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Journal articles on the topic 'Choice-based education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wearne, Eric. "From "Fear-based" Choice to "Freedom-based" Choice: Georgia's Tuition Grants Act, 1960–1997." Journal of School Choice 7, no. 2 (2013): 196–224. http://dx.doi.org/10.1080/15582159.2013.789299.

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2

Opdecam, Evelien, and Patricia Everaert. "Choice-based learning: lecture-based or team learning?" Accounting Education 28, no. 3 (2019): 239–73. http://dx.doi.org/10.1080/09639284.2019.1570857.

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Lee, Jeong-Hyun, Yong-Keun Kim, and Eun-Jin Kim. "Review of Physical Education Teachers" Perception of Student Choice-Based Physical Education Curriculum." Korean Journal of Sports Science 26, no. 3 (2017): 835–48. http://dx.doi.org/10.35159/kjss.2017.06.26.3.835.

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4

Young, Mark R. "Choice-Based Segmentation As an Enrollment Management Tool." Journal of Marketing for Higher Education 12, no. 2 (2003): 69–83. http://dx.doi.org/10.1300/j050v12n02_05.

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5

McGregor, Marion, and Kay F. Quam. "Student choice, problem‐based learning, and academic acumen." Teaching and Learning in Medicine 8, no. 2 (1996): 83–89. http://dx.doi.org/10.1080/10401339609539772.

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6

Moss, Hilary J. "From Open Enrollment to Controlled Choice: How Choice-Based Assignment Replaced the Neighborhood School in Cambridge, Massachusetts." History of Education Quarterly 59, no. 03 (2019): 313–50. http://dx.doi.org/10.1017/heq.2019.27.

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In 1981, Cambridge, Massachusetts, became the first school district in America to replace its neighborhood schools with a “controlled choice” assignment plan, which considered parental preference and racial balance. This article considers the history preceding this decision to explore how and why some Americans became enamored with choice-based assignment at the expense of the neighborhood school in the late twentieth century. It argues that Cambridge's problematic experience with open enrollment in the 1960s and 1970s created a vocal, consumer-oriented, and politically active class of parents

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Çalişkan, S. Ayhan, H. İbrahim Durak, S. Elif Törün, and Ö. Sürel Karabilgin. "Developing a web-based multiple-choice question item bank." Medical Education 44, no. 5 (2010): 524–25. http://dx.doi.org/10.1111/j.1365-2923.2010.03639.x.

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8

Shim, Soyeon, Kenneth Gehrt, and Ellen Goldsberry. "Socialization-Based Approach to Predicting Retail Career Preference and Choice." Journal of Marketing Education 21, no. 1 (1999): 14–24. http://dx.doi.org/10.1177/0273475399211003.

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9

Guglielmino, Lucy M. "Staff development programs based on teacher choice: Insights from adult education research." Journal of Personnel Evaluation in Education 7, no. 3 (1993): 231–33. http://dx.doi.org/10.1007/bf00972407.

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10

Rød, Jan ketil, Sveinung Eiksund, and Olav Fjær. "Assessment based on exercise work and multiple-choice tests." Journal of Geography in Higher Education 34, no. 1 (2010): 141–53. http://dx.doi.org/10.1080/03098260903062039.

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11

Boyer, Leanna, and Wolff‐Michael Roth. "Individual | collective dialectic of free‐choice learning in a community‐based mapping project." Environmental Education Research 11, no. 3 (2005): 335–51. http://dx.doi.org/10.1080/13504620500081210.

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12

Cubric, Marija, and Milorad Tosic. "Design and evaluation of an ontology-based tool for generating multiple-choice questions." Interactive Technology and Smart Education 17, no. 2 (2020): 109–31. http://dx.doi.org/10.1108/itse-05-2019-0023.

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Purpose The recent rise in online knowledge repositories and use of formalism for structuring knowledge, such as ontologies, has provided necessary conditions for the emergence of tools for generating knowledge assessment. These tools can be used in a context of interactive computer-assisted assessment (CAA) to provide a cost-effective solution for prompt feedback and increased learner’s engagement. The purpose of this paper is to describe and evaluate a tool developed by the authors, which generates test questions from an arbitrary domain ontology, based on sound pedagogical principles encaps

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13

Zimmerman, Donald W. "Variability of Deviation IQ's Based on Multiple Choice Test Scores." Educational and Psychological Measurement 45, no. 4 (1985): 745–51. http://dx.doi.org/10.1177/0013164485454005.

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14

Marx, Adam, Amy Smith, Scott Smalley, and Courtney Miller. "Previous Experience Not Required: Contextualizing the Choice to Teach School-Based Agricultural Education." Journal of Agricultural Education 58, no. 4 (2017): 126–42. http://dx.doi.org/10.5032/jae.2017.04126.

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15

Byrne, Eileen M., and W. Sam Beavers. "Career Education, Career Guidance and Curricular Choice." Australian Journal of Career Development 2, no. 3 (1993): 23–26. http://dx.doi.org/10.1177/103841629300200309.

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A research review of career education, career guidance and curricular choice in a sample of Australian secondary schools reveals an almost total lack of rationale; a lack of any coherent, planned approach; and some continuing serious confusion in the field about the actual and distinct nature of the separate but related functions of career education, career guidance and career counselling. This group of activities is also either under-resourced or not provided at all at the level of need or demand. The relationship between any form of career education processes and curricular choice structures

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16

Hiemstra, John L., and Robert A. Brink. "The Advent of a Public Pluriformity Model: Faith-Based School Choice in Alberta [Abstract]." Canadian Journal of Education / Revue canadienne de l'éducation 29, no. 4 (2006): 1157. http://dx.doi.org/10.2307/20054214.

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17

Atamanova, Inna Victorovna, and Sergey Aleksandrovich Bogomaz. "Value and activity-based orientations of university students: The choice between safety and innovativeness." Science for Education Today 11, no. 1 (2021): 59–74. http://dx.doi.org/10.15293/2658-6762.2101.04.

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Introduction. The study addresses the issues of value and activity-based orientations in order to understand and explore personal and professional development processes in in the current higher education context with the main focus on innovativeness. The study aims to reveal the specifics of the relationship between value and activity-based orientations of university students in terms of their choice between safety and innovativeness. Materials and Methods. The research methodology involves questionnaires grouped according to three research vectors: 1) university students’ cultural value orien

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18

Diprete, T. A. "Discrimination, Choice, and Group Inequality: A Discussion of How Allocative and Choice-Based Processes Complicate the Standard Decomposition." Social Science Research 22, no. 4 (1993): 415–40. http://dx.doi.org/10.1006/ssre.1993.1021.

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19

Ward, Sharon, and Amanda Wilcox-Herzog. "Early Childhood Education Curriculum Choice: Assessing the Interplay between Prior Beliefs and Evidence-Based Information." Early Childhood Education Journal 47, no. 4 (2019): 409–15. http://dx.doi.org/10.1007/s10643-019-00940-w.

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20

Constantinides, Efthymios, and Marc C. Zinck Stagno. "Higher Education Marketing." International Journal of Technology and Educational Marketing 2, no. 1 (2012): 41–58. http://dx.doi.org/10.4018/ijtem.2012010104.

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The importance of the Internet as commercial platform is by now universally recognized, and businesses increasingly adopt online marketing channels at the cost of traditional ones. The social media, being second generation (Web 2.0) internet applications, allow interaction, one-to-one communication, customer engagement, and user generated content. The interest of higher education institutions in social media as part of the marketing toolkit is increasing, but little is known about the potential of these channels in higher education marketing strategies. Even less is known about the role of soc

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21

Subhra Das, Sankha, P. Balasubramanian, and Arpita Roy Chowdhury. "Implementation of Choice Based Credit System (CBCS) in Discipline of Library and Information Science." Asian Journal of Information Science and Technology 8, no. 2 (2018): 93–95. http://dx.doi.org/10.51983/ajist-2018.8.2.173.

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In every society education plays a significant role in building a good nation. There are numerous institutions playing this role in our country. Now they have entered into semester based system to introduce Choice Based Credit System (CBCS). Lack of relationship between education and skill development in learning phase needs redesigning of education system and globally accepted evaluation. Indian higher education institutes have been dependant on marks or percentage for evaluating students. The marks specified in the field of study acquired by this CBCS system, can help students opt their own

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22

Bird, Jeffrey B., Doreen M. Olvet, Joanne M. Willey, and Judith Brenner. "Patients don’t come with multiple choice options: essay-based assessment in UME." Medical Education Online 24, no. 1 (2019): 1649959. http://dx.doi.org/10.1080/10872981.2019.1649959.

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Oser, Tamara K., Paul Haidet, Peter R. Lewis, David T. Mauger, Dennis L. Gingrich, and Shou Ling Leong. "Frequency and Negative Impact of Medical Student Mistreatment Based on Specialty Choice." Academic Medicine 89, no. 5 (2014): 755–61. http://dx.doi.org/10.1097/acm.0000000000000207.

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24

Scott, Joseph I., and Frederik Beuk. "Sales Education for Engineering Students: What Drives Interest and Choice?" Journal of Marketing Education 42, no. 3 (2020): 324–38. http://dx.doi.org/10.1177/0273475320906427.

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Universities increasingly make their sales curriculum available for groups other than dedicated sales students. This study investigates engineering students’ drivers that predict interest in sales certification, as well as drivers that predict actual choice for a sales curriculum. We focus on engineering students ( n = 204) and contrast our findings with business students ( n = 179). Based on social cognitive theory, we investigate how personality (Big Five personality factors and Trait Competitiveness), ability (ACT, GPA, and Academic Self-Efficacy), and social factors (role models, and perce

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25

Hauck, Yvonne, Colleen Fisher, Jean Byrne, and Sara Bayes. "Mindfulness-Based Childbirth Education: Incorporating Adult and Experiential Learning With Mindfulness-Based Stress Reduction in Childbirth Education." Journal of Perinatal Education 25, no. 3 (2016): 162–73. http://dx.doi.org/10.1891/1058-1243.25.3.162.

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ABSTRACTInformed choice is an expectation of today’s parents. Concern is evident around whether education models are evolving to ensure flexibility for parents to access options perceived as meeting their needs. Historical and current evidence around childbirth education models including the introduction of mindfulness to parent education will be presented. The aim of this article is to describe the rationale for incorporating adult and experiential learning with mindfulness-based stress reduction in a childbirth education program implemented in Western Australia. The curriculum of the Mindful

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26

Şad, Süleyman Nihat. "Does difficulty-based item order matter in multiple-choice exams? (Empirical evidence from university students)." Studies in Educational Evaluation 64 (March 2020): 100812. http://dx.doi.org/10.1016/j.stueduc.2019.100812.

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27

Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger, and Hans Anand Pant. "Scientific Reasoning in Higher Education." Zeitschrift für Psychologie 223, no. 1 (2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.

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The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two nat

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Ingram, Melissa, Tyson Sorensen, Brian Warnick, and Rebecca Lawver. "The Influence of School-Based Agricultural Education on Preservice Agriculture Teachers’ Choice to Teach." Journal of Agricultural Education 59, no. 2 (2018): 64–78. http://dx.doi.org/10.5032/jae.2018.02064.

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29

TOLNAI, S. "Continuing medical education and career choice among graduates of problem-based and traditional curricula." Medical Education 25, no. 5 (1991): 414–20. http://dx.doi.org/10.1111/j.1365-2923.1991.tb00089.x.

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30

Amalba, A., F. A. Abantanga, A. J. J. A. Scherpbier, and W. N. K. A. van Mook. "Community-based education: The influence of role modeling on career choice and practice location." Medical Teacher 39, no. 2 (2016): 174–80. http://dx.doi.org/10.1080/0142159x.2016.1246711.

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31

Eastman, Nicholas J., Morgan Anderson, and Deron Boyles. "Choices or Rights? Charter Schools and the Politics of Choice-Based Education Policy Reform." Studies in Philosophy and Education 36, no. 1 (2016): 61–81. http://dx.doi.org/10.1007/s11217-016-9541-4.

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32

Li, Fangxuan (Sam). "Factors Influencing Chinese Students’ Choice of an International Branch Campus: A Case Study." Journal of Studies in International Education 24, no. 3 (2019): 337–51. http://dx.doi.org/10.1177/1028315319835539.

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With the internationalization of education, studying at international branch campuses (IBCs) is becoming a popular choice in China. Taking Dongbei University of Finance and Economics (DUFE)—Surrey International Institute as an example, this article explores the choice criteria used by Chinese students enrolled at an IBC. Based on auto-ethnography and 46 in-depth semi-structured interviews, this study found that students’ choice of this particular IBC was influenced by personal reasons, institution image, program evaluation, and city effect. The study further proposes a model of factors that ma

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33

Cook, Thomas D. "The false choice between theory-based evaluation and experimentation." New Directions for Evaluation 2000, no. 87 (2000): 27–34. http://dx.doi.org/10.1002/ev.1179.

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34

Schneider, Mark, and Jack Buckley. "What Do Parents Want From Schools? Evidence From the Internet." Educational Evaluation and Policy Analysis 24, no. 2 (2002): 133–44. http://dx.doi.org/10.3102/01623737024002133.

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One of the most contentious policy areas in the United States today is the expansion of school choice. While many dimensions of parental-choice behavior have been analyzed, many of the most enduring questions center on the aspects of schools parents prefer and how these preferences will affect the socioeconomic and racial composition of schools. Using Internet-based methodological tools, we study parental preferences revealed through information search patterns and compare these findings to the standard ones in the literature, which are based largely on telephone interviews. Based on this evid

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35

Lewis, Laurie K., and Pamela A. Hayward. "Choice-Based Learning: Student Reactions in an Undergraduate Organizational Communication Course." Communication Education 52, no. 2 (2003): 148–56. http://dx.doi.org/10.1080/03634520302467.

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36

Kricheli-Katz, Tamar. "Choice-Based Discrimination: Labor-Force-Type Discrimination Against Gay Men, the Obese, and Mothers." Journal of Empirical Legal Studies 10, no. 4 (2013): 670–95. http://dx.doi.org/10.1111/jels.12023.

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37

Lansing, Jill. "A New Model of College Choice for Distance Learners." Journal of Educational Technology Systems 45, no. 3 (2017): 365–89. http://dx.doi.org/10.1177/0047239516673183.

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The expansion and diversification of postsecondary education in the United States has led to greater options for students and prospective students for pursuing a college degree. With the roll out and scale up of sophisticated education technology systems, an important trend in higher education today is distance education. Despite the growing prevalence of distance learning opportunities and the expanding body of research on distance education, research on the college-going decisions of distance learners is sparse. As more students enroll in distance-based postsecondary education programs, it i

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38

Marques, Leonardo Brandão, and Deisy das Graças de Souza. "Behavioral Evaluation of Preference for Game-Based Teaching Procedures." International Journal of Game-Based Learning 3, no. 1 (2013): 51–62. http://dx.doi.org/10.4018/ijgbl.2013010104.

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Recent research has evaluated the motivational functions of educational games and its potential role for the teaching of reading skills. Educational games must maintain their educational function retaining clear definitions of the teaching objectives and instructional methods. Reading skills can be broken down into more basic behavioral units. Each relation between spoken words and written words can be evaluated and taught separately. This paper evaluated the impact of a game on a reading instructional procedure that has been successfully applied in Brazil. Two matching-to-sample teaching task

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39

Potterton, Amanda U. "Parental Accountability, School Choice, and the Invisible Hand of the Market." Educational Policy 34, no. 1 (2019): 166–92. http://dx.doi.org/10.1177/0895904819881155.

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I introduce the concept of parental accountability by examining how parents understand and cope with what I characterize are pressures fostered by the long-standing public-school choice market in Arizona. Parental accountability refers to the sensemaking, experiences, and consequences that are related to decision-making in a school choice environment, wherein parents’ feelings about their child’s schooling may be intense, emotionally stressful, malleable, cyclical, and ongoing—not static. I argue that parental accountability is a necessary concept for understanding these reforms. The analysis,

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40

Pierce, Clayton. "W.E.B. Du Bois and Caste Education." American Educational Research Journal 54, no. 1_suppl (2017): 23S—47S. http://dx.doi.org/10.3102/0002831216677796.

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This essay provides the first account and examination of caste education in the work of W.E.B. Du Bois. In so doing, I argue that caste education plays a central role in realizing the political and social goals of racial capitalist society for Du Bois. Using Du Bois’s caste analytic, I take up and articulate three biopolitical governing strategies of the racial capitalist state/industrial schooling regime. The final section ties Du Bois’s caste analytic to recent work in Afro-pessimist thought to look at the charter/choice debate. I argue here that Du Bois’s caste analysis, when paired with Af

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41

Tjaden, Jasper Dag, and Katja Scharenberg. "Ethnic choice effects at the transition into upper-secondary education in Switzerland." Acta Sociologica 60, no. 4 (2016): 309–24. http://dx.doi.org/10.1177/0001699316679491.

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Compared to natives, students with immigrant background are – other things being equal – more likely to choose academic tracks over vocational education and training (VET) at upper-secondary level. Evidence of so-called ethnic choice effects is mostly based on education systems where vocational tracks are often regarded as ‘unfavourable’. Our study investigated ethnic choice effects at the end of compulsory school in Switzerland, a country with a strong VET sector offering competitive incentives, particularly for students with lower or average achievement. Based on longitudinal data from the ‘

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42

Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of scho

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43

Dzinovic, Vladimir, Jelena Pavlovic, and Dusan Stojnov. "Choosing school underachievement as a way to resist power." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 124–50. http://dx.doi.org/10.2298/zipi0601124d.

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Underachievement in school is seen as a failure in traditional theories of education. An alternative construction of school underachievement, from the point of view of Michel Foucault? s approach to power and George Kelly's principle of elaborative choice, is offered as the subject matter of this paper. Instead of being construed exclusively as a measure of good education school success can be seen as the effect of normalization based on the power of discourses dominating in a society. In the same time, underachievement can be seen as a form of resistance to dominant discourse, as well as a wa

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44

Motaghedifard, Mahshad, Habibollah Naderi, and Fereshteh Baezzat. "Effectiveness of quality education based on Glasser's choice theory on the student's academic self-efficacy." European Journal of Psychology and Educational Studies 2, no. 2 (2015): 43. http://dx.doi.org/10.4103/2395-2555.170720.

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45

Gordon, Sharon, Abigail C. Warren, and Wanda G. Wright. "Influence of Community-Based Dental Education on Practice Choice: Preliminary Data from East Carolina University." Journal of Dental Education 83, no. 9 (2019): 1000–1011. http://dx.doi.org/10.21815/jde.019.101.

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46

Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.

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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fie

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47

Ferguson, Kristi J. "Beyond multiple-choice questions: using case-based learning patient questions to assess clinical reasoning." Medical Education 40, no. 11 (2006): 1143. http://dx.doi.org/10.1111/j.1365-2929.2006.02592.x.

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48

Ramey, Kay E., and Reed Stevens. "Interest development and learning in choice-based, in-school, making activities: The case of a 3D printer." Learning, Culture and Social Interaction 23 (December 2019): 100262. http://dx.doi.org/10.1016/j.lcsi.2018.11.009.

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49

Banack, Clark. "Understanding the Influence of Faith-Based Organizations on Education Policy in Alberta." Canadian Journal of Political Science 48, no. 4 (2015): 933–59. http://dx.doi.org/10.1017/s0008423915000797.

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AbstractRecent media accounts suggest certain faith-based interest groups are increasingly pressuring provincial governments across Canada to ensure their views on education policy are acted upon. This paper offers a qualitative assessment of the policy influence possessed by faith-based groups active on the education file in Alberta and the factors responsible for this level of influence. Overall, such influence is not directly attributable to the group's size or resources nor can it be explained by the assumption that Alberta is overrun with religious citizens demanding socially conservative

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50

Heck, Ronald H., and Marian Crislip. "Direct and Indirect Writing Assessments: Examining Issues of Equity and Utility." Educational Evaluation and Policy Analysis 23, no. 1 (2001): 19–36. http://dx.doi.org/10.3102/01623737023001019.

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Performance tests are increasingly used as alternatives to, or in connection with, standardized multiple-choice tests as a means of assessing student learning and school accountability. Besides their proposed equity advantages over multiple-choice tests in measuring student learning across groups of students, performance assessments have also been viewed as having greater utility for monitoring school progress because of their proposed closer correspondence to the curriculum that is actually taught. We examined these assumptions by comparing third-grade student performance on a performance-bas

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