'). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.
- Published
- 2021
142. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
- Author
-
Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
- Published
- 2021
143. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1
- Author
-
Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]
- Published
- 2021
144. Effects of Four-Day School Weeks on Adolescents: Examining Impacts of the Schedule on Academic Achievement, Attendance, and Behavior in High School. CEPA Working Paper No. 21-05
- Author
-
Stanford Center for Education Policy Analysis (CEPA) and Morton, Emily
- Abstract
Four-day school weeks have proliferated across the United States in recent years, reaching over 650 public school districts in 24 states as of 2019, but little is known about the effects of the four-day school week on high school students. This study uses district-level panel data from Oklahoma and a difference-in-differences research design to provide the first estimates of the causal effect of the four-day school week on high school students' ACT scores, attendance, and disciplinary incidents during school. Results indicate that four-day school weeks decrease per-pupil bullying incidents by approximately 31% and per-pupil fighting incidents by approximately 27%, but have no detectable effect on other incident types, ACT scores, or attendance.
- Published
- 2021
145. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. Occasional Paper. RTI Press Publication OP-0069-2105
- Author
-
RTI International, Sowa, Patience, Jordan, Rachel, Ralaingita, Wendi, and Piper, Benjamin
- Abstract
To address chronically low primary school completion rates and the disconnect between learners' skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
- Published
- 2021
146. Lost to the System? A Descriptive Exploration of Where Teacher Candidates Find Employment and How Much They Earn. Working Paper No. 251-0421
- Author
-
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Goldhaber, Dan, Krieg, John, Theobald, Roddy, and Liddle, Stephanie
- Abstract
We use data on over 14,000 teacher candidates in Washington state, merged with employment data from the state's public schools and Unemployment Insurance system, to investigate the career paths and earnings of teacher candidates in the state. Around 75% of candidates are employed in some education position in each of the 5 years after student teaching, but we find considerable movement from education positions outside of public schools into public school teaching positions in the first few years after candidates complete student teaching. Candidates with STEM endorsements and candidates who graduated after the Great Recession are disproportionately likely to be employed in public K-12 teaching positions compared with other education positions. Finally, candidates employed in K-12 public schools earn considerably more on average than candidates employed outside of public schools, but due to the considerable compression of teacher salaries, many candidates who do not enter teaching--particularly candidates with STEM endorsements--earn more than they would have in K-12 public schools.
- Published
- 2021
147. Resilience and Resistance: The Community College in a Pandemic. Research & Occasional Paper Series: CSHE.6.2021
- Author
-
University of California, Berkeley. Center for Studies in Higher Education and Murphy, Brian
- Abstract
All universities and colleges in the United States were deeply and immediately affected by the sudden appearance of COVID-19. Two-year public community colleges suffered the same fate as their university neighbors: the immediate needs were to close up operations, shift instruction to online and distance modalities and keep students engaged and focused when all around them collapsed. But the community colleges suffered under constraints not shared by many of their university neighbors: limited discretionary, little or no funding from endowments to fall back on and students whose limited economic resources and constrained family circumstances made any transitions much more difficult and stress-inducing. But it would be an error to look at the experience of U.S. community colleges and their students during the pandemic only through the lens of their constraints or their limited resources. This is instead a story of resilience and engagement, and the remarkable ability of poor and first-generation students to resist despair and isolation. More critically, it is a story of what happens when equity drives college practice and commitments to participation and democratic governance matter.
- Published
- 2021
148. The Need for Program Theory and Implementation Fidelity in Assessment Practice and Standards. Occasional Paper No. 51
- Author
-
National Institute for Learning Outcomes Assessment, Finney, Sara J., Wells, Jennifer B., and Henning, Gavin W.
- Abstract
On their own, student learning and development outcomes assessment data have limited utility for improving programming. We believe outcomes data should not be collected until two fundamental questions can be answered: "Why should this programming result in the desired outcome?" (i.e., program theory) and "Was the intended programming actually experienced by students?" (i.e., implementation fidelity). Some assessment professionals may find this proclamation radical. Our call is fueled by the creation of unjustified programming and curriculum, coupled with the collection of outcomes data that are not used for improvement efforts. We contend that it is only after program theory is articulated that faculty and student affairs professionals can collect relevant, useful outcomes data. Moreover, valid inferences from outcomes data are contingent on knowing what programming students experienced. This "expanded" assessment practice has potential to afford better-designed, more impactful, research-informed programming to students. As our students have opportunities to engage in well-implemented, should-be-effective programming, their learning should demonstrably improve. Thus, we call for professional standards and professionals themselves to integrate program theory and implementation fidelity into outcomes assessment practice.
- Published
- 2021
149. Effects of Tablet-Based Drawing and Paper-Based Methods on Medical Students' Learning of Gross Anatomy
- Author
-
Styn, Amelie, Scheiter, Katharina, Fischer, Martin R., Shiozawa, Thomas, Behrmann, Felix, Steffan, Adrian, Kugelmann, Daniela, and Berndt, Markus
- Abstract
The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high-quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning.
- Published
- 2023
- Full Text
- View/download PDF
150. Capturing and Characterizing Teachers' Noticing as Basis for Their Classroom Management in Different Career Stages: A Data Paper
- Author
-
van Driel, Sharisse, Jarodzka, Halszka, Crasborn, Frank, van Strien, Johan, and Brand-Gruwel, Saskia
- Abstract
Although various academic disciplines use data papers to support effective research practices, data papers are still uncommon in the educational sciences. Main goals of data papers are enhancing transparency regarding research processes and supporting data sharing among researchers and thus, open science. As many educational research projects include personal data often of minors, publishing raw data can be challenging due to privacy regulations and laws (GDPR). The present article aims at exploring how a data paper can contribute to open science and enhancing transparency regarding research and publication processes for educational research projects, often containing personal data that cannot be made openly available in its raw form. To this end, we describe a dataset of a research project on teachers' noticing as basis for their classroom management. As this project includes rich process-tracing recording methods, the dataset is diverse and serves as basis for multiple analyses and publications while containing personal data of teachers and minors. By elaborating on the characteristics of the dataset, its gathering, analysis approaches and sharing preprocessed and anonymized data files, this data paper explores how to contribute to transparency and open science in educational sciences while acting within the boundaries set by privacy regulations and laws.
- Published
- 2023
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.