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This study investigates whether spatial learning outcomes differ with respect to different instructional media. Spatial thinking skills were tested pre- and postlesson implementation via the spatial thinking ability test as eighth grade students participated in either paper-based or digital map-based instruction. Students' attitudes toward geography, past travel experience, and demographic variables such as gender, were also examined to search for differences in spatial thinking skill development. Results of the study reveal that both paper and digital media aid in developing and improving spatial thinking skill acquisition among students.

California legislature made a policy change with Senate Bill (SB) 1644 (2000), shifting Cal Grant Programs to focus on entitlement; counter to the national trend of merit based grant programs. This article describes a study examining effectiveness and extent to which SB 1644 is meeting its legislative objectives: increase in higher education opportunities and lower student loan debt. Additionally, demographic characteristic differences of student populations seeking higher education opportunities (20-year period) and factors influencing California policy to embrace entitlement grants are presented. The national implication and political (value) question derived from this study was: Is higher education a right or a privilege?

Although one of the main functions of school psychology research is to inform practice, there remains a large research-to-practice gap. Both practitioners and scholars are crucial in ensuring that research within the field is comprehensive and well represented. In the current study, presenter, contributor, and presenter affiliation demographics from the 2013 to 2016 NASP annual conventions were collected. All mini-skills sessions, symposia, and poster, paper, and practitioner conversation sessions were analyzed. Results showed that of the 10,120 presenters, 85% were university affiliated, while only 15% were practitioners. Implications of results regarding this research-to-practice gap are discussed. Suggestions to help practitioners become more involved in research activities are also provided.

English education in Japan has traditionally focused on grammar over communication, and the country has struggled to compete internationally in terms of English proficiency scores. As the country works toward the internationalization of higher education, improving English education is an important issue. One potential solution is the use of topics that elicit students' interest and make them feel like part of the international community. This paper explored the use of the Sustainable Development Goals (SDGs) as a topic due to their global importance and position, along with English, as a key to furthering the global citizenship of Japan's youth. Because of the substantial number of SDGs, not all goals can be realistically addressed in a single course. Therefore, to find topics tailored to students' interests in sustainability, this study examined the relationship between student interest in sustainability, International Posture (IP), and personal connection to SDGs. A survey was given to 266 first-year university students in general education English classes. A separate multiple regression analysis was conducted for the target variable, "Topic Interest" within English class for each goal, to determine how the effects and significance of variables differed for each SDG. Results showed that the IP subscale, "Intergroup Approach Tendency," was significant for 14 and "Personal Value" was significant for 16 of the goals. For internationally minded students engaged in the study of English as a foreign language, the SDGs could be a useful motivational tool.

This study examines select demographics of the American Educational Research Association (AERA) Fellows (n = 644), and whether or not the cohorts of AERA Fellows are becoming more diverse in racial and gender terms in relation to the inaugural year of Fellows in 2008. This study tests the mission statement of this exclusive program to "… recognize excellence in research and be inclusive of the scholarship that constitutes and enriches education research as an interdisciplinary field". Our findings suggest that homophily--a sociological phenomenon that describes the ways in which individuals and institutions prefer sameness--is a real problem in higher education, and programs such as the AERA Fellowship are not accomplishing their mission to recognize the research of faculty of color, women faculty, and faculty in interdisciplinary fields. In contrast to the AERA Fellows mission statement, we find that the Fellowship program relies on homophilous social networks in selecting AERA Fellows and, in turn, reinforces social reproduction in higher education.

Adaptive survey design refers to using targeted procedures to recruit different sampled cases. This technique strives to reduce bias and variance of survey estimates by trying to recruit a larger and more balanced set of respondents. However, it is not well understood how adaptive design can improve data and survey estimates beyond the well-established post-survey adjustment. This paper reports the results of an experiment that evaluated the additional effect of adaptive design to post-survey adjustments. The experiment was conducted in the Detroit Metro Area Communities Study in 2021. We evaluated the adaptive design in five outcomes: 1) response rates, 2) demographic composition of respondents, 3) bias and variance of key survey estimates, 4) changes in significant results of regression models, and 5) costs. The most significant benefit of the adaptive design was its ability to generate more efficient survey estimates with smaller variances and smaller design effects.

Since the mid 1990s vocational and education and training systems across Europe have had to respond to a number of external factors which have transformed the demand for skills. This paper examines the way in which VET systems have responded to the external factors and increase their resilience in the face of external shocks of one kind or another. The paper also reveals the way in which VET increasing established itself as a mainstream option for young people over the same period because of its capacity to deliver skills which the labour market demands.

Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.

Highlights: [•] We explore which factors affect recovery and utilization of recycled paper (RP). [•] We use panel data between 1992 and 2010 for a sample of 70 countries. [•] Both economic and demographic factors impact RP recovery and utilization. [•] Environmental awareness increases the recovery of RP in high-income countries only. [•] The motives for recycling depend on the income level of a country. [ABSTRACT FROM AUTHOR]

In 2008, the Indiana legislature passed and the governor signed into law House Enrolled Act No. 1001, now referred to as Public Law 146-2008, which capped Indiana school districts' ability to raise revenues from the local property tax without local voter approval. To phase in the impact of the law, the state provided school districts with levy replacement grants in 2009 and 2010 that offset losses of greater than 2% of their property tax revenues. In 2011, the levy replacement grant program expired, and schools districts experienced the full impact of the law. As a result, property taxes for homesteads were capped at 1%, agricultural land at 2%, and nonresidential real property at 3% of total assessed value (Indiana Department of Local Government Finance 2008). For school boards hesitant to seek voter approval of higher taxes, these caps represented a potential loss in funding. To that end, the exploratory study described in this article analyzed the law's impact on the school districts by demographic type and sought to establish the predictive value of select independent variables on school district funding losses attributable to property tax caps. The article is divided into four sections. Following this introduction is a section on the background of this property tax reform in Indiana and a comparison to other states. The next section provides a description of the methodology used in the study while the third section discusses findings. In the final section, conclusions and recommendations for future research are presented.

This paper identifies structural barriers faced by postsecondary students from diverse groups (women, racialized people, people with disabilities, and Indigenous peoples) when accessing work-integrated learning (WIL) programs. Drawing on the ecological model approach, this paper examines the challenges to inclusive WIL in Canada at the macro-level by looking at government funding for WIL programs; the meso-level by considering employer participation in WIL programs; and at the micro-level, by analyzing individual students' demographic characteristics. In considering micro-level factors, a quantitative approach is used to analyze the demographic characteristics of WIL applicants, while for meso-level factors, the paper utilizes a qualitative analysis of semi-structured interviews designed to capture employer perspectives. The study provides recommendations for policy-making, considers practical implications, and makes suggestions for future research.

Autism spectrum disorder (ASD) is an etiologically heterogeneous neurodevelopmental condition that eludes a single explanation or cure. Epidemiological studies reveal risk factors, relevant comorbidities, and behavioral correlates to reach a better understanding of ASD. To contribute such data from an understudied ASD population, this paper presents epidemiological data from a Turkish sample of individuals with ASD (n = 911, 748 boys (82.1%) and 163 girls (17.9%) between 1 and 18 years of age). Average age at diagnosis was 31.06 ± 11.88 months, and the male-to-female ratio was 4.6:1. Three in 4 individuals with ASD had obsessive behaviors, and 1 in 4 had allergic conditions, inappropriate sexual behaviors, self-harming behaviors, and harmful behaviors towards others. One in 3 received a dietary treatment for at least 3 months; almost half received vitamin supplements; the majority (70%) did not experience constipation; and 2 in 3 were picky eaters. This paper presents data on the age of diagnosis, gender ratios, accompanying behaviors, and dietary interventions in Turkish individuals with ASD, which are topics of current research interest about ASD. Such data from non-Western populations may supplement epidemiological knowledge gained from Western populations to help reach a more comprehensive understanding of this condition with many unknowns.

Under the Saudi Vision 2030, the Ministry of Education (MoE) is responsible for educating Saudi Arabia's youth and preparing them for future employment. The recent expansion of higher education institutions in the Kingdom of Saudi Arabia both in terms of quantity and quality demonstrates the government's belief that higher education is critical to the country's transition from an oil-based economy to a knowledge-based economy. The Ministry has overhauled curricula and raised education standards across the country. A key aspect of Vision 2030's success is the country's ability to enhance human capital and reduce the skills gap between higher education graduates and labour force demands. While Saudi citizens have benefited from government employment initiatives, educational institutions must similarly respond by adapting and ensuring their students are equipped with the skills needed to fulfill market demands. The purpose of this paper is to present the status of higher education in Saudi Arabia and discuss prospective opportunities within the Saudi higher education sector to tackle the skills gap and raise employment prospects of its graduates. This work discusses the expansion and growth of higher education in Saudi Arabia. Factors impacting Saudi Arabian higher education are presented, followed by a discussion of current Saudi government initiatives. Despite the positive initiatives currently witnessed in Saudi Arabia, the prevalence of a national skills-gap remains a concern. This skills gap, its occurrence, and causes are investigated, and solutions for bridging the gap are provided.

Predictive analytics methods in education are seeing widespread use and are producing increasingly accurate predictions of students' outcomes. With the increased use of predictive analytics comes increasing concern about fairness for specific subgroups of the population. One approach that has been proposed to increase fairness is using demographic variables directly in models, as predictors. In this paper we explore issues of fairness in the use of demographic variables as predictors of long-term student outcomes, studying the arguments for and against this practice in the contexts where this literature has been published. We analyze arguments for the inclusion of demographic variables, specifically claims that this approach improves model performance and charges that excluding such variables amounts to a form of 'color-blind' racism. We also consider arguments against including demographic variables as predictors, including reduced actionability of predictions, risk of reinforcing bias, and limits of categorization. We then discuss how contextual factors of predictive models should influence case-specific decisions for the inclusion or exclusion of demographic variables and discuss the role of proxy variables. We conclude that, on balance, there are greater benefits to fairness if demographic variables are used to validate fairness rather than as predictors within models.

Purpose: This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time. Design/methodology/approach: The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position. Findings: The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates. Originality/value: The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.

Posthumanist orientations have underlined the need to foster non-hierarchical relations with other-than-human beings to adequately attend to planetary crises and help life to survive and flourish. Since a posthumanist critique towards natural sciences has mostly leaned on questioning the premise of human subjects making sense of objectified nature, little effort has been made to explore if and how scientific research and posthumanist approaches might intersect and co-exist without abandoning their respective aims. In this paper, we analyse a case of ecological citizen science inquiry on urban rats to explore theoretical and practical opportunities for environmental education that arise from bridging the posthumanist call for attentiveness towards multispecies worlds with ecological research endeavor. We reconceptualize ecological inquiry as sharing "atmospheres" with other animals as well as through its "material aspects" to articulate conceptual tools to disrupt the subject-object division of knowledge creation between humans and other animals.

Research suggests that Cambodian students often endure conflicting ethnic stereotypes from larger society and their school and communities. We examine the ways in which Cambodian youth negotiated their ethnic identities in response to these stereotypes and argue that Cambodian students adopted, rejected, and affirmed certain ethnic identities in relation to perceived advantages associated with different labels across varying school contexts. (Contains 9 notes.)

This study examines the demographics of SACs and the schools they serve, and proposes that demographic similarity with the school principal influences the SAC membership. The findings draw attention to the likelihood that appointment to SAC chair may be contingent on an individual's demographic similarity with the school principal. Principals also show a preference for recruiting council members who are school employees and structure the membership in ways that create a pretense of compliance with rules on council composition. These findings are consistent with studies which suggest that leadership will favor individuals with similar attitudes and demographic characteristics (Tajfel & Turner, 1986). The challenge of increasing diversity in school advisory councils lies not only in policy mandates of race representation, but also in understanding and managing the dynamics of group composition. (Contains 6 tables.)

This study examined the extent to which Texas school boards of education made efforts to locally modify student speech policy. Using online policy manuals provided by the Texas Association of School Boards, speech policies for 91 school districts were gathered using a purposive stratified sampling procedure and examined for local modifications to student speech policies under school-sponsored publications, expression, distribution of non-school literature, use of school facilities, and harassment. The geographical location of the district, district percentage of minority students, and total district student enrollment were employed as explanatory variables. The results of a chi-square statistic indicate geographical location and student enrollment were significantly related to whether school boards made changes to its speech policy. Although not entirely surprising, the more pertinent issue is whether an over reliance on school board associations for policy development curbs meaningful discussion of critical issues such as free speech. (Contains 6 tables and 2 footnotes.)