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This investigation examined whether academic entitlement (AE) and academic dishonesty (AD) increased significantly over the course of the first semester of university coursework. AE and AD were measured at three time points over students' first semester in university and examined for change. While both increased, only AE's increase was statistically significant over the semester. Additionally, sense of sense (intrinsic motivation and locus of control) and parenting experienced in the family of origin (permissive and authoritarian) were investigated as predictors of initial and final levels of AE and AD using structural equation modeling. Rise in AE was related to authoritarian parenting. End-of-semester AD was predicted by both authoritarian and permissive parenting, with evidence for partial mediation of the link with permissive parenting via sense of sense and entry-level AD. Permissive parenting was unexpectantly related to a more internal locus of control and higher intrinsic motivation, which were negatively linked to academic dishonesty. Directions for further research and recommendations for dealing with students' AE and AD are discussed. Keywords: academic entitlement, authoritarian parenting, permissive parenting, locus of control, motivation, academic dishonesty, There has been recent interest in university students' academic entitlement (AE), or insistent or confrontational conduct conveying a sense of deserving stellar achievement markers regardless of effort, motivation, or actual [...]

Doctorate level attainment has increased significantly in developed economies. In 2019, the average share of 25-64-year-olds with a doctorate across the OECD was around 1%. However, if current trends continue, 2.3% of today's young adults will enter doctoral studies at some point in their life. This essay starts by describing the expansion of doctoral education. It then reflects on the causes of this growth and the consequences for the nature and purpose of the doctorate. This reflection is mostly based on published research in Higher Education in the last 50 years and the author's work on policy analysis for the OECD on this topic. The paper finishes with a research agenda on doctoral education and the career of doctorate holders., Author(s): Cláudia S. Sarrico [sup.1] [sup.2] Author Affiliations: (1) grid.10328.38, 0000 0001 2159 175X, School of Economics and Management, University of Minho, , Braga, Portugal (2) Centre for Research in [...]

The 2020 COVID-19 pandemic closed most Canadian public schools for six consecutive months between March and September. This paper explores possible impacts of that closure on student achievement. Longstanding research suggests that lengthy periods of time out of school generally create losses of literacy and numeracy skills and widen student achievement gaps. New American studies have attributed sizeable learning losses to the COVID-19 closures. In lieu of comparable Canadian data, this paper extrapolates from summer learning research to estimate likely shortfalls in literacy and numeracy skills. We draw on data from 14 cohorts of Ontario primary-grade students collected between 2010 and 2015 in which 3,723 attended summer programs and 12,290 served as controls. Across three plausible scenarios, we use meta analyses and OLS and quintile regression models to predict learning losses of 3.5 and 6.5 months among typically-performing and lower-performing students respectively, and achievement gaps that grow up to 1.5 years among same grade peers. After qualifying these predictions, we recommend that provincial ministries offer targeted supplementary programs during the summer and synchronous instruction in the event of future school closures. La pandemie de COVID-19 de 2020 a ferme la plupart des ecoles publiques canadiennes pendant six mois consecutifs entre mars et septembre. Cet article explore les impacts possibles de cette fermeture sur le rendement des eleves. Les recherches suggerent que lorsque les enfants ne sont pas scolarises pendant de longues periodes, les competences en litteratie et en numeratie diminuent et les ecarts de rendement des eleves se creusent. De nouvelles etudes americaines ont attribue des lacunes d'apprentissage importantes aux fermetures du COVID-19. Au lieu de donnees canadiennes comparables, ce document extrapole a partir de la recherche sur l'apprentissage d'ete pour estimer les lacunes probables en litteratie et en numeratie causees par les fermetures. Nous nous appuyons sur les donnees de 14 cohortes d'eleves du primaire de l'Ontario recueillies entre 2010 et 2015 dans lesquelles 3 723 ont suivi des programmes d'ete et 12 290 ont servi de temoins. Dans trois scenarios plausibles, nous utilisons des meta-analyses et des modeles de regression MCO et quintile pour predire les pertes d'apprentissage de 3,5 et 6.5 mois chez les eleves typiquement et les moins performants respectivement, et les ecarts de rendement qui augmentent jusqu'a 1,5 an chez les pairs de la meme annee. Apres avoir nuance ces previsions, nous recommandons que les ministeres provinciaux offrent des programmes supplementaires cibles pendant l'ete 2021 et au-dela et un enseignement plus synchrone en cas de fermeture future d'ecoles pour compenser ces lacunes., INTRODUCTION: THE IMPACT OF COVID-19 SCHOOL CLOSURES .... [T]he COVID-19 Pandemic is likely to generate the greatest disruption in educational opportunity worldwide in a generation.... It is imperative, for this [...]

Students from underrepresented backgrounds face considerable barriers when it comes to completing a community college program. Nationally, only 24% of African American, Latinx, and Native American students finish within two [...]

The success or lack of success in the first college mathematics course that students attempt has a significant impact on students' future academic progress. Lack of success in mathematics and English can (a) lead to a student changing his or her major, (b) delay the student's progress toward graduation, and (c) decrease the likelihood that the student will be retained at the college the next year. Due to the importance of student success in the first college mathematics course, many colleges and universities have turned to mathematics placement systems to help ensure that students in STEM majors are likely to succeed in their first mathematics course. The results of these placement systems, however, are largely unknown. This study analyzed the results of a mathematics placement system using five years of data, which were obtained from 10,484 students enrolled in six mathematics courses. The placement system places students in level 1, 2, 3, and 4 courses based on nationally normed standardized tests in mathematics as well as high school GPAs. The success rates (grade A, B, or C) for students placed in levels 1, 2, 3, and 4 were 59.06%, 88.57%, 86.13%, and 88.28% respectively. In addition, the DFW (grade D, F, or W) rates for College Algebra and Calculus I are at or below the DFW rates from national data. Keywords: mathematics education, success rate, DFW rate, failing rate, mathematics placement, placement level, high school GPA, VSU math index, ALEX placement exam, INTRODUCTION The first college mathematics course that students take varies depending on the student as well as depending on the admissions policy and entry-level expectations of the college or university [...]