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Speech-language pathologists often report a lack of preparedness to provide augmentative and alternative communication (AAC) services, suggesting the need for improved graduate level training. Recent studies of AAC coursework offerings found 86% to 88% of programs offered AAC coursework, but these studies relied on survey methods with limited numbers of responses. This study examined AAC course offerings at 311 graduate programs using website and course catalog reviews, supplemented by direct contact with departments when dedicated AAC courses could not be found using online resources. Of these, 282 (90.68%) offered a dedicated AAC course, and 16 (5.14%) offered AAC in combination with another topic. Among those offering dedicated courses, semester credit hours varied from 0.67 to 4, they were primarily offered in the second year of the graduate program, and 235 (83.33%) required students to take the course. This study provides the most comprehensive review of AAC course offerings nationally to date with respect to sample size. Variation in AAC course design features across universities, such as course credit hours and the term the course is offered, may contribute to disparate preparedness. Further research in scholarship of teaching and learning for AAC coursework and preservice training is essential to improve preparedness to serve clients with AAC needs.

This study focuses on developing a five-tier chemical diagnostic test based on a computer-based test with 11 assessment categories with an assessment score from 0 to 10. A total of 20 items produced were validated by education experts, material experts, measurement experts, and media experts, and an average index of the Aiken test > 0.70 was obtained. The validation results were tested on 580 respondents and analyzed using the Generalized Partial Credit Model (GPCM) Item Response Theory (IRT) type. The results of the analysis show that all of the items meet the requirements to be said to be valid for the model; the evidence of the value this: RMSEA < 0.08, CFI > 0.87, SRMR < 0.10, GFI > 0.90, NFI > 0.90, NNFI > 0.90, IFI > 0.90, TLI > 0.90, and RFI > 0.90, and all items were obtained has a p.S_X2 value greater than 0.05 which indicates that all items developed are fit and by the GPCM model. The construct reliability (CR) value is 0.99, which suggests the construct is reliable. The most challenging item is item 9, and the most accessible item is item 4. [Note: The page range (91-105) shown on the PDF citation is incorrect. The correct page range is 92-106.]

This study examines the impact of early Algebra I coursework on advanced Carnegie credits among 12th graders from diverse racial/ethnic backgrounds, using data from the NCES HSTS (1990-2019). Findings indicate that early Algebra students, particularly Black and Latinx, earn more advanced credits, revealing a widening gap in advanced course attainment. The study underscores the importance of early Algebra in college readiness and STEM preparation, highlighting the need for interventions to address educational disparities. Future research should explore additional factors influencing college readiness.

In 2023, China leads the world in the number of Open Online Courses (OOC, over 64500) and learners (over 1.88 billion). In this article, we provide a brief review of the development of OOCs in China and outline the current situation of Chinese OOC focusing on learning platforms, course size and structure, and micro-credential courses. We also summarize the development and application of OOC in China focusing on national policy guidance, the organizational structure of OOCs, different modes of OOC development, and the establishment of a standardized quality assurance system. We also discuss the OOC credit recognition, blended learning, and multi-school collaborative teaching. Finally, we consider the future development trend of OOCs in China from the perspective of improving digital teaching literacy of instructors and expanding international exchange and cooperation.

Edgenuity is a one of a multitude of digital support tools for instruction and intervention. In 2019,a School District in the South began using Edgenuity -- a digital intervention platform focused on grade and credit recovery. This current study evaluated Edgenuity to determine its effects on students learning and the associated cost. For the 2022-2023 school year, a total of 2371 students entered the platform and participated in approximately 5447 courses, and students spent a total of 177,022 hours on the platform. Quantitative methodologies were utilized to examine the effects of each current program. Data collected included individual student data including grade, school, courses attempted, overall course grade, time spent on platform, length of enrollment as well as assessment data from the Florida Reporting System for SY2023. Additional data were collected on students' graduation measures, including credits earned over time, GPA over time, and graduation requirement status (such as concordant scores) over time. Based on the quantitative results, it appears that the utilization of Edgenuity is associated with student growth higher than standard student growth measures, even when students in the platform are scoring significantly lower than their academic peers. Students completing coursework in Edgenuity had higher growth in both ELA, d = 0.12**, and math, d = 0.12*. When considering just academic outcomes, Edgenuity has an ROI of 12%, however when adding credits earned to the measurement, the ROI is between 22% (current) and 53% (potential) depending on how many students currently in progress on their courses complete the course and pass their exam with the requisite grade. While the direct cost of Edgenuity ($49.31 per course) is very high in comparison to other digital interventions Edgenuity still provides a return on the investment made and provides the further benefit of allowing students to earn a credit and correct their path towards graduation when they otherwise would not have had the opportunity. It is recommended that schools continue the use of the Edgenuity platform.

Objective: Developmental education provides postsecondary students requisite skills to take credit-bearing coursework. Yet, racial disparities exist in which students are most likely to be placed into developmental education. The present study investigates how multiple measures of students' mathematics background ameliorate racial disparities in developmental math outcomes among U.S. community college students. Methods: The High School Longitudinal Study of 2009 was used to identify sample participants (n = 3,650) who attended a 2-year postsecondary institution (community college) within 3 years of high school graduation. A series of logistic regression models were employed with developmental math outcomes as dependent variables predicted by multiple measures of student's math background and demographic covariates. Results: Compared to White students, Black and Hispanic students had poorer developmental math outcomes; however, inclusion of multiple measures of high school math experiences reduced racial disparities. Multiple measures significantly reduced developmental math enrollment by 13% for Black students and 15% for Hispanic students, improved developmental math passing rates for Black students by 25% and Hispanic students by 25%, and improved passing rates for the first college-credit bearing math course for Hispanic students by 73%. Conclusion: The present study highlights how multiple measures of students' math background might be an important lever for more racially-equitable placement processes. For Black and Hispanic students, the most influential high school measures were high school math GPA, highest high school math course, and math motivation. More work is needed to fine-tune how multiple measures can be used to increase access and equitable outcomes for students.

This study compares the costs of a school-based online credit recovery model to more traditional teacher-directed credit recovery using rigorous cost analysis methods. Findings indicate that differences in the comprehensive costs for online and teacher-directed credit recovery classes are small. However, cost differences across the two models of specific types of resources are substantial and statistically significant. Online credit recovery classes resulted in higher district-incurred costs largely due to the purchase of online curricula and required technology. The online model incurred lower opportunity costs to teachers stemming from less out-of-class time devoted to grading, lesson planning, and developing course materials.

The use of professional internships has long been a defining feature of journalism and mass communication programs, but the practice is also increasingly controversial for the financial burdens it places on marginalized students. This study examined accreditation reports for 120 institutions to gain a better understanding of current practices. Findings showed that almost all universities offer internships for credit, and about two fifths of the programs require them. Most programs use internship data to assess student learning outcomes.

In 1906, the Carnegie unit, or credit hour, was introduced to standardize U.S. public education. It defined the precise number of minutes students needed to learn a particular subject and the number of credit hours required to earn a high school or college degree. At the dawn of the 20th century, the Carnegie unit served the important purpose of bringing order to an entirely unstandardized system. However, today, this model of schooling exacts a heavy toll. Young people consistently report feeling they are in an intellectual straightjacket: Their schools give them schedules, tell them what classes to take, stick them in rows of desks, and make them read textbooks that lack relevance and study subjects that are disconnected from the skills they need to succeed. For most students, school is neither engaging nor inspiring; it is something to endure. less than half of U.S. high school graduates are ready for college or a career. Consequently, most young people start their adult lives behind, and they will have to spend some, if not all, of their time trying to catch up. This article argues that state leaders should retire the Carnegie unit and open the door for high school designs that ensure learning is engaging, relevant, experiential, and competency based.

There is increasing interest around the use of microcredentials for upskilling, employability, professional development, and reaching a wide range of learners. However, little discussion exists around the use of microcredentials to contribute towards broader qualifications and accreditation. This paper investigates the use of a series of microcredentials contributing towards a broader Postgraduate Certificate in Academic Practice (PGCAP) qualification. Using a descriptive case study approach, we explore the initial development of this qualification. We also discuss PGCAP learners' experiences of microcredentials study, drawing on the results of a survey. In doing so, we present both the merits of microcredentials from the learners' perspectives but also some of the pedagogical and practical considerations involved.

Due to increased industry demands for specialized experience, students and sport industry professionals alike often feel stifled during the job search process. As a result, practices have been absorbed into the curriculum to provide this link to future employability, with a distinct focus on internships. Therefore, if we seek to create a diverse workforce that more closely represents the individuals that we both see and serve, we must assess the primary practice used for professional development in sport management. Therefore, the purpose of this work is to explore both barriers and pathways that sport management students face when participating in for-credit internships. To do so, a mixed-methods, two-phased, approach was adopted. Results indicate primary barriers in the areas of lack of time and the competitive nature of the sport management internships.

This study aims to examine whether recent educational attempts to prepare students for the future can open up the future, using South Korea's 'high school credit system' as an example. To provide differentiated instruction that recognizes differences and maximizes students' potential, the Korean government recently launched a 'high school credit system.' The primary goal of this system is to assist students in identifying their strengths and interests, selecting courses for them to pursue, and following their plans independently. The system appears to respect each student's unique personality and value the self-dominance of the liberating subject. Ironically, however, it expects students to map their lives according to 'given' or molar identitarian categories for self-formation, thereby representing already constructed life forms. It subjugates students' potential by linking subjective formation to society's dominant codes and deploying the forged self within existing social structures. To avoid limiting students' potential, it is essential to refrain from defining 'the self' as a given and fixed construct and restricting education solely to courses that match its current characteristics. Education for a future should promote a flexible educational journey that accommodates changes in interests and passions as they evolve over time.

We examined the impact of secondary Career and Technical Education (CTE) credit-taking on students attaining full-time employment following graduation from high school in the United States, and whether such credit-taking impacted students entering employment in a related field. We focused on occupational programs, and we used four levels of CTE credit-taking (Aliaga, 2023). Similarly, we examined the impact of job-related school strategies on full-time employment and working in a related field. This study was conducted using data from the United States High School Longitudinal Study of 2009. We found that different levels of CTE credit-taking do predict working full-time after school, depending on the occupational program, and they also predict working in a related field.

FinTech refers to a set of new technologies employed to improve and automate the delivery and use of financial services. This study aims to provide some insightful information to: (a) universities on how to offer their FinTech education, and (b) graduates so that they can make an informed decision on whether they should start their FinTech career journey. To achieve these aims, we explore the credentials of recent and long-time graduates who are working in the FinTech area by conducting a questionnaire survey involving 48 Australian FinTech companies and 83 FinTech practitioners working in various IT functions of these companies. Among the various findings reported in this paper, some of them are: (a) the most straightforward way to start the "technical-oriented" FinTech career is to earn an undergraduate IT degree, (b) possessing previous IT work experience is almost a norm for FinTech practitioners, and (c) for those FinTech practitioners with previous work experience in financial services, they may have a higher chance to be promoted to executives.

Purpose: There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method: Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings: Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major's hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions: The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward.

This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study found that nontraditional students have low clout, a high drive for achievement, and a high motive of allure. In addition, students participating in credit for prior learning (CPL), also referred to as prior learning assessment (PLA), have statistically higher analytical thinking, drive for affiliation, and reward as motive. These results offer implications for prospective and nontraditional students, for academic advisors and instructors, and for higher education institutions and CPL programs.

The purpose of this study was to compare the effectiveness of interdependent and independent group contingencies on pre-service teachers' performance on class quizzes that reflected their knowledge of evidence-based practices for students with extensive support needs. In the interdependent condition, the course instructor awarded extra credit points to groups of pre-service teachers who performed at 80% or higher on class quizzes. In the independent condition, the course instructor awarded extra credit points to individual pre-service teachers who met the same performance criterion. Quizzes were based on content from weekly course topics in a special education teacher preparation course focusing on evidence-based practices for students with extensive support needs. Group performance improved across all groups with overall higher performance scores in the interdependent contingency. Pre-service teachers reported both contingencies to be effective and valuable. Implications for practice, limitations, and future research are discussed.

Guided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students' access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students' STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access.

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n = 17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that taking advanced (i.e., algebra in eighth grade) mathematics courses greatly increased a student's chances of earning calculus credit in high school. However, the results indicated that taking double advanced (i.e., geometry in eighth grade) only statistically significantly improved the odds of Asian students earning calculus credit in high school. While participating in double advanced mathematics statistically significantly lowered the odds of earning calculus credit compared to the advanced track for Black and Latinx students. These findings have major implications for providing equitable math instruction for all students, especially in light of the many math students who are tracked into courses with limited ways to earn the calculus credit necessary for STEM-related college and career success.

As arguments for the liberalization of education grow more heated, how are we to approach Japanese schools as a community? This paper clarifies the basic concept of the "small schools" theory typified by the METI "Future Classrooms" (functionalist and individualist reorganizations), and organizes the relevant points of debate. In particular, the paper examines the issues of individuation and personalization represented by individual optimization of learning, promotionism (an attendance-based credit acquisition) and retentionism (an achievement-based credit acquisition), merit promotion and social promotion, and grade and class systems. Based thereon, the paper presents a perspective on the reconstruction of the communality and publicness of Japanese schools. [Translated by Nadezhda Murray.]

The "on-time" degree completion crisis within the community college system is alarming. Only 5% of students graduate in two years (Complete College America [CCA], n.d.-a). Many community college students are low-income and racially and ethnically minoritized, and their graduation rates are low (CCA, n.d.-a). Community colleges around the country have begun to implement intervention strategies to improve on-time graduation and close attainment gaps. One of the most successful interventions implemented across the country has been a 15 to Finish campaign, a campus-wide effort aimed to increase the number of college students taking 15 credits per semester (CCA, 2016a). A comprehensive review of the literature and conversations with college professionals were conducted to better understand the factors that contribute to a successful 15 to Finish campaign. The findings indicated that a successful 15 to Finish campaign includes: (a) maintaining a high level of institutional commitment and effective leadership, (b) making the case with data, (c) reaching all key stakeholders, including students and their support systems, (d) providing professional development to internal stakeholders, (e) avoiding a one- size fits all model and accounting for the unique institutional culture, (f) sending clear messages, (g) providing incentives, and (h) engaging in continuous improvement efforts. Based on these findings, recommendations are provided for those who wish to increase on-time completion rates for community college students.

The skilled trades have long been ignored and under-valued in society. This article explores the potential problem with maintaining the status quo and the impacts it will have on future generations. It considers the steps educational institutions and leaders can make in addressing the skilled trades shortage and how changes to the current graduation requirements in Manitoba can lead to greater career pathways for all students. The goal is to include skilled trades training in the conversation along with improving numeracy, literacy, and information technology across all grade levels.

We conducted a quantitative analysis to determine how the prerequisite path of students taking calculus I impacts their grade performance. We began by investigating the performance of students that took college algebra and trigonometry versus those that took pre-calculus ahead of their credit-bearing calculus I attempt. We concluded that there was a significant difference between the two prerequisite routes. We then performed regression analysis to view the number of credit prerequisite credit hours, including multiple attempts, as a predictor of calculus I GPA and A-proportion. We found a strong negative correlation between these variables. We hope this study can be replicated at other institutions and in other fields to help university policymakers with decision-making regarding course listings.

The university curriculum plays a role in motivating students to take up research. This 2-year action research explored the curriculum in English for Academic Purposes (EAP) and its influence on student further engagement in research work. The data were collected from University Master's students through two questionnaires given to them before and after studying the course. An explanatory framework for the course characteristics that affected students' attitudes towards research focused upon the students' profile (the students' age, gender, major and language proficiency), career orientation and research orientation. The shift in students' attitudes reinforced the complexity of factors that influenced their motivation to take up research after graduation. The authors draw a conclusion that future interventions to address issues with the Academic English course to raise the interest of University students should deal with restructuring the course in a way that the student should have more contact hours. The analysis of learning materials designed for the EAP course shows that most of them introduce students to theory- and research-informed perspectives and guide them in putting theory to use in real-world contexts which would be impossible in 30 contact hours as in the analysed case. Moreover, it should be linked to the students' school practice and their small-scale research in real classroom settings.

We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Under the definitions operating at the time, though, we show that participation by students with disabilities in applied science, technology, engineering, mathematics, and medical/health (STEMM) CTE courses has increased over time, both nationally and in Washington. These trends are encouraging given prior evidence linking applied STEMM-CTE participation to better long-term outcomes for students with disabilities.