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James Popham, W., David C. Berliner, Neal M. Kingston, Susan H. Fuhrman, Steven M. Ladd, Jeffrey Charbonneau und Madhabi Chatterji. „Can today’s standardized achievement tests yield instructionally useful data?“ Quality Assurance in Education 22, Nr. 4 (26.08.2014): 303–18. http://dx.doi.org/10.1108/qae-07-2014-0033.
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Purpose – Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized achievement tests and educational assessment systems that are instructionally useful. Authors deliberate on the consequences of using inappropriately designed tests, and in particular tests that are insensitive to instruction, for teacher and/or school evaluation purposes. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries represent voices of leading education scholars and measurement experts, juxtaposed against views of a prominent leader and nationally recognized teacher from two American education systems. The discussion is moderated with introductory and concluding remarks from the guest editor, and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – In the education assessment profession, there is a promising movement toward more research and development on standardized assessment systems that are instructionally sensitive and useful for classroom teaching. However, the distinctions among different types of tests vis-à-vis their purposes are often unclear to policymakers, educators and other test users, leading to test misuses. The authors underscore issues related to validity, ethics and consequences when inappropriately designed tests are used in high-stakes policy contexts, offering recommendations for the design of instructionally sensitive tests and more comprehensive assessment systems that can serve a broader set of educational evaluation needs. As instructionally informative tests are developed and formalized, their psychometric quality and utility in school and teacher evaluation models must also be evaluated. Originality/value – Featuring perspectives of scholars, measurement experts and educators “on the ground”, this article presents an open and balanced exchange of technical, applied and policy issues surrounding “instructionally sensitive” test design and use, along with other types of assessments needed to create comprehensive educational evaluation systems.
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Rakov, Sergiy. „QUALITY OF UKRAINIAN EDUCATION ACCORDING TO THE RESULTS OF PISA 2018 AND THE OECD PROJECT "FUTURE OF EDUCATION AND SKILLS 2030"“. Educational Analytics of Ukraine, Nr. 2 (2020): 99–114. http://dx.doi.org/10.32987/2617-8532-2020-2-99-114.
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Since its inception in 2000, the international comparative survey of education quality PISA has become a globally recognized powerful lever for improving national education systems, determining their state and development trends according to internationally agreed indicators based on measurements using internationally agreed tools (tests and questionnaires) and procedures for preparation, administration and evaluation of results. In 2015, the OECD launched the "Future of Education and Skills 2030" project, aimed at developing the foundations for an effective education system for the future, the first phase of which culminated in 2019 with the creation of the OECD Learning Compass 2030, a conceptual framework for future school curricula and studying in a learner context. At the second stage, it is planned to create the foundations of effective educating in the context of a teacher. These documents should play the role of the foundation for making the PISA program better by improving, first of all, the PISA subject frameworks in the main domains: reading, mathematics and natural sciences. For the effective improvement of Ukraine's education system, it is important not only to analyse its current state, in particular, its PISA-2018 results, but also to pursue a long-term educational policy aimed at developing an educational model that is based on national educational and cultural achievements and traditions, and is also consistent with the developments of the OECD project "The Future of Education and Skills 2030". The article analyzes the key ideas of the OECD Learning Compass 2030 and discusses some issues of their implementation in the educational practice of Ukraine.
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Davis, Alan. „Upping the Stakes: Using Gain Scores to Judge Local Program Effectiveness in Chapter 1“. Educational Evaluation and Policy Analysis 13, Nr. 4 (Dezember 1991): 380–88. http://dx.doi.org/10.3102/01623737013004380.
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Since 1978, the national evaluation and reporting system for Title I/Chapter 1 of the Elementary and Secondary Education Act has depended upon a norm-referenced evaluation system to determine the effectiveness of compensatory education programs funded under the act. For a decade, policy directives urged caution in interpreting local results and encouraged use of additional indicators. Since 1988, legislative amendments have required that the national evaluation system serve, without adjustment or interpretation, to identify individual school projects in need of improvement. In this article I argue that the system is technically unsuited for this purpose. Problems with regression and measurement error are illustrated with empirical data. Policy should encourage the use of multiple indicators of program quality at the local level, including applied performance tests and process indicators.
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Cochran-Smith, Marilyn. „Constructing Outcomes in Teacher Education“. education policy analysis archives 9 (02.04.2001): 11. http://dx.doi.org/10.14507/epaa.v9n11.2001.
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As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher educationoutcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the profession. I point out that how we construct outcomes in teacher education (including how we make the case that some outcomes matter more than others) legitimizes but also undermines particular points of view about the purposes of schooling, the nature of teaching and learning, and the role of teacher education in educational reform. In the second half of the article, I offer critique across the three constructions of outcomes, exploring the possibilities as well as the pitfalls involved in the outcomes debate. In this section, I focus on the tensions between professional consensus and critique, problems with the inputs-outputs metaphor, the need to get social justice onto the outcomes agenda, problems with the characterization of teachers as either saviors or culprits, and the connection of outcomes to educational reform strategies that are either democratic or market-driven.
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Pizmony-Levy, Oren, und Ashley Woolsey. „Politics of education and teachers’ support for high-stakes teacher accountability policies“. education policy analysis archives 25 (21.08.2017): 87. http://dx.doi.org/10.14507/epaa.25.2892.
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Although educators are at the center of contentious high-stakes teacher accountability policies, we know very little about their attitudes toward these policies. This research gap is unfortunate because teachers are considered key actors in successful implementation of educational reforms. To what extent do the politics that accompany the introduction of high-stakes teacher accountability policies affect teachers’ support for the policies themselves? To address this gap, we used data from an experimental survey of teachers in New Jersey (n=444), where a new reform—Teacher Effectiveness and Accountability for Children of New Jersey Act (TEACHNJ)—was signed into law in 2012 and implemented shortly after. The cornerstone of the reform is a new evaluation system that ties student performance on standardized tests to teachers’ evaluation. We found that the majority of teachers oppose the new evaluation system. Teachers’ attitudes were shaped by the politics of the key actors advocating for the policy, perceptions of implementation efforts, and beliefs in the potential outcome of the policy. Open-ended responses indicated that teachers question the validity of the evaluation system and are concerned about the negative intended and unintended consequences of the system. We conclude this paper by discussing the implications of these findings for policy studies and policymaking.
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Muñoz-Rodríguez, José Manuel, Fermín Sánchez-Carracedo, Ángela Barrón-Ruiz und Sara Serrate-González. „Are We Training in Sustainability in Higher Education? Case Study: Education Degrees at the University of Salamanca“. Sustainability 12, Nr. 11 (29.05.2020): 4421. http://dx.doi.org/10.3390/su12114421.
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In this work, we analyzed the progress made in learning sustainability competencies by students belonging to the four Bachelor Education degrees at the University of Salamanca: Early Childhood Education Teacher, Primary Education Teacher, Pedagogy, and Social Education. To assess this progress, the instrument we used was the student questionnaire designed by the EDINSOST project. The questionnaire consisted of 18 questions related to the four sustainability competencies defined in 2011 by the Conference of Rectors of Spanish Universities: (1) critical contextualization of knowledge, (2) sustainable use of resources, (3) participation in community processes, and (4) application of ethical principles. The students answered the questions using a four-point Likert scale. The analysis of the answers determined the students’ perception of their own learning related to sustainability competencies. A total of 230 first-year and 96 fourth-year students responded to the questionnaire. The comparison between the first- and fourth-year students’ answers to each question enabled an evaluation of the improvement perceived by the students in their sustainability competencies. We analyzed the results by using the Mann–Whitney and Kruskal–Wallis U tests. The results show that the students of the Bachelor Degree in Pedagogy are the only ones who achieve a significant improvement in their sustainability competencies. Bachelor Degree in Social Education and Bachelor Degree in Early Childhood Education Teacher students achieve an improvement, but it is not significant. Finally, Bachelor Degree in Primary Education Teacher students do not seem to achieve any improvement. From these data, it appears that the model used to introduce sustainability competencies in the Bachelor Degree in Pedagogy is the only one that achieves good results.
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Lang, Kevin. „Measurement Matters: Perspectives on Education Policy from an Economist and School Board Member“. Journal of Economic Perspectives 24, Nr. 3 (01.08.2010): 167–82. http://dx.doi.org/10.1257/jep.24.3.167.
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One of the potential strengths of the No Child Left Behind (NCLB) Act enacted in 2002 is that the law requires the production of an enormous amount of data, particularly from tests, which, if used properly, might help us improve education. As an economist and as someone who served 13 years on the School Committee1 in Brookline Massachusetts, until May 2009, I have been appalled by the limited ability of districts to analyze these data; I have been equally appalled by the cavalier manner in which economists use test scores and related measures in their analyses. The summary data currently provided are very hard to interpret, and policymakers, who typically lack statistical sophistication, cannot easily use them to assess progress. In some domains, most notably the use of average test scores to evaluate teachers or schools, the education community is aware of the biases and has sought better measures. The economics and statistics communities have both responded to and created this demand by developing value-added measures that carry a scientific aura. However, economists have largely failed to recognize many of the problems with such measures. These problems are sufficiently important that they should preclude any automatic link between these measures and rewards or sanctions. They do, however, contain information and can be used as a catalyst for more careful evaluation of teachers and schools, and as a lever to induce principals and other administrators to act on their knowledge.
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Sondergeld, Toni A., Gregory E. Stone und Lance M. Kruse. „Objective Standard Setting in Educational Assessment and Decision Making“. Educational Policy 34, Nr. 5 (30.09.2018): 735–59. http://dx.doi.org/10.1177/0895904818802115.
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Assessment and evaluation at all levels of educational systems have become policy priorities for many countries. Two common reasons for this are student learning expectations and accountability. Although much effort has been put into the creation and refinement of content standards, standardized tests, and methods for using testing results, there has been less attention paid to the development of performance standards (proficiency levels) that greatly affect policy decision making. The present study investigates the Objective Standard Setting Model (OSS) as an improved criterion-referenced method for setting multilevel performance standards. To demonstrate how OSS can be employed for performance standard setting, our study used data from preservice teachers completing an assessment literacy test in a pre- and posttest environment. Using OSS, performance standard levels of proficient and excellent were established with clear content-related descriptions of growth in student content mastery.
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Toepper, Miriam, Olga Zlatkin-Troitschanskaia und Dominik Braunheim. „MAPPING COMPETENCY ACQUISITION IN HIGHER EDUCATION AND ITS INFLUENCES: A META-STUDY“. Journal of Supranational Policies of Education (JoSPoE), Nr. 13 (16.07.2021): 37–61. http://dx.doi.org/10.15366/jospoe2021.13.002.
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In the 10-year research program "Modelling and Measuring Competencies in Higher Education (KoKoHs)" that ran from 2011 until 2020, more than 100 theoretically sound models and corresponding tests were developed to analyze the level and development of students’ competencies. Using these newly developed assessments, generic and domain-specific competencies of more than 75,000 students at more than 350 German universities in numerous disciplines (e.g., economics, teacher education) were measured in 39 interdisciplinary collaborative KoKoHs projects. Method: In these measurements, a nationally and internationally unique database was created that contains information on the level, acquisition, and development of competencies, as well as corresponding personal and contextual influences, among students at different stages throughout their studies. A comprehensive meta-analysis of the students’ competencies as well as of the central factors influencing the acquisition of competencies in higher education had not been conducted so far. The existing KoKoHs data had only been analyzed in isolation within the individual KoKoHs projects until then. Accordingly, the obtained results related only to the individual project level. To address this research deficit, the meta-study presented in this paper conducted a research synthesis, i.e., a systematic and structured meta-analysis of the KoKoHs database. Results: The meta-study describes the acquisition of competencies in higher education across domains and provides empirical evidence on generalizable versus specific influencing factors and, thus, evidence-based practical knowledge for higher education practice and policy.
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Koh, Nancy, Vikash Reddy und Madhabi Chatterji. „Understanding validity issues surrounding test-based accountability measures in the US“. Quality Assurance in Education 22, Nr. 1 (28.01.2014): 42–52. http://dx.doi.org/10.1108/qae-12-2013-0051.
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Purpose – This AERI-NEPC eBrief, the fourth in a series titled “Understanding validity issues around the world”, looks closely at issues surrounding the validity of test-based actions in educational accountability and school improvement contexts. The specific discussions here focus testing issues in the US. However, the general principles underlying appropriate and inappropriate test use in school reform and high stakes public accountability settings are applicable in both domestic and international settings. This paper aims to present the issues. Design/methodology/approach – This policy brief is based on a synthesis of conference proceedings and review of selected pieces of extant literature. It begins by summarizing perspectives of an invited expert panel on the topic. To that synthesis, the authors add their own analysis of key issues. They conclude by offering recommendations for test developers and test users. Findings – The authors conclude that recurring validity issues arise with tests used in school reform and public accountability contexts, because the external tests tend to be employed as policy instruments to drive reforms in schools, with unrealistic timelines and inadequate resources. To reconcile the validity issues with respect to educational assessment and forge a coherent understanding of validity among multiple public users with different agendas, the authors offer several recommendations, such as: adopt an integrated approach to develop content and standards of proficiency that represent a range of cognitive processes; support studies to examine validity of assessments and the effects of decisions taken with assessment data before results are fed into high stakes accountability-related actions that affect teachers, leaders or schools; align standards, curricula, instruction, assessment, and professional development efforts in schools to maximize success; increase capacity-building efforts to help teachers, administrators, policy makers, and other groups of test users learn more about assessments, particularly, about appropriate interpretation and use of assessment data and reports. Originality/value – Baker points out that in response to growing demands of reformers and policy-makers for more frequent and rigorous testing programs in US public education, results from a single test tend to get used to meet a variety of public education needs today (e.g. school accountability, school improvement, teacher evaluation, and measurement of student performance). While this may simply be a way to make things more cost-efficient and reduce the extent of student testing in schools, a consequence is inappropriate test use that threatens validity in practice settings. This policy brief confronts this recurring validity challenge and offers recommendations to address the issues.
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Kliziene, Irina, Ginas Cizauskas, Aldona Augustiniene, Saule Sipaviciene und Roma Aleksandraviciene. „The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs“. Sustainability 12, Nr. 12 (17.06.2020): 4922. http://dx.doi.org/10.3390/su12124922.
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Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
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Krpálek, Pavel, Kateřina Berková, Katarína Krpálková Krelová, Andrea Kubišová, Dagmar Frendlovská und Stanislav Szabo. „Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic“. Sustainability 12, Nr. 17 (20.08.2020): 6736. http://dx.doi.org/10.3390/su12176736.
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Higher education includes space for creating cross-cutting competence profiles of future professionals aimed at addressing key sustainability challenges in increasingly complex and global contexts. The research seeks to identify and evaluate the level of engagement in environmental education in study programmes at a career-oriented higher education institution in the Czech Republic. The research sample consisted of 3680 students of the Tourism and Finance and Management study programmes of the College of Polytechnics Jihlava, who participated in work placements in the course of their studies. An educational analysis was applied for qualitative research and evaluation of the level of implementation of the environmental educational component. Quantitative research was based on a questionnaire method, with tests to verify hypotheses being performed at a significance level of 5%. It was proven that the inclusion of an environmental component was influenced by the study programme. This influence was confirmed for the Tourism study programme, while for Finance and Management it was not verified. The environmental component in the Tourism study programme is developed through work placements; however, with regards to major study subjects taught, qualitative research analysing the inclusion of environmental aspects in these subjects proved the opposite. The Finance and Management study programme does not currently use the potential for environmental education development. The research revealed certain drawbacks and uncovered the potential to streamline environmental education at the career-oriented higher education institution.
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Barkauskaitė, Marijona, und Vilius Šadauskas. „Jonas Laužikas – the Initiatior of ‘Teaching and Upbringing’ of the Disabled in Lithuania“. Pedagogika 129, Nr. 1 (25.04.2018): 61–76. http://dx.doi.org/10.15823/p.2018.05.
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The life and activities of Jonas Laužikas, the Professor’s pedagogical heritage is one of the most significant theoretical sources in the history of education. His life has also served as an example for the educational reform undertaken in 1991, after the Restoration of the Lithuanian Independence, aimed at the guidelines to anticipate and address the structural, content and process changes by stopping the soviet process of fragmentation and differentiation and advocating consolidation through ‘the spread of the unifying and integrating principle’. The present article discusses the ideas and works of Jonas Laužikas who initiated the ‘teaching and upbringing’ of disabled children in response to the principle of ‘holistic education’.
The aim of the study was to reveal the efforts and scientific work of Jonas Laužikas in consolidating the systematic ‘teaching and upbringing’ of disabled children. The methodology of the research is based on the analysis of the texts of the Professor Laužikas and his students’ and former colleagues’ opinions as well as the evaluation of the Teacher’s scientific heritage and the example of the personality for the past and present state education. The qualitative research was based on the content analysis method.
The attitude and scientific pedagogical activity of Laužikas have opened up and expanded new directions in the pedagogy of Lithuania: experimental, social, defectological, therapeutic, as well as of special pedagogy and psychology. The use of the adapted and original research methods by the Professor and his contribution to teaching of these methods to the scientists of the Baltic States makes it possible to name him not only as a pedagogue who initiated the education of disabled children, but also as the initiatior of the pedagogical psychological methodology in Lithuania, as well as the developer and creator of research methodologies and tests, the initiator of the complex studies during which his practical pedagogical ideas were implemented.
Summarizing all that has been observed, learned, studied, and experienced by personally communicating, and using the contrastive content analysis method, we can conclude that Prof. Jonas Lauzikas’ scientific work and his chosen ‘straight line of ‘middle path’ of life’ with the scientific, theoretical and practical pedagogical heritage, established the concept of ‘the holistic education of a person’, was not only ahead of his times but also transferred it to the modern system of education. In 1931, a special school was founded on the initiative of the Professor in Kaunas, where he worked as a teacher and carried out academic research. This gives J. Laužikas the status of the initiator of the education of disabled people in Lithuania. The protocoles prepared by J. Laužikas for teaching and upbringing disabled children show for the contemporary education policy makers and the educational community how much there is still left to do in education.
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Gorton, H. C., R. Elliott und I. Noonan. „Student pharmacists and mental health nurses training together in suicide prevention: an evaluation of interprofessional education“. International Journal of Pharmacy Practice 29, Supplement_1 (26.03.2021): i13—i14. http://dx.doi.org/10.1093/ijpp/riab016.017.
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Abstract Introduction Suicide prevention is a Government priority and affects every sector of society.(1) The role of mental health nurses (MHN) in suicide prevention is more obvious than that of pharmacists. However, the requirement for suicide prevention training in community pharmacy staff has been incentivized in England through its inclusion in the Pharmacy Quality Scheme. (2) There is no standardized requirement for suicide prevention training in the MPharm degree so we curated an interprofessional education (IPE) session involving pharmacy and MHN students in order to learn about suicide prevention in a mutually beneficial way. Aim We aimed to evaluate the IPE session to understand the attitudes towards suicide and preparedness to help someone thinking about or planning suicide of both sets of students. We aimed to compare any changes in attitude before and after the session both within and between pharmacy students and MHN students. Methods We delivered two IPE sessions on suicide, 3.5 hours in length. Students attended one session. This was compulsory for pharmacy students and optional for MHN students. We evaluated the session through a duplicated, anonymous online survey, via the Qualtrics® platform, at the start and end of the session. Students were informed that this was an optional evaluation. They self-assigned a code that we used to link their answers. We invited students to answer a series of questions to assess their attitudes and preparedness to suicide prevention. We summarised these data using descriptive statistics related to individual statements and composite scores. We used Independent-samples median test and Wilcoxon-Signed Rank Tests to compare data distributions between professional groups before the session, between groups after the session and then to understand change within subject groups, using paired data only. Results 104 students completed the initial survey of which 46% (n=48) were pharmacy students. MHN students reported being more prepared to respond to suicide (median:14, IQR 12–15) than pharmacy students (median: 8, IQR 6–10). Prior to the session, there were no statistically significant differences in responses to the attitude questions between MHN and pharmacy students, barring one question (‘I don’t feel comfortable assessing someone for suicide risk’). A statistically significant increase in preparedness was reported both pharmacy students (p<0.005) and MHN students (p<0.005), following the session (n=76 in paired analysis). MHN students (median: 15, IQR 15–17) continued to report higher levels of preparedness than pharmacy students (median=13, IQR: 10–15). Conclusion We present an innovative session in suicide awareness involving two professional groups. MHN self-reported higher levels of preparedness in suicide prevention than pharmacy students both before and after the session but an improvement was seen in both groups. These results indicate that IPE between MHN and pharmacy students could improve preparedness relating to suicide. More work is needed to explore the optimal content of training and longitudinal impact of training involving more students, as well as understanding if self-reported preparedness translates to professional behaviour, all of which are limitations of the current study References 1. HM Government H. Preventing suicide in England: Third progress report on the cross-government outcomes strategy to save lives. London: HM Government; 2017. 2. NHS Business Service Authority. Drug Tariff; 2020 [cited 07 Oct 2020]. Available at: https://www.nhsbsa.nhs.uk/pharmacies-gp-practices-and-appliance-contractors/drug-tariff
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Lee, Taejun (David), Bruce A. Huhmann und TaiWoong Yun. „Readability of Korean-Language advertising disclosures moderates knowledge effects“. International Journal of Bank Marketing 38, Nr. 7 (29.08.2020): 1421–40. http://dx.doi.org/10.1108/ijbm-03-2020-0090.
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PurposeGovernment policy mandates information disclosure in financial communications to protect consumer welfare. Unfortunately, low readability can hamper information disclosures’ meaningful benefits to financial decision making. Thus, this experiment tests the product evaluation and decision satisfaction of Korean consumers with less or more subjective knowledge and with or without personal finance education.Design/methodology/approachA between-subjects experiment examined responses of a nationally representative sample of 400 Korean consumers toward a Korean-language credit card advertisement.FindingsFinancial knowledge improves financial product evaluation and decision satisfaction. More readable disclosures improved evaluation and satisfaction among less knowledgeable consumers. Less readable disclosures did not. Consumers without financial education exhibited lower evaluations and decision satisfaction regardless of readability. More knowledgeable consumers and those with financial education performed equally well regardless of disclosure readability.Practical implicationsFinancial service providers seeking more accurate evaluations and better decision satisfaction among their customers should use easier-to-read disclosures when targeting consumers with less prior financial knowledge.Social implicationsOne-size-fits-all financial communications are unlikely to achieve public policy or consumer well-being goals. Government-mandated information should be complemented by augmenting financial knowledge and providing personal finance training.Originality/valueAlthough almost a quarter of the world’s population lives in East Asia, this is the first examination of readability in disclosures written in East Asian characters rather than a Western alphabet. Previous readability research on Asian-originating financial disclosures has been conducted on English-language texts. This study extends knowledge of readability effects to growing East Asian markets.
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Parveen, Sahdia, Kirsty Haunch, Fionnuala Kerry und Janet Oyebode. „Initial evaluation of a university dementia awareness initiative“. Journal of Mental Health Training, Education and Practice 13, Nr. 5 (10.09.2018): 264–72. http://dx.doi.org/10.1108/jmhtep-11-2017-0063.
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Purpose The purpose of this paper is to describe a study which explored the knowledge and attitudes of university students towards people living with dementia, and developed and tested a dementia awareness workshop, dementia detectives: university edition, designed to improve knowledge and foster positive attitudes to dementia in students. Design/methodology/approach Dementia detectives: university edition was launched during dementia awareness week and five workshops were delivered to university students. In total, 42 participants attended and completed a knowledge and attitude measure before and after the workshop, as well as rating the workshop with regards to satisfaction, relevance, understanding and whether they would recommend the workshop to friends. Findings Students perceived living with dementia to be a negative and stigmatised experience. The workshop scored highly in terms of satisfaction, relevance and understanding and all students stated that they would recommend the workshop to others. Paired t-tests found significant improvements in self-assessed dementia knowledge. Research limitations/implications This was a pilot evaluation and further testing with larger samples is required. Practical implications The workshop meets the requirements for tier 1 dementia education and training as outlined in the Dementia Core Skills and Knowledge Framework published by the Department of Health. Social implications The workshop has the potential to increase knowledge, change attitudes, improve empathy and contribute to the development of a dementia aware workforce through undergraduate education. Originality/value Dementia detectives: university edition is a novel interactive method of dementia education and training.
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Davies, Susan, Kathryn Coxe, Hosea H. Harvey, Bhavna Singichetti, Jinhong Guo und Jingzhen Yang. „Qualitative Evaluation of High School Implementation Strategies for Youth Sports Concussion Laws“. Journal of Athletic Training 53, Nr. 9 (01.09.2018): 873–79. http://dx.doi.org/10.4085/1062-6050-529-17.
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Context: All 50 states and the District of Columbia have enacted laws governing concussion management and education. These concussion laws, featuring common tenets regarding removal from play, return to play, and concussion education, have shaped school and district policies. Objective: To evaluate the strategies commonly used to implement concussion laws at the school and district levels, as reported by certified athletic trainers (ATs). Design: Qualitative study. Setting: High schools. Patients or Other Participants: We interviewed 64 ATs from high schools (1 per school) participating in High School Reporting Information Online. Data Collection and Analysis: Interviews were conducted with participants between April and October 2015 regarding implementation of the 3 core tenets of concussion laws. Research team members independently evaluated the interview transcripts and field notes to identify common themes in implementation strategies. Results: Of the 64 schools represented, 90.6% were public schools, 89.1% sponsored more than 15 sports, and all schools employed at least 1 AT and had a written concussion policy. Four commonly used strategies to implement removal from play were reliance on coaches, immediate response, referral and guidance after injury, and notification of key individuals. Use of assessment or baseline tests, communication among parties involved, reliance on AT assessments, and return-to-learn policies were 4 frequent strategies to implement return to play. Finally, 3 major implementation strategies to effectuate concussion education were use of existing educational tools, timing of education, and concussion training for school professionals. Conclusions: Although concussion laws were passed at different times and varied in content across states, common themes in implementation strategies emerged across jurisdictions. The identification of strategic approaches to implementation will help ensure proper concussion management and education, reducing negative health outcomes among youths with concussions.
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Cervini, Rubén Alberto. „El “efecto escuela” en países de América Latina: Reanalizando los datos del SERCE“. education policy analysis archives 20 (03.12.2012): 39. http://dx.doi.org/10.14507/epaa.v20n39.2012.
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The Latin American Laboratory for the Evaluation of the Quality of Education (LLECE) at Regional Bureau for Education in Latin America and the Caribbean of UNESCO has recently released the results of the Second Regional Comparative and Explanatory Study (SERCE) on the relationship between some school and extra-school factors and sixth grade primary student learning in Mathematics and Reading. For data analysis, the LLECE team used hierarchical linear models with two levels: student and school. The partial credit model technique (Rasch) was applied for the construction of socioeconomic and cultural status of students´ families. Math and reading tests were analyzed separately. The SERCE publication presents the estimates of gross, adjusted and net school-effects resulting from the application of that methodology. In this article, SERCE´s data is analyzed using bivariate multilevel models with three levels (country, school, student) and a different procedure for the construction of socioeconomic and cultural status of families. The results obtained differ markedly from those reported by the LLECE. The article draws some conclusions and discusses policy implications.
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Bautista-Vallejo, José M., Rafael M. Hernández-Carrera, Ricardo Moreno-Rodriguez und José Luis Lopez-Bastias. „Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period“. Sustainability 12, Nr. 19 (01.10.2020): 8109. http://dx.doi.org/10.3390/su12198109.
Annotation:
This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.
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Lee, Liza, und Ying-Sing Liu. „Use of Decision Trees to Evaluate the Impact of a Holistic Music Educational Approach on Children with Special Needs“. Sustainability 13, Nr. 3 (29.01.2021): 1410. http://dx.doi.org/10.3390/su13031410.
Annotation:
In this study, decision trees were used to develop a pre-assessment model to help ascertain the impact of music education on children with special needs. The focus of the study was the application of an educational curriculum for 16 weeks, five sessions of 40 min duration per week, using the Holistic Music Educational Approach for Young Children (HMEAYC). The pilot program was implemented with children with special needs to measure its learning effectiveness. The methodology proved a better indicator for improved learning and a better measure of learning effectiveness. Statistical tests confirmed significant improvements in the values of the learning evaluation indices measured by HMEAYC after its implementation in children with special needs, supporting the positive effect of the implementation of HMEAYC for Taiwan’s special needs young children. For children with better learning results, the accuracy of the decision tree model was 84.0% for in-sample and the sensitivity equaled 98.0%. The results support the future development of evaluation models through machine learning languages, pre-assessment of the effectiveness of the implementation of HMEAYC, and the use of continuous investment in educational resources to improve the efficiency of special early childhood education in resource consumption for sustainable development.
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Khan, Muhammad. „Economic Evaluation of Health Cost of Pesticide Use: Willingness to Pay Method“. Pakistan Development Review 48, Nr. 4II (01.12.2009): 459–70. http://dx.doi.org/10.30541/v48i4iipp.459-470.
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This study highlights the results of contingent valuation method to measure health cost of pesticide use from farmer’s point of view. Analysis shows that farmers have a positive willingness to pay for avoiding pesticide related health risks. Theoretical validity tests show that relevant indicators such as risk perception, previous experience of pesticide related poisoning, education and income are significant predictors for the positive WTP. From the results it is evident that health effects of pesticide use provided motivation for farmers to pay more for practices like IPM that reduce dependence on pesticide use which in turn a strong motivation for policy-makers to continue research on IPM and its implementation. Keywords: Health Cost, WTP, Pesticide Use, IPM.
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Ch. Hadjichambis, Andreas, und Demetra Paraskeva-Hadjichambi. „Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students“. Sustainability 12, Nr. 3 (22.01.2020): 821. http://dx.doi.org/10.3390/su12030821.
Annotation:
Environmental citizenship is very important in sustainability research. The criticality of the observed environmental crisis requires capable and competent environmental citizens who can act as agents of change to achieve sustainability. This research presents the validation of the Environmental Citizenship Questionnaire (ECQ) for assessing the environmental citizenship of secondary school students. To this end, Principal Component Analysis has been performed through the use of a Confirmatory Factor Analysis. In addition, there has been a verification of sphericity and a measure of sampling adequacy using the Bartlett’s and Kaiser–Meyer–Olkin (KMO) tests, respectively. Cronbach’s Alpha, eigenvalues and percentage of variance as well as Pearson’s correlation were also estimated. Using the data of 520 students in 10th grade, the ECQ showed very good results in all measurements performed, demonstrating high internal consistency, reliability and discriminant validity. From the factor analysis were derived nine factors with 76 items in total. Cronbach’s Alpha was greater than 0.702, indicating high reliability in all factors. The possible contribution of the ECQ in different contexts and educational frames and in sustainability education is discussed.
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Darko, William, Robert W. Seabury, Christopher D. Miller, Sarah A. Spinler, Luke A. Probst, Lynn M. Cleary, Courtney Kelly und Wesley D. Kufel. „Implementation of a formal pharmacy residency research certificate program“. American Journal of Health-System Pharmacy 78, Nr. 5 (20.01.2021): 436–46. http://dx.doi.org/10.1093/ajhp/zxaa424.
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Abstract Purpose We describe the structure, implementation, and initial evaluation of a formal residency research certificate program (RRCP) designed to further advance residents’ knowledge and skills in research in an effort to better prepare residents for research involvement during their careers. Summary Pharmacy residency programs vary in the degree of emphasis on research education and training and the structure of resident research activities. Limited data describing formal research education and training for pharmacy residents are available. To better educate and prepare residents in the research process, State University of New York Upstate University Hospital developed and implemented a formal RRCP designed to educate and train residents in essential areas of the research process. Research seminars are delivered by preceptors with experience and training in research throughout the academic year to align with residency project tasks. Residents are also required to complete at least 1 residency project and submit a manuscript suitable for publication in a peer-reviewed journal. Upon successful completion of the program and project requirements, residents earn a certificate of completion. Initial data collected through formal resident assessments before and after RRCP completion demonstrated significant improvement in research knowledge (from an average score of 61.3% out of 100% to an average score of 84.7%, P = 0.002). Conclusion Post-RRCP assessment showed improvements in residents’ confidence in several areas of research, including but not limited to research project design, ethical and regulatory principles of research, data collection, selection of appropriate statistical tests, manuscript writing, and the publication process. Residents strongly agreed that the RRCP improved their overall knowledge and perceptions of research.
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Argentin, Gianluca, Aline Pennisi, Daniele Vidoni, Giovanni Abbiati und Andrea Caputo. „Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy“. Evaluation Review 38, Nr. 2 (April 2014): 99–132. http://dx.doi.org/10.1177/0193841x14529125.
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Background: Italy is a country showing low math achievement, especially in the Southern regions. Moreover, national student assessments are recent and rigorous policy evaluation is lacking. This study presents the results of one of the first randomized controlled trials implemented in Italian schools in order to measure the effects of a professional development (PD) program for teachers on student math achievement. The program was already at scale when it was being evaluated. Objective: Assessing the effects of a PD program for math teachers on their students’ achievement and making suggestions for future policy evaluations. Design: A large-scale clustered randomized control trial has been conducted. It involves 175 lower secondary schools (sixth - eighth grade) in four among the Italian lowest performing regions. Alongside national standard math assessments, the project collected a wide amount of information. Subjects: Math in lower secondary schools. Measures: Math achievement as measured by standardized tests provided by the National Education Assessment Institute (Istituto Nazionale per la Valutazione del Sistema di Istruzione e Formazione); teacher and student practices and attitudes collected through questionnaires. Results: Findings suggest that the program had no significant impact on math scores during the first year (when the program was held). Nonetheless some heterogeneity was detected, as the treatment does seem “to work” with middle-aged teachers. Moreover, effects on teaching practice and student attitudes appear. Conclusion: Some effects attributable to the intervention have been detected. Moreover, this project shows that a rigorous approach to evaluation is feasible also in a context lacking attention towards evidence-based policies, such the Italian school system.
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Fokides, Emmanuel. „Teaching Basic Programming Concepts to Young Primary School Students Using Tablets“. International Journal of Mobile and Blended Learning 10, Nr. 1 (Januar 2018): 34–47. http://dx.doi.org/10.4018/ijmbl.2018010103.
Annotation:
The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.
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Martínez-Jiménez, Rocío, Cristina Pedrosa-Ortega, Ana Licerán-Gutiérrez, M. Carmen Ruiz-Jiménez und Elia García-Martí. „Kahoot! as a Tool to Improve Student Academic Performance in Business Management Subjects“. Sustainability 13, Nr. 5 (09.03.2021): 2969. http://dx.doi.org/10.3390/su13052969.
Annotation:
The new framework for learning requires the use of new technologies, such as m-learning or game-based learning programs. Gamification using this type of applications has been implemented in higher education contexts, enhancing students’ satisfaction, motivation, and class attendance. The present study refers to the introduction of new technologies and gamification through the use of the application Kahoot!, with the main objective being to analyze the relationship between the use of this gamification tool and the students’ learning results, which are measured by their academic marks. The results show a positive relationship between students’ results on the Kahoot! tests and the student’s final mark. Additionally, we demonstrate that students’ academic results improve when Kahoot! is used as an evaluation tool, taking into account improved student efficiency and a lower amount of failed grades.
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Wu, Maoguo, und Chengzhe Bai. „Performance Evaluation and Determinant Factors of China’s Logistics Enterprises Based on Careersmart Balanced Score Card“. International Journal of Financial Research 9, Nr. 1 (30.11.2017): 41. http://dx.doi.org/10.5430/ijfr.v9n1p41.
Annotation:
China has become the second-largest market for logistics worldwide. However, its logistics performance index (LPI) is ranked 27th, which is far below the average of East Asia and Central Asia (World Bank, 2016). This paper empirically tests determinant factors of China’s logistics enterprises based on the Careersmart Balanced Score Card. The data are gathered from 42 listed logistics enterprises spanning from 2012 to 2016. Empirical results reveal that corporate performance on the part of China’s logistics enterprises is positively correlated with the factors of human capital investment, long-term liability, research and development expenses, the number of employees with higher education preferably a postgraduate degree, and ownership concentration, while factors negatively correlated with the proportion and cost of core business include management, delay rate, company scale, and other factors. The paper also considers the influence of operational management, customer service, asset structure, and innovation. Policy implications based on empirical results are proposed accordingly.
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Li, KS, Anthony Wong und Canon Tong. „An evaluation of Employee Commitment of Part-Time Faculty (PTF) in Hong Kong’s Continuing Professional Development (CPD) Sector“. International Journal of Human Resource Studies 3, Nr. 4 (23.10.2013): 45. http://dx.doi.org/10.5296/ijhrs.v3i4.4447.
Annotation:
Economic crises in recent years have exposed the presence of a large number of poorly educated workers who can barely meet the needs of Hong Kong’s knowledge-based economy. In response, in April 2002 the HKSAR Government set up a HK$5 billion Continuing Education Fund to encourage and subsidize those who want to improve themselves through continuing education. This policy presents unprecedented opportunities for continuing professional development (CPD) course providers. To grasp these opportunities, they must act quickly to develop program mixes that match the education needs of potential students and demonstrate excellence in teaching quality by recruiting and retaining well-qualified faculty. As the majority of the courses are designed for those who seek to improve themselves after work, most of the courses are extramural courses conducted by part-time faculty (PTF). Recruitment of PTF raises an employee commitment problem which might affect their performance in teaching and also subsequently the effectiveness of those part-time courses. In addition, the various backgrounds of PTF also might affect the effectiveness of delivering of those CPD courses. So the objectives of this study are to examine the extent of employee commitment of those part-time staff and also the relations of their background towards the employee commitment. A quantitative study was used by applying Wang’s (2004) five-component commitment model to test employee commitment of PTF in Hong Kong. An online questionnaire was used to collect sample data from a population of PTF working at the 450 registered CPD course providers in Hong Kong. The data were analyzed and tested by means of factor analysis, correlation tests and structural equation modeling (SEM). Based on the data collected from 270 respondents, the study suggests that Wang’s five-component model is better than other models for explaining employee commitment in Hong Kong’s CPD industry. All five components of employee commitment of PTF and demographic variables were concluded to have no association with passive continuance commitment, but have varying levels of influences on different components of employee commitment.
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Diabate, Ardjouman, Brou Allate, Dongping Wei und Liying Yu. „Do Firm and Entrepreneur Characteristics Play a Role in SMEs’ Sustainable Growth in a Middle-Income Economy like Côte d’Ivoire?“ Sustainability 11, Nr. 6 (14.03.2019): 1557. http://dx.doi.org/10.3390/su11061557.
Annotation:
Globally, small- and medium-sized enterprises (SMEs) play a key role in driving sustainable economic growth in both developed and developing countries. The main objective of this study was to investigate the firm and entrepreneur characteristics influencing the growth of SMEs in Côte d’Ivoire, with special insight into why this country has been a middle-income economy for decades despite its numerous economicpotentialities. Through IBM SPSS version 22.0, 19 hypotheses were tested using data from 160 SMEs operating in Côte d’Ivoire. The results from chi-square tests revealed an association between each of the ‘firm and entrepreneur characteristics’ and at least one of the three growth measurements. However, it was found thatkey factors such as ‘entrepreneur’s ‘age’, ‘work experience’ and ‘level of education’ do not play a role in SMEs’ sustainable growth in Côte d’Ivoire. Results from the binomial logistic regression confirmed that ‘ability to avoid reporting loss’ can be predicted based on ‘entrepreneur’s work experience’, ‘business sector’ and ‘source of funding’. Although this study has practical significance in the business sphere, its results may be of particular help to governments and policymakers in middle-income economies like Côte d’Ivoire for policy formulation and development of frameworks to enhance SMEs’ sustainable growth.
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Adams, Robert J., Cynthia Piantadosi, Sarah L. Appleton, Catherine L. Hill, Renuka Visvanathan, David H. Wilson und R. Douglas McEvoy. „Investigating obstructive sleep apnoea: will the health system have the capacity to cope? A population study“. Australian Health Review 36, Nr. 4 (2012): 424. http://dx.doi.org/10.1071/ah11098.
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Objective. To obtain prevalence estimates of clinical features of obstructive sleep apnoea (OSA) and identify the dimensions of the public health problem requiring further investigation for an Australian population. Methods. The South Australian Health Omnibus Survey is an annual representative population survey of South Australians aged ≥15 years, conducted via interviewer-administered questionnaire. In 2009, 3007 participants were asked the STOP-BANG instrument measure of obstructive sleep apnoea risk, which includes symptoms of loud snoring, frequent tiredness during daytime, observed apnoea, and high blood pressure (STOP), and measured body mass index, age, neck circumference and gender (BANG). Three or more positive response categorises a person at high risk for OSA. Results. Snoring was reported by 49.7% of adults. Tiredness after sleep more than 3 – 4 times per week was reported by 24.8%, and during wake-time by 27.7% of adults, with 8.8% reporting having fallen asleep while driving. Over half of the surveyed men (57.1%, n = 566) and 19.3% (n = 269) of the women were classified at high-risk of OSA with the STOP-BANG measure. In multivariable models, high risk was associated with less education, lower income, and residence in a regional rather than metropolitan area. Conclusion. The high prevalence of adults at risk for OSA suggests that the capacity currently available within the healthcare system to investigate and diagnose OSA is likely to be inadequate, particularly outside urban areas. This highlights an important public health problem that requires further detailed study and trials of new models of care. What is known about the topic? Obstructive sleep apnoea (OSA) is associated with obesity, and although it is associated with significant morbidity and mortality there is no simple clinical test for this condition. While the prevalence of snoring or sleepiness is reported to be high and increasing with obesity, there is little recent information on how many adults report combinations of frequent sleep-related breathing abnormalities, unsatisfactory sleep, or unexplained daytime sleepiness, that justify further investigation with tests such as polysomnography that require considerable health service investment. What does this paper add? In a representative adult population sample of 3007 adults, 27.8% were classified at high risk of OSA with a validated screening tool that uses symptoms and body measurements (STOP-BANG). Risk was greater with lower income and education, and residence outside of metropolitan areas. What are the implications for practitioners? Clinicians need to be aware that over a quarter of adults may need investigation for OSA, and should adopt an active approach to identifying people at risk. Health services and policy makers need to plan for this problem, and innovative approaches to provision of investigation and management need to be trialled.
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Kalhori, Reza Pourmirza, Frank Mousavi, Soosan Laei und Soodeh Shahsavari. „A study of the status quo and favorable status of succession management deployment from the viewpoint of faculty members at Kermanshah university of medical sciences“. International Journal of Engineering & Technology 7, Nr. 2.13 (15.04.2018): 309. http://dx.doi.org/10.14419/ijet.v7i2.13.13067.
Annotation:
Successful succession management is one of the necessities in any organization, especially universities. In the management of higher education, succession planning deployment requires proprietary methods. Therefore, the present study aimed to investigate the status quo and favorable status of succession management deployment from the viewpoint of faculty members at Kermanshah University of Medical Sciences in 2017. In this descriptive-analytic and cross-sectional study, 95 faculty members were selected from the Departments of Basic Sciences and Clinical Sciences using nonrandom quota sampling. As for data collection, the Kim's succession planning questionnaire was employed. To analyze data, the SPSS Statistical Software Version 23.0 and the statistical tests of paired t-test, Chi-square and ANOVA were used to compare the status quo of succession management deployment with its favorable status and to study its decisive factors. The results of the present study revealed that there was a significant difference between the status quo and favorable status of t succession management deployment (P<0.0001). The results also demonstrated that there was a significant difference between the status quo of succession management deployment and its favorable status in terms of policy setting, evaluation of candidates, development of candidates, and system evaluation (P<0.001). Moreover, the results indicated that the greatest deployment in the status quo was related to the evaluation of candidates whereas the greatest deployment in the favorable status belonged to policy setting. The findings of the present study demonstrated that there was a clear gap between the status quo and favorable status of succession management deployment from the perspective of faculty members. Hence, it is recommended that qualifications-based selection be employed as the basis on which succession management and talent management can be deployed successfully and effectively at medical universities.
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O'Quin, Karen E., Sheryl M. Strasser und Monica H. Swahn. „A Macrolevel Examination of County-Level Risk Factors for Underage Drinking Prevention: Intervention Opportunities to Protect Youth in the State of Georgia“. Child Development Research 2011 (27.12.2011): 1–6. http://dx.doi.org/10.1155/2011/982525.
Annotation:
Introduction. Underage drinking can have profoundly negative impacts on childhood development. This study compares 4 categories of known underage drinking risk factors with alcohol consumption. The social indicators in these categories will be compared in the 10 most-at-risk (MAR) counties and the 10 least-at-risk (LAR) counties identified in Georgia. Methods. Independent 2-tailed t-tests were conducted to compare group means among MAR and LAR counties for all identified risk factors. Results. Significant differences were observed in all factors included in the poverty and alcohol outlet density categories. Discussion. The findings underscore the importance of better understanding youth drinking, poverty, and alcohol outlet density. However, our findings, supported by previous individual and aggregated level research, support strategies for researchers and policy makers to more proactively respond to poverty-stricken and high-density alcohol outlet indicators. The current ecological evaluation of underage drinking risk assessed on a macrolevel offers insights into the demographic features, social structures, and cultural patterns of counties that potentially predispose youth to greater health risks specifically associated with underage drinking.
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Hilliard, Elizabeth, und Ardith Brunt. „Impact of an Infant Friendly Business Designation“. Health Promotion Practice 21, Nr. 4 (15.10.2018): 642–53. http://dx.doi.org/10.1177/1524839918807442.
Annotation:
In response to suboptimal breastfeeding rates, North Dakota added a provision to SB 2344 (public indecency legislation) creating an Infant Friendly business designation for employers providing specified lactation accommodations to employees. However, there has been no evaluation of this designation to determine effectiveness. The purpose of this article is to examine the impact of the Infant Friendly business designation in North Dakota on breastfeeding continuation rates within the context of the social ecological model (SEM). Between November 2016 and March 2017, an 85-item online questionnaire, designed using the SEM, was distributed to working women across the state using various sampling methods. T tests, analysis of variance, and regression were used to analyze results. Designated (intervention) and nondesignated (control) businesses were targeted. There was no statistically significant difference in breastfeeding duration between designated and nondesignated businesses. There was a 2-month difference in duration between continually designated businesses and those with lapsing designations. Twenty-eight percent of the women working for Infant Friendly businesses were aware that their businesses were designated, indicating a lack of awareness regarding the designation. The designation is a starting point for worksite breastfeeding support. A policy promotion plan based on the SEM targeting individual awareness and employee education may improve the designation’s effectiveness.
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Bird, Stephen, Michelle Noronha und Helen Sinnott. „An integrated care facilitation model improves quality of life and reduces use of hospital resources by patients with chronic obstructive pulmonary disease and chronic heart failure“. Australian Journal of Primary Health 16, Nr. 4 (2010): 326. http://dx.doi.org/10.1071/py10007.
Annotation:
As part of the Department of Human Services Hospital Admissions Risk Program (HARP), a group of acute and community based health care providers located in the western suburbs of Melbourne formed a consortium to reduce the demand on hospital emergency services and improve health outcomes for patients with chronic obstructive pulmonary disease (COPD) and chronic heart failure (CHF). The model of care was designed by a team of multidisciplinary specialists and medical consultants. In addition to receiving normal care, patients recruited to the project were assessed by ‘Care Facilitators’, who identified unmet health care needs and provided information, advice and education for the patient concerning their condition and self-management. Patients declining recruitment received all normal care services. The patients’ rates of emergency department (ED) presentations, inpatient admissions and hospital inpatient bed-days before and after their recruitment were calculated from the Western Health patient activity records, and pre- versus post-recruitment rates were compared using ANOVA. Changes relative to the ongoing use by those who declined recruitment were compared using the group-by-time interaction. Patient health outcomes were assessed using established disease-specific tools, and pre- versus post-recruitment values were compared using paired t-tests. Patients recruited to the COPD project reduced (P < 0.05) their emergency presentations, admissions and hospital inpatient bed-days by 10, 25 and 18%, respectively, whereas those declining recruitment increased their usage by 45, 41 and 51% respectively. Recruited CHF patients also displayed reductions in emergency presentations (39%), admissions (36%) and hospital inpatient bed-days (33%), whereas those who declined recruitment displayed lesser reductions for ED presentations (26%) and admissions (20%), and increased their use of hospital inpatient bed-days (15%). The recruited COPD patients reported a significant reduction in their symptoms (P < 0.005) and the CHF patients reported an improvement in their overall health and quality of life scores (P < 0.001). The outcome measures used in this evaluation suggest that an integrated care facilitation model that is patient focussed, provides an education component to promote greater self-management compliance and delivers a continuum of care through the acute and community health sectors, may reduce the utilisation of acute health care facilities and benefit the patient.
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Langan, Celeste. „“Education Is Our Occupation”“. PMLA/Publications of the Modern Language Association of America 127, Nr. 4 (Oktober 2012): 1010–15. http://dx.doi.org/10.1632/pmla.2012.127.4.1010.
Annotation:
When my berkeley colleague the poet robert hass wrote for the new york times an account of the occupy cal event of 9 november 2011, he described the “strange contingencies” that struck his mind (even as the police baton struck his body). Since that day, when I was arrested (the police used a technique they call a hair-pull takedown) for linking arms with students to protect tents erected in solidarity with Occupy and in defiance of the campus's no-tents policy, I too have felt those contingencies. My decision to participate was no accident; I wanted to resist the conceptual and practical attenuation of the ideal of education as a res publica. But at the time of my arrest I had not yet recognized how much Occupy resonates with issues I have made the center of my scholarly life: vagrancy, mobility, freedom. This brief essay considers the new inflection Occupy has given to my understanding of the work of education. To exercise freedom of thought is not merely to engage heterodox ideas; it is to make thinking take place and take its time. It is to refuse attempts to constrain, by regulations concerning time, place, and manner, the public exercise of thinking.
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Lee, Eunsoon, und Gyu-il Lee. „Perceived Exposure and Acceptance Model of Appearance-Related Health Campaigns: Roles of Parents’ Healthy-Appearance Talk, Self-Objectification, and Interpersonal Conversations“. Sustainability 13, Nr. 6 (19.03.2021): 3445. http://dx.doi.org/10.3390/su13063445.
Annotation:
Excessive focus on appearance or lookism requires social attention as it can have negative consequences on individuals’ psychological and mental states related to health and sustainable social practice. As part of a healthy and sustainable social practice, this study tests the mechanism of enhancing appearance-related health campaign’s effectiveness through the O1-S-O2-R framework. Participants were 220 Korean college students with being 141 male and 78 female and they completed an on-line survey. The result of SEM analyses confirmed the O1-S-O2-R model. As the result of hypotheses testing, health campaign contents suggesting anti-lookism and diverse beauty standards have attracted the attention of people whose parents conversed using relatively less healthy-appearance talk when growing up and who had higher self-objectification scores with body surveillance and body shame. Interpersonal conversations and thoughts on the media content played a mediating role in the model, while health campaigns had a higher persuasive effect on campaign evaluation and the behavior intention of spreading the campaign’s content. Implications of the findings were discussed regarding health campaign designers and individuals, including parents, in education settings.
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Melović, Boban, Anđela Jakšić Stojanović, Tamara Backović, Branislav Dudić und Zuzana Kovačičová. „Research of Attitudes toward Online Violence—Significance of Online Media and Social Marketing in the Function of Violence Prevention and Behavior Evaluation“. Sustainability 12, Nr. 24 (18.12.2020): 10609. http://dx.doi.org/10.3390/su122410609.
Annotation:
The main aim of this paper is to analyze attitudes toward online violence in order to identify the current state of this problem through psychosocial analysis, as well as the possibility of preventing this kind of violence through the prism of online media and social marketing. The authors developed a conceptual model and conducted an online quantitative research study. The survey was conducted among 277 respondents in Montenegro, which is a developing country and as such is experiencing transitions in many segments. The data were analyzed using standard statistical tests, an analysis of variance (ANOVA) test, logistic regression and the Relative Importance Index. The results of the research showed that specific vulnerable groups such as women are more exposed to online violence. The results of the logistic regression revealed that female respondents aged 18 to 24 were 76.3% more exposed to online violence than respondents over 55. Regarding the aspect of marital status, the results showed that divorced women were most exposed to online violence, 74% more than widows, while single respondents had a 54.2% greater chance of being a victim of online violence compared to widows. In terms of education, the results of the research highlighted that female respondents with a higher level of education were significantly less likely to be victims of online violence than those with a lower level of education. Respondents who had completed doctoral studies had a 48.6% lower chance of being victims of online violence compared to the respondents who had only completed high school. In terms of online media being used as a tool for spreading online violence, 36.89% of respondents identified Facebook, while 21.61% identified Instagram as the main medium of this type of violence. Thus, the research identified the necessity of continuous work focused on informing the population about online violence, as well as raising awareness about measures that should be carried out in order to reduce online violence, because of the significant influence of online media on forming attitudes toward online violence, which was confirmed by 85.19% of respondents. Furthermore, the results showed that online media—in particular, social marketing—may have a key role in the prevention of online violence, as its preventive role was confirmed by 96.76% of respondents. The findings of the research may be extremely useful for different policymakers in order to help them to better understand and identify cases of online violence, especially against women, as well as to create adequate strategies for its prevention through the prism of online media and social marketing.
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Bhatti, Amina Bibi, Habibullah Pathan, Syed Waqar Ali Shah, Aisha Faryal und Aisha Bhatti. „Investigating the Perceptions of L2 Learners on Language Learning Anxiety: A Study of Undergraduate Students at Public Sector University, Sindh Pakistan“. Education and Linguistics Research 4, Nr. 2 (04.11.2018): 94. http://dx.doi.org/10.5296/elr.v4i2.13861.
Annotation:
English has got the position of authorized language in Pakistan, widely used in various domains. In academic studies it is mandatory to teach English up to higher education. Mansoor (2004) estimates that newly graduate have studied English for at least 9 years recently. English is used as means for instruction in professional education like medicine, engineering and law.One of the most common issues in learning a foreign language is anxiety. Among the three affective factors (attitudes, motivation, anxiety), language anxiety is the most common issue. It is also one of the factors which influence language learning (Henter, 2013). Anxiety is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (cited by Spielberger.1983). Horwitz (1986) revealed that in academic as well as social context anxiety in a foreign language is related to performance and suggested three kinds of anxiety. (1) Communication apprehension (2) Fear of negative evaluation (3) Test anxiety. This study aims to know the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. The purpose of this study is to find or reveal the type of anxiety that learners feel in English as a foreign language classroom at University level.The participants in this research are from one engineering university (MUET Jamshoro) of the Sindh and the size of the sample is also little (n=140). For a clear view of this area further large scale studies in different contexts of the country are needed for having a good platform for foreign language learning.The present study used quantitative method for data collection to get unbiased results. Participants of the study are first year students of different engineering fields of Mehran University who learn English as a foreign language. The Foreign Language Classroom Anxiety Scale (FLCAS) given by (Horwitz, 1986) has been adapted and applied for data collection. The questionnaire was bifurcated into two parts, the initial part of questionnaire was for demographic information and the second part was for knowing the perceptions of students on anxiety. The data results were evaluated after doing different tests in SPSS software. The findings of the study reveal the learners feel anxiety during EFL classrooms and communication apprehension anxiety experienced by students is at a higher level from the learner’s perspective.This will be beneficial for learners, educators and helpful to policy makers of the education system to make good and valid policies that will improve the learning of foreign language in a better way and suitable environment. It will be a significant contribution in the research domain.
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Chepkonga, Susan, Kiarie Moses Ndirangu, Anthony K. Sang und Alexander K. Ronoh. „An Evaluation of Secondary School Principals Leadership Roles and Student Participation in Sporting Activities in Nyandarua County, Kenya.“ International Journal for Innovation Education and Research 3, Nr. 11 (30.11.2015): 167–76. http://dx.doi.org/10.31686/ijier.vol3.iss11.481.
Annotation:
The purpose of this study was to assess the influence of secondary school principals’ leadership roles in development of students’ non-academic talents in Nyandarua County Kenya. Specifically, this study sought to establish the influence of secondary school principals’ leadership roles on students’ participation in sporting activities in Nyandarua County; whether there a relationship between secondary school principals’ leadership role of preparing school calendar of events and development of learners’ non-academic talents in Nyandarua County; and whether there is a relationship between secondary school principals’ leadership role of guiding and counseling and development of learners’ non-academic talents in Nyandarua County. Survey research design was used while quantitative research strategy was used in this study. The target population comprised of 185 principals from 185 secondary schools in Nyandarua County. Questionnaires were used to collect data from a sample of principals. Stratified random sampling technique was used toarrive at the sample for this study. Data was analysed using paired t-tests with the help of Statistical Package for Social Sciences (SPSS) while results were presented in Tables. The study revealed that development of learners’ non-academic talents was being affected by inadequate training for the principals and lack of recognition of students who excel in non-academic talents. The study recommended that secondary school education policy makers, MOE officials, principals and teachers give development of learners’ non-academic talents as much emphasis as the academic talents development.
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Ginsberg, G., T. Tulchinsky, D. Filon, A. Goldfarb, L. Abramov und E. A. Rachmilevitz. „Cost-benefit analysis of a national thalassaemia prevention programme in Israel“. Journal of Medical Screening 5, Nr. 3 (01.09.1998): 120–26. http://dx.doi.org/10.1136/jms.5.3.120.
Annotation:
Objective In Israel (population 5.7 million) there are around 200 known living subjects with thalassaemia major, of whom around 80% are from the northern district. This study aims at examining the costs and benefits of a national screening programme to prevent thalassaemia in Israel. Measurements and main resultsThe lifetime healthcare costs of caring for a person born with thalassaemia major are $284 154. The costs of the home infusion service (33.1%) actually exceed the costs of the chelating agent itself (22.1%). The remaining 44.8% of costs are due to stay in hospital, operations, outpatient visits, laboratory tests, therapists, etc. Lost earnings and premature mortality costs account for a further $51 843 and $141 944 respectively for each case. A national screening programme would cost $900 197 and prevent around 13.4 homozygotes being born, at a cost of $67 369 for each birth prevented. The benefit-cost ratio of the programme to the health services is 4.22:1, which increases to 6.01:1 when a societal perspective is taken. However, around 13.0 homozygote births are still expected to occur, the majority owing to lack of compliance of patients at various stages in the screening process. The addition of a national health education programme for the higher risk non-Jewish population either nationally or in selected regions will incur extra costs, which may be covered by increased benefits as a result of better compliance with the screening programme. Conclusion Israel should start to provide a nationwide thalassaemia screening programme as the monetary benefits to society (and even to the health services alone) will exceed the screening programmes costs.
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Addas, Abdullah, Ahmad Maghrabi und Ran Goldblatt. „Public Open Spaces Evaluation Using Importance-Performance Analysis (IPA) in Saudi Universities: The Case of King Abdulaziz University, Jeddah“. Sustainability 13, Nr. 2 (18.01.2021): 915. http://dx.doi.org/10.3390/su13020915.
Annotation:
Public open spaces (POSs) provide multiple services (such as facilities for physical activities and social interactions) to local people, and these services are important for the well-being of society and for improving the quality of life. Extensive research on POSs has been carried out in developed countries (such as the US and Australia, as well as European countries including Spain, France, and Germany). However, POSs in the Saudi Arabian context remain unexplored. This study aims to examine the importance and performance of public open spaces on King Abdulaziz University (KAU) campus, Jeddah city, Saudi Arabia, using importance-performance analysis (IPA). One-way ANOVA and Kruskal–Wallis tests were performed to identify differences in the importance and performance of POSs. It was observed that there are significant differences between the importance and performance of public open spaces on the KAU campus, as perceived by stakeholders. Therefore, this study may be helpful in understanding the importance and performance of public open spaces, allowing spaces to be prioritized to improve management and restore open spaces to achieve environmental sustainability at a local scale. In addition, this study suggests that decision-makers involved in campus planning should consider the contribution of public open spaces to education, recreation, and the environment, at the campus planning stage.
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Shohamy, Elana. „Language tests as language policy tools“. Assessment in Education: Principles, Policy & Practice 14, Nr. 1 (März 2007): 117–30. http://dx.doi.org/10.1080/09695940701272948.
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Stryhul, Maryna, Olena Khomeriki, Serhii Yahodzinskyi, Lyudmyla Lyasota und Inna Semenets-Orlova. „Peculiarities of development and dynamics of economism and the commercialization of Ukrainian higher education“. Problems and Perspectives in Management 17, Nr. 2 (03.06.2019): 289–302. http://dx.doi.org/10.21511/ppm.17(2).2019.22.
Annotation:
Upon nearly twenty years since the beginning of commercialization of the Ukrainian higher education system, the intensity of discussion of its purposes, results and possible amendments did not decrease neither among experts nor among the interested public. Supporters and opponents of commercialization note that education is the social branch, which participates in the formation of prerequisites of economic growth. The main point of the article is to disclose the essence of the phenomena of economism and commercialization. Economism is seen as part of globalization of education, a global corporatization of education provides training for the global labor market, using human capital economic theories. As noted by George Spring, the human capital, economists argue that investments in education lead to economic growth, reducing income inequality and increasing employment.The article confirms that the state educational policy as a component of social policy is one of instruments of influence of the state on formation of social structure and is directed to the solution of problems of societal level. It performs relevant sociological examination of transformational processes in education and, in particular, results of commercialization. Thus, it is possible to claim that the educational system tests the uncommon influence of globalization, forming and building a peculiar system of the relations and interaction.
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Ivanovitch, Katiya, Sonemany Keolangsy und Nontiya Homkham. „Overweight and Obesity Coexist with Thinness among Lao’s Urban Area Adolescents“. Journal of Obesity 2020 (14.08.2020): 1–12. http://dx.doi.org/10.1155/2020/5610834.
Annotation:
Introduction. In recent decades, the developing countries of Southeast Asia, including the Lao People’s Democratic Republic (Lao PDR), have experienced a rapid growth of their urban population. Partly as a result of that, issues of undernutrition and overnutrition became a significant public health problem. Objective. To examine the prevalence of overweight and obesity and their related factors, among the school-attending adolescents in the Lao capital of Vientiane. Methods. A cross-sectional data on 300 adolescents aged 15–19 were collected during the months of March, April, and May 2018 by means of a self-administrated questionnaire. Anthropometric measurements were used to obtain data on height and weight. Pearson’s chi-squared test, Fisher exact tests, and univariable and multivariable logistic regressions were applied in the course of the statistical analysis. Results. The study found a high prevalence of overweight/obesity (23.3%) and thinness (10.3%). Poor eating habits were noted in 67.0% of adolescents, even though 78.0% of them had a good knowledge of nutrition. Factors significantly associated with the overweight/obesity were low physical activities (aOR = 18.3; 95% CI: 5.51–60.66) and adolescents living with their guardians (aOR = 0.25; 95% CI: 0.08–0.79). Results also indicated that, in 47.3% of the cases, teachers, acting as a source of health and nutrition information, can prevent the risk of adolescents’ overweight/obesity (aOR = 2.05, 95% CI = 1.11–3.80) but not their thinness (aOR = 0.4, 95% CI = 0.17–0.88). Conclusions. Laotian adolescents are facing the spectrum of malnutrition in urban areas. To improve adolescents’ nutritional status, there is a need for a collaborative approach of public health agencies that would address the issues of an effective food and nutrition policy. The school curricula should also include programs on nutrition and physical education.
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Cumming, Alister. „LANGUAGE ASSESSMENT IN EDUCATION: TESTS, CURRICULA, AND TEACHING“. Annual Review of Applied Linguistics 29 (März 2009): 90–100. http://dx.doi.org/10.1017/s0267190509090084.
Annotation:
Over the past decade, many concerted policy efforts have aimed to change the status and functions of language assessment in school systems or higher education, redefining relationships among language tests, curriculum policies, and classroom teaching practices. Conventionally, formal language tests describe individual proficiency levels in reference to normative standards for purposes of certifying abilities; screening applicants for higher education, employment, or immigration decisions; or monitoring the results of educational systems. Recently, many curriculum policies have been reconceptualized in reference to attainment or benchmark standards that specify (usually functional, communicative) goals for language education, learners' achievements, and program accountability. These innovations have adopted principles of criterion-referenced rather than norm-referenced assessment, creating new relations (as well as dilemmas) between language assessment and new curriculum policies, highlighting the nature of language assessment practices in programs, classrooms, or other learning contexts, particularly the foundation bases for defining language proficiency, alignment between assessments and curricula, the formative purposes of assessment in pedagogy, and the situations and interests of particular learner populations.
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Juskaite, Loreta. „Cloud-based solutions to the levelling education in physics in the context of Latvian education“. International Journal of Engineering & Technology 7, Nr. 2.28 (16.05.2018): 110. http://dx.doi.org/10.14419/ijet.v7i2.28.12890.
Annotation:
With the rapid development of new technologies, the priority directions and goals of education are also changing. As the intensity of life is constantly growing, it requires new solutions. There is a high demand for not only different teaching materials, but also for a different organization of the learning process, a different educational policy, as well as the opportunity to quickly and continuously introduce new solutions. In 2017, “i-Zvaigzne.lv” publishing company presented a new cloud-based solution [1] "Online Tests in Physics for Grade 12" and [2] "Physics: High School course!" These are extensive electronic collections of online learning tasks, tests, tasks solution examples and tasks for self-testing in the Latvian language. The aim of the research - to theoretically analyse and empirically justify the use of cloud services in the context of levelling education.
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Mitra, Dana, Bryan Mann und Mark Hlavacik. „Opting out: Parents creating contested spaces to challenge standardized tests“. education policy analysis archives 24 (07.03.2016): 31. http://dx.doi.org/10.14507/epaa.24.2142.
Annotation:
We explore how the opt-out movement has responded to the combination of a stringent federal policy with weak and often variable implementation among the states. Gaps between federal expectations and states’ understandings of just how to make NCLB’s demands a reality have created policy ambiguity. Parents who oppose standardized testing have recognized the resulting tensions and oversights in state education systems as a policy vacuum rife with opportunities for resistance. We examine how parents have exploited policy ambiguity through creating contested spaces—places of agency in stringent policy environments in which grassroots can question policy authority and take action. We conclude by considering whether these contested spaces are sustainable and whether the policy outcomes generated in contested spaces are reasonably equitable.
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Tesh, Sylvia. „Health Education in Cuba: A Preface“. International Journal of Health Services 16, Nr. 1 (Januar 1986): 87–104. http://dx.doi.org/10.2190/haa9-du1q-0qjr-4je9.
Annotation:
Critics of health education policy in the United States fault it for ignoring the unequal ability of Americans to adopt more healthy behavior and for underestimating the social, economic, and political causes of disease. Many critics hypothesize that health education in a less bourgeois society would be more equitable and less individualistic. This article tests that hypothesis by analyzing the current Cuban health education program aimed at the reduction of chronic diseases. It argues that while the Cuban program appears to be every bit as individualistic as the North American program, theirs may not be comparable to ours because Cubans are less likely than Americans to reify the state. At least among supporters of the revolution, Cubans do not automatically make a conceptual distinction between the individual and the society. Discussions about responsibility for disease prevention take on new meaning in this light.
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Green Saraisky, Nancy, und Oren Pizmony-Levy. „From policy networks to policy preferences: Organizational networks in the opt-out movement“. education policy analysis archives 28 (17.08.2020): 124. http://dx.doi.org/10.14507/epaa.28.4835.
Annotation:
Organizational networks shape education policy by influencing power holders and elites, but do they have similar effects on grassroots activists? We use data from the National Survey on Opting Out (2016 and 2018; n = 2,909) to examine the role of organizational networks in mobilizing activists in the opt-out movement (a movement in which parents and caregivers refuse to have their children sit for standardized tests). Despite characterizations of the opt-out movement as a bunch of “soccer moms” disappointed with their children’s test scores, our findings show that opt-out is in fact a structured movement reliant on social movement organizations (SMOs) with agendas that go beyond standardized tests. Further, we demonstrate a small but significant correlation between contact with SMOs and individual policy preferences. These patterns suggest that organizational networks may inform education policy by creating a social space for activists to learn about different policy ideas in education. We discuss implications for research and practice.
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Firestone, William A. „A Tale of Two Tests: tensions in assessment policy“. Assessment in Education: Principles, Policy & Practice 5, Nr. 2 (Juli 1998): 175–91. http://dx.doi.org/10.1080/0969594980050203.