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Pretoruis, Louise, Agenes Van Dyk, Luis Small, and Hans Justus Amukugo. "Development of an educational programme to facilitate critical thinking of student nurses in Namibia." International Journal of Advanced Nursing Studies 5, no. 2 (November 15, 2016): 234. http://dx.doi.org/10.14419/ijans.v5i2.6553.
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The article focused on the development process of an educational programme to facilitate the development of critical thinking in the students. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the need of the students in terms of critical thinking. The deductive data analysis of phase 1 served as basis of the conceptual framework for the development of an educational programme. Phase 2 focused on the development of the conceptual framework and it was achieved by utilized a specific educational approaches and philosophical framework were employed. Phase 3 and 4 were conducted simultaneously. Phase 3 focuses on implementation while phase 4 focuses on evaluation. A quasi – experimental design was implemented which focused on active participation by the participants in the programme.
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Zilvinskis, John, and Amber D. Dumford. "The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation." Community College Review 46, no. 4 (June 20, 2018): 368–87. http://dx.doi.org/10.1177/0091552118781495.
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Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed.
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Betty Jeruto Tikoko. "Examining hindrances to Students Participation in Decision Making in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 3, no. 1 (April 30, 2021): 325–30. http://dx.doi.org/10.51317/ecjces.v3i1.217.
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This study investigated the hindrances to student participation in decision making in secondary schools in Kenya. The study was prompted by the frequent student unrests in Kenya. The institutionalization of the Student Councils in secondary schools was aimed at reducing the incidences of unrests by offering the students opportunity to present their grievances to the school administration for action before resorting to violent acts. The study utilised a survey research design. There are 87 boarding secondary schools in Nakuru County. 15 secondary schools were selected using simple random sampling to form the study sample. A survey questionnaire was used in collecting data; it was distributed among 300 secondary school learners. Data analysis involved descriptive statistical technique. The findings revealed that though students' councils have been instituted in schools, there are hindrances towards their successes, such as lack of support from the adults in the school community and the students not being taken seriously. Other hindrances included: suggestions from the students taking too long to be implemented; students are not taken seriously by the school administration; students participation in decision making seen as rebellion and the view that students have insufficient knowledge to deal with certain issues such as finance.
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Daly, Amanda, and Michelle Barker. "Australian universities' strategic goals of student exchange and participation rates in outbound exchange programmes." Journal of Higher Education Policy and Management 32, no. 4 (July 8, 2010): 333–42. http://dx.doi.org/10.1080/1360080x.2010.491107.
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Mitra, Dana. "Student voice in secondary schools: the possibility for deeper change." Journal of Educational Administration 56, no. 5 (August 6, 2018): 473–87. http://dx.doi.org/10.1108/jea-01-2018-0007.
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Purpose The purpose of this paper is to consider the role of student voice in secondary school reform. Design/methodology/approach Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally. Findings It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people. Originality/value This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possible on urban secondary schools to fit with this special issue. It updates a previous review of the field conducted ten years ago (Mitra, 2006). Before beginning this review, however, it is important to understand how student voice varies across global contexts.
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Ngololo, Elizabeth N., and Haaveshe Nekongo-Nielsen. "Teachers’ Views on the Implementation of the English Language Proficiency Programme in Namibia." International Education Studies 10, no. 11 (October 29, 2017): 155. http://dx.doi.org/10.5539/ies.v10n11p155.
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The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
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Destin, Mesmin, R. Josiah Rosario, and Shirin Vossoughi. "Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds." Policy Insights from the Behavioral and Brain Sciences 8, no. 1 (February 11, 2021): 59–66. http://dx.doi.org/10.1177/2372732220980766.
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As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.
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Hackmann, Donald G., Joel R. Malin, and Joonkil Ahn. "Data use within an education-centered cross-sector collaboration." Journal of Educational Administration 57, no. 2 (April 8, 2019): 118–33. http://dx.doi.org/10.1108/jea-08-2018-0150.
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Purpose The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess the public value of academies and address equity concerns. Design/methodology/approach A case study methodology was applied to examine cross-sector activities supporting the district’s career academy reform. Data were collected through interviews, observations and document analysis. Datnow and Park’s (2018) conceptual framework involving key equity dimensions guided the analysis. Findings Partners used data for both accountability and continuous improvement. Educators were required to document student growth for state accountability purposes, while providing evidence of the public value of the academies to the community. Data use for continuous improvement included identifying annual goals to improve academy performance. There was a lack of a district-wide focus on equity, with educators taking a passive approach to academy and career pathway selections by student subgroups. Practical implications The findings provide insights into data use practices school and district leaders can implement to ensure equitable student participation in career academies and appropriate data use within cross-sector collaborations. Social implications Students who are traditionally underrepresented in career fields, including students of color and females, need intentional efforts to encourage their participation in high-skill, high-wage career fields. Originality/value This study identifies critical issues involved with data use for equity when promoting education-centered cross-sector collaboration, while also highlighting existing tensions between data use for accountability and continuous improvement.
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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (May 3, 2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.
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Burganov, Rais. "Rent-Oriented Behavior of Student Youth: State and Challenges." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 4 (January 22, 2020): 28–31. http://dx.doi.org/10.12737/2587-912x-2019-28-31.
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Among the current problems of Russian society are abuses in the field of public administration, caused by rent-oriented behavior of representatives of one family-related group. To start solving this sensitive problem for society, it is necessary to have baseline data, including on the views of young people on the possibility of obtaining political rent through the use of family and family ties in social development. This paper presents some of the research results on the basis of a survey of student youth. According to the author, it is necessary to thoroughly and extensively consider the regulatory provisions on the participation of family-related groups in the implementation of political rent and create a systematic scientific concept.
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Siddig, Babikir Eltigani, and Yahya Ashour AlKhoudary. "Investigating Classroom Interaction: Teacher and Learner Participation." English Language Teaching 11, no. 12 (November 16, 2018): 86. http://dx.doi.org/10.5539/elt.v11n12p86.
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This study on teacher and learner interaction was carried out with the sole purpose of understanding the collaborative behavior and the impact of different individuals on classroom environment. The study further analyzed the suitable methods of improving and maintaining a good learning environment. The administration of the questionnaire is the best method apart from observation and interviews among other approaches to effectively analyze learning in the classroom.The research further observed the impact of communication, behavior, and attitude in the learning environment (Fraser, 2012). This study also observed how the teacher can influence the student’s career directly or indirectly based on the mode of conducting their teaching practices in a classroom environment. Also, the model of classroom interaction formulated is comprehensive of interrelated factors such as effects of a foreign language on learning, outer contexts surrounding classroom, learning materials, and learning objectives.
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Lee, Margaret Ruth, Deborah S. Carstens, and Linda C. Malone. "Discussion forum rubrics: Using rubrics to enhance and increase project management students' participation in online discussions." Journal of Project, Program & Portfolio Management 2, no. 2 (January 11, 2012): 35. http://dx.doi.org/10.5130/pppm.v2i2.2221.
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This paper examines the impact of using a discussion forum grading rubric to encourage and enhance discussions (posts) in an online introduction to project management course. The study consists of 53 Master of Business Administration (MBA) students enrolled in three sections of the course from October 2010 to May 2011. A control group of 20 students was compared to two experimental groups of 16 and 17 students respectively. The two experimental groups were given the specific grading rubric and instructions designed to encourage online conversation; the control group was not. The results indicate that there was a statistical difference in average postings per student between the two experimental groups and the control group but no statistical difference between the two experimental groups. The results suggest that the use of a rubric specifically designed to engage the student and expand the student's learning experience can increase online classroom participation and, as a consequence, enhance the educational experience for the online project management student and strengthen the university's MBA program.
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Clayton, Karley, Roger D. Wessel, Jim McAtee, and William E. Knight. "KEY Careers: Increasing Retention and Graduation Rates With Career Interventions." Journal of Career Development 46, no. 4 (March 26, 2018): 425–39. http://dx.doi.org/10.1177/0894845318763972.
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The purpose of the study was to investigate how promoting participation in KEY Careers, a career intervention program available to all incoming matriculates, influenced 1-year retention and 4-year graduation rates compared to nonparticipants at a singular institution. Archival data of 14,099 matriculates from the 2011–2014 freshman fall cohorts were utilized to examine the significance of a career intervention program on 1-year retention and 4-year graduation rates for various student demographics through an analysis of covariance. The results of this study suggest student participation in a career intervention program causes a statistically significant increase in 1-year retention and 4-year graduation rates regardless of gender or race. The discussion of this study is focused on why vocational identity development is significant at the beginning of the college experience and includes suggestions for how university administration can proactively infuse career development into their practices to benefit students of all backgrounds.
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Sage, Bradley W. "Teaching Health Care Administration in Athletic Training: A Unique Approach." Athletic Training Education Journal 8, no. 3 (September 1, 2013): 71–73. http://dx.doi.org/10.4085/080371.
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Health care administration is a challenging topic to teach due to the inability for students to directly engage in many of the activities such as insurance billing, inventory, and ordering equipment and supplies. The objective of this article is to describe how a discussion-based meeting format can be used to engage students in health care administration. Athletic training is a profession requiring a vast array of hands-on psychomotor skills. Students who enroll in professional athletic training programs are often kinesthetic learners who are best suited for hands-on learning. Although many classes in athletic training curricula offer an opportunity for these learners, in general the content area of health care administration does not. This creates challenging circumstances for the athletic training educator. A discussion-based business meeting environment was created to engage students in health care administration content. Students were required to complete meeting briefings before discussions during 25 meetings. Students engaged in open discussions that sparked expression of insightful personal opinions. Furthermore, students shared their clinical experiences and discussed openly the challenges and opportunities facing the profession of athletic training. This format allowed the presentation of this information to be conducted in a more stimulating and engaging way, better coinciding with the learning style of the students. This pedagogical approach to teaching health care administration appears to be an effective way to deliver this important material to athletic training students. Challenges still exist in respect to evaluating student participation and finding comfort in this teaching style. Both anecdotal student feedback and objectives scores on the Student Instructional Report (SIR) II course evaluation report show this method has been successful in engaging students in a difficult subject matter and improving learning outcomes.
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Gillespie, Robert, Joshua A. Russell, and Donald L. Hamann. "String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities." Journal of Research in Music Education 62, no. 2 (June 6, 2014): 175–87. http://dx.doi.org/10.1177/0022429414531987.
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The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school day. The majority (86%) of teachers were credentialed string specialists. While participants cited some frustrations, such as scheduling difficulties and lack of performance facilities, they identified several benefits from the new programs, including increased student participation in all music programs, more student collaborative opportunities, increased community and local music business support, and the more comprehensive nature of the music curriculum.
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Çil, Osman. "An Educator’s Response to COVID-19: Preservice Teachers’ Perspectives on Flipped Distance Education." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 37–53. http://dx.doi.org/10.22492/ije.9.2.03.
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With the COVID-19 pandemic, students and instructors had to carry out lessons with distance education practices, and this sudden change made it a necessity to reorganize educational processes under the conditions of the pandemic. This study sought to make an undergraduate course more effective by designing the distance education course based on the flipped learning model. In this qualitative study, a phenomenological approach was used, and 53 preservice elementary school teachers’ views on the flipped distance education course were investigated. Exploration of student errors during in-class activities, encouragement of active student participation, and compatibility to individual student differences was listed as positive aspects of the flipped distance education. On the other hand, the difficulties pre-service elementary school teachers encountered in obtaining information, their concerns about attending the class or discussing the homework in front of their peers, and the issues experienced during in-class communication were identified as the negative features of this approach. Moreover, the preservice elementary school teachers needed easily accessible information resources about the course content, a stable internet connection, appropriate technological equipment, and extension of the course time to effectively perform in the flipped distance education course. As a result, the flipped teaching model emerged as an effective approach to increase the efficiency of distance education courses, especially during the COVID-19 crisis.
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Mohamad Khudzari, Juliizaerma, Syahrina ‘Adliana Abdul Halim, Norziana Lokman, and Sarina Othman. "Social Cognitive Theory (SCT) and Students’ Failure in Bachelor of Corporate Administration Programme." Asian Journal of University Education 15, no. 3 (December 31, 2019): 151. http://dx.doi.org/10.24191/ajue.v15i3.7566.
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Students' failure is one of the most debatable topics in tertiary education in Malaysia. Failure in certain courses might delay students' progress to graduate-on-time (GOT). This will result in increased cost, time and resources to both the university and student. From an academic perspective, a higher rate of failure will give a negative impression that the course is tough for students to pass. This study aims to investigate the factors contributing to students' failure based on the Social Cognitive Theory (SCT). The students of Bachelor of Corporate Administration (BCA) from the Faculty of Administrative Science and Policy Studies, UiTM were selected to participate in an online survey. SCT has identified three main factors that influence students' failure namely, behavioural, environmental and personal factors. Findings of the study showed that for behavioural factors: students' attendance, total hours spent to study, participation in the classroom, understanding level and students' effort to complete the course are among the reasons that lead to the failure. Additionally, the nature of syllabus, teaching techniques, students learning time and assessment methods are the environmental factors that may lead to failure. Finally, personal factors are represented by individual roles, dispositions and commitment to perform in a particular course. This study concludes that the use of SCT can explain student failures more systematically. The result of the study is able to help the university and lecturer to enhance the teaching and learning approach, revise the assessment method and redesign the programme curriculum. These efforts are deemed pivotal in reducing student failures while maintaining its quality.
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Ibrahim Abbas, Zainab. "Blended Learning and Student Satisfaction: An Investigation into an EAP Writing Course." Advances in Language and Literary Studies 9, no. 1 (February 1, 2018): 102. http://dx.doi.org/10.7575/aiac.alls.v.9n.1p.102.
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This paper investigates students satisfaction in a blended English writing course for Academic Purposes in Iraq. Blended learning is a novel mode of approaching education and learning in Iraq so it is very relevant to attempt to determine what factors can help it its success. Its novelty comes not from its use of online platforms such as Moodle but blending the traditional face-to face approach and distance teaching in a way that foster critical thinking and ongoing participation of the students. Different factors were emphasized and investigated regarding satisfaction, among them, the instructor-student and student-student interaction, in addition to the pedagogical aspect of the course. Student’s background such as their job and age and family status were not considered in this study. A modified questionnaire of student’s satisfaction in an online course was used to determine the approximate of satisfaction. The result of the research helped the administration office to apply some improvements to the newly-founded Blended courses in Iraq.
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Webb, Noreen M., Marsha Ing, Eric Burnheimer, Nicholas C. Johnson, Megan L. Franke, and Joy Zimmerman. "Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving." Education Sciences 11, no. 5 (May 3, 2021): 214. http://dx.doi.org/10.3390/educsci11050214.
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Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the teacher was not driving the interaction. We identified multiple profiles of group interaction that yielded highly-detailed participation for some or all students in the group. These profiles varied in terms of whether students interacted in an ongoing, sustained manner or interacted periodically but not continually, whether one or multiple students initiated problem-solving strategies, and whether group members worked jointly or largely separately on their strategies. No single profile of group interaction was either necessary or sufficient to lead to highly-detailed participation for all students in the group.
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Magut, Christopher Kimeli, and Dr Allan Kihara. "INFLUENCE OF STUDENT RETENTION STRATEGIES ON PERFORMANCE OF TVETs IN NAIROBI COUNTY, KENYA." Journal of Business and Strategic Management 4, no. 1 (February 26, 2019): 1. http://dx.doi.org/10.47941/jbsm.279.
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Purpose: The study sought to evaluate the power of student retention strategies on performance of TVET institutes in Kenya: a case study of Nairobi City County. In order to capture the required information, the study is guided by four objectives; to assess the influence of student orientation and induction strategy, student support programs strategy, customer relation management, and student involvement and participation on performance of TVET institutes in Kenya. This study is anchored on drive reduction theory, tinto’s learner’s integration theory, the cognitive dissonance theory and structural strain theory. Methodology: The study used a descriptive survey design utilizing primary quantitative and qualitative data. The study employed stratified and simple sampling techniques on the population. Targeted study population was 182 TVET institutes in Nairobi region with teaching staff and dean of students being unit of observation. 70 institutions were targeted as a sample size by the study. Data was collected through the administration of questionnaires to TVET institutions lecturers and deans of students being the respondents. A pilot study was conducted on 10 randomly selected TVET institutes in Nairobi region equivalent to 6% of the overall population. Reliability of the research instrument was established through Cronbach’s Alpha (α) scale of 0.7 (internal consistency measure) thresholds. Content validity of the instrument was conducted. Descriptive and inferential statistics was used for the purpose of data analysis using Microsoft Excel software and SPSS version 22.0.Results: The outcomes of the research showed that majority of the sampled staff had attained graduate level of learning, the institution had Student orientation and induction as indicated by 55.75% of respondents. The institution had in place student support programs as indicated by 40% of respondents. About 31% of the sampled population revealed that TVET institutions in Nairobi County had Customer relationship management program and 27% of the respondents agreed that students were involved to participate on decision making.Contributions: the study makes contribution to policy in regard to student orientation and induction strategy, student support program strategy, customer relation strategy and student involvement and participation
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Izagirre-Olaizola, Julen, Jon Morandeira-Arca, Jone Mitxeo-Grajirena, Alaitz Mendizabal-Zubeldia, and Aitziber Lertxundi-Lertxundi. "REINFORCING THE INVOLVEMENT OF STUDENTS IN LEARNING BUSINESS ECONOMICS THROUGH ACTIVE METHODOLOGIES AND STUDENT RESPONSE SYSTEMS." Journal of Management and Business Education 3, no. 1 (April 1, 2020): 29–46. http://dx.doi.org/10.35564/jmbe.2020.0004.
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This work gathers an experience carried out during the academic years 2018-2019 and 2019-2020 in the Degree in Business Administration and Management in the Faculty of Economics and Business of the University of the Basque Country/Euskal Herriko Unibertsitatea (Gipuzkoa section). The main objective of the essay is to reinforce the involvement of students in the learning process and, secondly, to collect their perception of active methodologies for teaching-learning and thus be able to improve their application. To this end, we have used resources that employ the students' mobile phones, specifically the Socrative tool, to respond to online questionnaires, with the aim of reinforcing the motivation and participation of the students, and in the general context of the inverted classroom methodology.
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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (March 13, 2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.
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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.
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Sydnor, Emily, and Nicole Pankiewicz. "Assessing Undergraduate Student Learning in Political Science: Development and Implementation of the “PACKS” Survey." PS: Political Science & Politics 50, no. 01 (January 2017): 204–8. http://dx.doi.org/10.1017/s1049096516002444.
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ABSTRACT This article describes the creation and implementation of a new online assessment program (“PACKS”) for the department of politics at the University of Virginia. It discusses the benefits of online assessments, including the ease of administration, minimal faculty involvement, ability to link assessment data to existing student data (e.g., GPA and courses completed), and ability to track student progress over time. The assessment can be easily adapted for use by other departments in the social sciences and by other colleges and universities. The authors discuss the drawbacks to this type of assessment, including the challenge of obtaining the highest number of respondents. They recommend using a strong incentive to ensure full participation, such as an advising hold that prevents students from registering until they complete the assessment. The authors contend that implementing survey-based assessment tools is an ideal way for departments to meet their accrediting institutions’ assessment requirements.
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Reina-Paz, Maria Dolorez, Ainhoa Rodriguez-Oromendia, and Claudia Sevilla-Sevilla. "Effect Of Continuous Assessment Tests On Overall Student Performance In The Case Of The Spanish National Distance Education University (UNED)." Journal of International Education Research (JIER) 10, no. 1.5 (February 27, 2014): 61–68. http://dx.doi.org/10.19030/jier.v10i1.5.8460.
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This study aims to analyze the effect of the use of different types of continuous assessment tests on students participation, performance and final grades. To this end, it examines the case of a second-year course from the degree program in Business Administration and Management offered by the Faculty of Economics at the Universidad Nacional de Educaci a Distancia (National Distance Education University, UNED) in Spain during the first two academic years it was available (2011/12 and 2012/13). This period offered two distinct scenarios, with a total of 1,450 students participating the first year and 1,809 in the second, due to the use of two online continuous assessment tests with different scoring systems. The goal was to analyze the influence of each of the continuous assessment systems used on student participation in both the continuous assessment test itself and the final exam, as well as on the grades earned on these tests, and students overall performance in the course. As a result of this research, conclusions were reached regarding the educational nature of these tests and their suitability as a true tool for monitoring and assessment at a distance university.
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Ustinova, Oksana V., and Yulia V. Putilina. "Early 20th Century Historical Sources on the Siberian Student Community." Herald of an archivist, no. 1 (2018): 38–47. http://dx.doi.org/10.28995/2073-0101-2018-1-38-47.
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The article examines the early 20th century historical source base on the Siberian student community of the pre-revolutionary period. It argues that the sources complex of the period is heterogeneous in structure, nature, and content. It determines that the life of Siberian students, as depicted in the early 20th century sources from state archives, was recorded principally in the following aspects: approved and regulated university activities (admission, scholarships, training, participation in registered student organizations, fraternities, academic clubs, etc.) and oppositional, political, ideological activities of students prohibited by both central and local authorities and, in some cases, by university administration that followed the instructions. More details on pressing issues of student life (poverty, employment issues, etc.) unfold in the periodicals. There was a series of analytical and op-ed articles in the Sibirskii student (‘Siberian student’) and Sibirskie voprosy (‘Siberian issues’) magazines, in the Sibirskaya zhizn' (‘Siberian life’) and Utro Sibiri (‘The morning of Siberia’), and some others. The article shows that, apart from poverty and domestic issues, the informal student life, as lived outside educational institutions and politics (that is, love, friendship, attitude toward family, marriage, taste and theater preferences, fashion, and so on), went unreported. Some aspects of this life were pictured in fiction, published, for instance, in the Tomsk student press. But although they give some idea of the Siberian students’ view and ways of life, these sources don’t record facts of life.
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Salter, Diane, and Shannon Rushe. "Exploring the impact of a task-based faculty development certificate program." Collected Essays on Learning and Teaching 13 (October 28, 2020): 131–39. http://dx.doi.org/10.22329/celt.v13i0.6008.
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Faculty Development programs aim to improve the knowledge, attitudes and behaviours of teaching faculty with the goal of enhancing the student learning environment. This article describes a two-year research project that explored the impact of a task-based faculty development certificate program. Attitudinal and behavioural changes were assessed by using both quantitative and qualitative measures. Participants’ approaches to teaching were measured by administration of an established pre- and post-participation inventory to provide quantitative data; qualitative analysis was conducted in a review of the written post-session tasks and reflection papers. Results suggest that participation in this certificate contributed to attitudinal and behavioural change with a shift from teacher focused/content-based approaches towards student focused/learner centered approaches to teaching.
Les programmes de perfectionnement du corps professoral visent à améliorer la connaissance, l’attitude et le comportement des enseignants de manière à fournir aux étudiants un meilleur milieu d’apprentissage. Dans cet article, nous présentons un projet de recherche qui a duré deux ans et qui portait sur l’incidence d’un programme de certificat en perfectionnement du corps professoral axé sur les tâches. On évaluait les changements dans l’attitude et dans le comportement au moyen d’outils quantitatifs et qualitatifs. On prenait la mesure des approches enseignantes des participants au moyen de relevés an amont et en aval de la participation de manière à recueillir des données quantitatives. Quant à l’analyse qualitative, elle provenait du matériel écrit, soit les tâches d’après-séance et les travaux réflexifs. Les résultats indiquent que la participation à ce programme de certificat a engendré des changements dans l’attitude et le comportement des professeurs, lesquels sont passés d’une approche axée sur l’enseignant et le contenu à une approche axée sur l’étudiant ou l’apprenant.
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Sugino, Chie. "Student Perceptions of a Synchronous Online Cooperative Learning Course in a Japanese Women’s University during the COVID-19 Pandemic." Education Sciences 11, no. 5 (May 13, 2021): 231. http://dx.doi.org/10.3390/educsci11050231.
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As the coronavirus disease 2019 (COVID-19) pandemic expanded worldwide, most Japanese universities launched online learning as an emergent measure; hence, securing the quality of online learning remains a challenge. This study aimed to understand reasons behind students’ preferred mode of online learning during the pandemic and to explore the impact of online cooperative learning on students’ class participation by analyzing their voluntary comments. A qualitative content analysis identified three factors that are related to students’ decisions and motivation about participating in synchronous online classes: mutuality resulting from interaction, the impact of COVID-19 on their life and learning, and individual circumstances. This small-scale study was conducted under the unusual circumstance of the pandemic, and the quality of student interaction was excluded from the analysis. However, their enjoyment arising from interaction encouraged their participation in a synchronous class and discussion. They expressed themselves and listened to others attentively, creating a favorable climate for learning. Students’ positive interdependence observed in this study suggests that cooperative learning cultivates a classroom culture where students are willing to contribute without the fear of losing face. This study indicated that participation, cooperation, and active engagement create a positive feedback loop, promoting each aspect even in an online setting.
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Sopoaga, Faafetai, Peter Crampton, Tim Wilkinson, and Tony Zaharic. "Two decades in the making : reflecting on an approach to increase the participation and success of Pacific students at the Otago Medical School in New Zealand." Pacific Health Dialog 21, no. 3 (March 28, 2019): 128–38. http://dx.doi.org/10.26635/phd.2019.608.
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Introduction: Health professional institutions are required to train a health workforce to meet the needs of their increasingly diverse communities. One approach is to increase the diversity of their student cohorts. This article provides some reflections on the approach from one institution to increase the participation and success of Pacific students, an under-represented group in its medical programme.
Methods: A review of the University’s strategic documents and initiatives to improve the participation and success of Pacific students in the medical programme was conducted. The total number of Pacific students enrolled in medicine and their completion rates from 1996 to 2016 was requested from central university administration. The academic performance of Pacific students for the same period was requested from the medical school administration. The two extracts were merged and the annual performance for all Pacific students was analysed using Microsoft Excel. Interpretation of the results and perspectives discussed are shaped by the authors’ institutional knowledge.
Results: The earliest recorded efforts to increase the participation of Pacific students in the medical programme was through an affirmative action approach in 1951. Pacific student numbers, however, did not increase over subsequent years, until a more strategic approach was taken through the establishment of a Pacific Strategic Framework in 2011. The Framework coordinated a University-wide approach, engaged senior University leaders in the process, empowered Pacific staff, enabled targeted support for students and meaningful engagements with Pacific communities. These coordinated efforts coincided with positive outcomes for Pacific students’ in the medical programme.
Conclusions: The building of capacity and capability for under-represented groups require patience, persistence, advocacy, diplomacy and risk-taking. Having a university-wide strategic approach that is endorsed at the highest levels, supported well through appropriate resourcing, including the empowerment of minority leadership within the institution is required. It is important also for senior institutional leadership to be consciously aware of institutional racism and the historical, economic and social forces that lie behind it. Last by not least, building genuine and meaningful engagements with these minority communities is vital, and will support institutional efforts to meet the needs of their diverse communities.
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Kaiser, Heather E., Daniel J. Barnett, Awori J. Hayanga, Meghan E. Brown, and Andrew T. Filak. "Medical Students' Participation in the 2009 Novel H1N1 Influenza Vaccination Administration: Policy Alternatives for Effective Student Utilization to Enhance Surge Capacity in Disasters." Disaster Medicine and Public Health Preparedness 5, no. 2 (June 2011): 150–53. http://dx.doi.org/10.1001/dmp.2011.33.
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ABSTRACTAs cases of 2009 novel H1N1 influenza became prevalent in Cincinnati, Ohio, Hamilton County Public Health called upon the University of Cincinnati College of Medicine to enhance its surge capacity in vaccination administration. Although the collaboration was well organized, it became evident that a system should exist for medical students' involvement in disaster response and recovery efforts in advance of a disaster. Therefore, 5 policy alternatives for effective utilization of medical students in disaster-response efforts have been examined: maintaining the status quo, enhancing the Medical Reserve Corps, creating medical school–based disaster-response units, using students within another selected disaster-response organization, or devising an entirely new plan for medical students' utilization. The intent of presenting these policy alternatives is to foster a policy dialogue around creating a more formalized approach for integrating medical students into disaster surge capacity–enhancement strategies. Using medical students to supplement the current and future workforce may help substantially in achieving goals related to workforce requirements. Discussions will be necessary to translate policy into practice.(Disaster Med Public Health Preparedness. 2011;5:150–153)
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Mamun-ur-Rashid, Md, and Md Zillur Rhman. "QUALITY OF HIGHER EDUCATION IN BANGLADESH: APPLICATION OF A MODIFIED SERVQUAL MODEL." Problems of Education in the 21st Century 75, no. 1 (February 20, 2017): 72–91. http://dx.doi.org/10.33225/pec/17.75.72.
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Progressive importance, swelling investment, and mounting national and global competition necessitate evaluation of the service quality of higher education. Quantifiable indicators such as student teacher ratio, student number, women participation, establishing new departments, and increase in the number of universities are no longer enough unless the student’s stand point is considered. This research probed the service quality of higher education in a public university in southern Bangladesh utilizing modified SERVQUAL gap model. The t-test results suggest that there is a significant service gap in all the selected service dimensions such as learning, teaching, recognition, assessment system, internet and library facilities, campus life, and non-academic administration. The results also mirror that little more than half (54.1%) students are satisfied with the service quality of the selected university and almost similar proportion (52.1 %) of the students have future interest in studying in the same university. Regression analysis reveals that learning and recognition are two important determinants of client’s overall satisfaction with the service of selected university. Importance Performance Analysis (IPA) advocates that the university should take immediate step in improving internet and library facilities, campus life, and non-academic administration. Factor analysis output confirms that slight modification of the proposed seven set model into six set factors can be employed by the management as off-the-rack service quality measurement tool. Key words: service quality, higher education, SERVQUAL, Bangladesh.
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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and Shu-Huei Cheng. "Leading school for learning: principal practices in Taiwan." Journal of Educational Administration 55, no. 2 (April 10, 2017): 168–85. http://dx.doi.org/10.1108/jea-06-2016-0069.
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Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning. Research limitations/implications This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged. Practical implications With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration. Originality/value This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
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Sari Artha, Karyn, Afifatul Fadlilah, Olvira Romadhona, and Riko Nakajima. "MYANMAR1962: FEMINISM IN THE POST MILITARY JUNTA ERA." Sociae Polites 20, no. 2 (December 26, 2019): 179–91. http://dx.doi.org/10.33541/sp.v20i2.2421.
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Aung San Suu Kyi is a feminist activist who opposes the Military Junta government. She highly upholds gender equality and strives for all people to have the right to live. However, she ended up in prison for years because of his bold actions. After being released from the detention center, Aung San Suu Kyi campaigned on Feminism, which has influenced many women to fight for their rights. Because of Aung San Suu Kyi, more and more women, both students, workers, and business people, also voiced their goals, especially women's participation in various sectors and women's freedom in leading the country. The participation of women they strive for participates in the media, public administration, politics, and the student movement. This movement was implementing because women can also contribute to advancing the country's economy and politics. The U.N role is also very influential in this case through its campaigns that include men to voice gender equality. Because gender equality is not only for women, but everyone has the right to gender equality. Due to, to achieve the same goal, namely peace between humans
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Rupp, Caroline S. "Conference Report - Administration of Justice in Africa – Effectiveness, Acceptance and Assistance: Impressions from the Joint Conference of the Protestant Academy Loccum and the African Law Association (2007)." German Law Journal 9, no. 6 (June 1, 2008): 845–54. http://dx.doi.org/10.1017/s207183220000016x.
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“When a stone is put in your way, you can view it either as an obstacle – or as a stepping stone.” This well-known phrase was quoted in one of the opening speeches at the Joint Conference of the Protestant Academy Loccum and the African Law Association in Rehburg-Loccum, Germany, on 30 November 2007. It set the tone for a three-day conference on African law which explored the “Administration of Justice in Africa – Effectiveness, Acceptance and Assistance” in many facets, focusing on different countries and various approaches ranging from women's rights to development cooperation. The African Law Association (Gesellschaft für afrikanisches Recht e.V.), founded in 1973, aims at promoting and furthering the knowledge of the African legal systems. In keeping with the African Law Association's focus on different aspects of law in Africa – not only legal aspects, but also points of view from politics, history, development cooperation and ethnology – the conference participants came from various backgrounds: professors and lecturers from Germany and various African states were present as well as other members of the African Law Association and undergraduate and PhD students from several universities. A large student group, of which the author was a member, came from the University of Würzburg, their interest in African law awakened by a series of lectures in their home university and a cooperation project of the Faculty of Law of the University of Würzburg, the Namibian Ministry of Justice and the Legal Assistance Centre in Windhoek, Namibia.
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Young, Tamara Viola, Thomas V. Shepley, and Mengli Song. "Understanding Agenda Setting in State Educational Policy: An Application of Kingdon’s Multiple Streams Model to the Formation of State Reading Policy." education policy analysis archives 18 (July 10, 2010): 15. http://dx.doi.org/10.14507/epaa.v18n15.2010.
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Drawing on interview data from reading policy actors in California, Michigan, and Texas, this study applied Kingdon's (1984, 1995) multiple streams model to explain how the issue of reading became prominent on the agenda of state governments during the latter half of the 1990s. A combination of factors influenced the status of a state's reading policy agenda, including feedback from parents, teachers, and business groups; student achievement data; political pressure from the state administration; regional and national interest; a pervasive belief that reading is a building block for student success; and a widespread perception that the decline in reading achievement was symbolic of the failure of public schools. In addition, governors promoted reading to high agenda prominence by influencing which issues were placed on the decision agenda (agenda setting) and which alternatives were given serious attention (alternative specification). Finally, the findings suggest that the applicability of Kingdon's national-level model to the state level may depend on both the issue being examined and the participation of the state executive branch.
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CALLENDER, CLAIRE, and JONATHAN JACKSON. "Does the Fear of Debt Deter Students from Higher Education?" Journal of Social Policy 34, no. 4 (October 2005): 509–40. http://dx.doi.org/10.1017/s004727940500913x.
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Concerns over the impact of debt on participation in higher education (HE) have dominated much of the debate surrounding the most recent reforms of financial support for full-time students in England, including the introduction of variable tuition fees. Yet few studies have attempted to explore this issue in a statistically robust manner. This article attempts to fill that gap. It examines the relationship between prospective HE students' attitudes to debt, and their decisions about whether or not to enter HE. Using data derived from a survey of just under 2,000 prospective students, it shows how those from low social classes are more debt averse than those from other social classes, and are far more likely to be deterred from going to university because of their fear of debt, even after controlling for a wide range of other factors. The article concludes that these findings pose a serious policy dilemma for the Westminster government. Their student funding policies are predicated on the accumulation of debt and thus are in danger of deterring the very students at the heart of their widening participation policies.
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Salgado, Sofia, and Manuel Au-Yong-Oliveira. "Student Burnout: A Case Study about a Portuguese Public University." Education Sciences 11, no. 1 (January 15, 2021): 31. http://dx.doi.org/10.3390/educsci11010031.
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Burnout is increasingly present in organizations and in the most diverse professions, namely, in university students. Burnout can have negative repercussions on their well-being and can even lead them to abandon their studies. The objective of the study focuses on academic burnout and taking medication as a consequence of the requirements of the academic path of students at a Portuguese public university. To achieve this goal, a quantitative methodology was used, consisting of the distribution of a questionnaire to a sample of students from the analyzed university. The first study questionnaire obtained 207 responses, all valid. To perform the analysis of the quantitative data, the program IBM SPSS Statistics, version 25 was used. Inferential statistics were used, namely, Student t-test and one-way ANOVA (parametric tests), Spearman’s correlation coefficient, and the Chi-square test, to test the previously defined research hypotheses. Among the variables for which statistically significant relationships with burnout were found, the following stand out: the arithmetic mean (course average); the professional situation; participation in extracurricular activities; the practice and frequency of physical exercise; the choice and expectations regarding the course; the uncertainty felt about the professional future; the evaluation of the relationship with colleagues.
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Isaeva, Irina E. "Development of Research Interest Among Undergraduate Students During the Preparation of Final Qualifying Work (VKR) on the Example of State and Municipal Administration Educational Program." RUDN Journal of Public Administration 7, no. 2 (December 15, 2020): 161–69. http://dx.doi.org/10.22363/2312-8313-2020-7-2-161-169.
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The article presents the characteristics of research interest and its development on the example of University students bachelors degree qualification, the analysis of publications of domestic and foreign authors on the subject, the factors contributing to the formation and development of research interest, its importance in the cognitive activity of the student and the results of its manifestation in the educational process of the University. The article is written on the basis of prolonged observations of students and interim results of these studies. In the analysis of the intermediate results involved the students themselves. The criteria of positive result of the development of research interest: the desire to continue learning in the magistracy, initiative and diligence in selecting topics and preparing the content of future scientific publications, participation in scientific conferences and competitions. Research interest is considered from the point of view of the continuing educational activities of the University student, is its qualitative characteristics, which confirms the perceived need of the student in independent scientific work. Currently, due to the current tasks of the students bachelors degree qualification with modern requirements to educational activities and rapidly changing conditions of modern life and the demands of implementation in the profession, creativity becomes a necessary component of cognitive activity and its specific directions. The article considers creativity as the main outcome of interest and the possibility of further professional development. The paper proposed specific measures in order to develop the research interest of the students bachelors degree qualification in the learning process highlighted the importance of qualifying work in the process of formation of key qualifications, including research activities.
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Zotov, Vladimir, Iman Ibrahim, Irina Petunina, and Yuliya Lazareva. "Engagement of Students in Data Visualization for the Purpose of E-Learning Improvement." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 46. http://dx.doi.org/10.3991/ijet.v16i02.18745.
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The study describes an approach to e-learning based on the Moodle platform that is used to visualize participation in the learning community and is proposed to be used to inform students and teachers about their involvement in the social learn-ing environment. The experiment involved 5 teachers and 3 experts who deter-mined the most significant visualization indicators for the virtual learning envi-ronment dashboards. There were 42 students aged 21 to 23. The virtual learning environment is based on the Moodle and Blackboard platforms that are common-ly used in universities. SocialWall allowed participants to perform actions in the social environment that are visualized in graphs under the specified criteria. A Wiki repository plugin was also added in order to accumulate student knowledge in shared structured documents stored in a shared repository. The relational data-base management system MySQL allows creation of additional relations, data-base design and administration. The visualization activities described in the study are based on modified state transition networks to analyze and visualize the stu-dent learning path. Student trajectory networks show the interaction of individual learners or groups with the course structure and material.
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Schwarzmann, Nachbar, Pollack, Leeworthy, and Hitz. "What Will Parents Pay for Hands-on Ocean Conservation and Stewardship Education?" oceans, no. 19 (December 2018): 123–33. http://dx.doi.org/10.34074/junc.0019123.
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Supported by the National Marine Sanctuary Foundation, the Ocean Guardian School (OGS) program is a federally funded grant program coordinated by the National Oceanic and Atmospheric Administration (NOAA) Office of National Marine Sanctuaries. OGS supports the educational goals of national marine sanctuaries (NMS) by funding hands-on ocean conservation and stewardship programs in both public and private schools. Schools apply for grants (up to $4,000) to implement school- or community-based conservation projects to educate students, while contributing to the health and protection of local watersheds and the world’s ocean. This study is the first to estimate the value that parents have for their child’s participation in an ocean conservation and stewardship program. Using a contingent choice survey, changes to student behaviour, parents’ support for the OGS program and the non-market economic value to parents of the six program attributes are estimated.
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Gatumu, Jane Ciumwari, and John Chandi Rugendo. "Non-Examined Secondary School Curriculum and Quality Teacher Education: Case of University of Nairobi Students on Teaching Practice in Meru." East African Journal of Education Studies 3, no. 1 (June 7, 2021): 106–15. http://dx.doi.org/10.37284/eajes.3.1.338.
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Student teachers in teaching practice find themselves in a scenario whereby they are examined based only on their pedagogical competencies. This paper focuses on the student teachers’ quality in relation to the non-examined curriculum component, where the goal of the curriculum is to develop the life skills of students. A phenomenological approach and social constructivist framework are relied upon. The study’s sample size consisted of 47 University of Nairobi students in the Meru teaching practice zone. The students were observed and interviewed to find out the nature of their involvement in the non-examined curriculum. The data collection was guided by activities they participated in, reasons for their participation, how the school administration supported their involvement and how this contributed to their self-fulfilment as teachers of quality. The research findings indicate that student teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with learners that are entrusted to them. It emerged that their teaching of non-examined curriculum displayed their expertise which raised their morale when they were teaching the examined curriculum. Precisely, their teaching of non-examined curriculum created a forum for student teachers to feature in their local communities, neighbourhoods and at the county level, which made them feel that they have something to offer to the wider society. Furthermore, the study highlights the student teachers’ concerns with developing identities as ‘teachers’ and the ample opportunities provided during teaching practice for them to try out what was learned during teacher training preparation. Observing these 47 students depicted their high levels of passion, confidence, creativity and intrinsic motivation, features of quality preparation for teaching practice. The study recommends the essence of investing in quality teacher training preparation programmes.
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Holmen, Anne. "”Being Bilingual Means Being a Foreigner”. Categorizing Linguistic Diversity among Students in Danish Higher Education." HERMES - Journal of Language and Communication in Business 27, no. 53 (December 2, 2014): 11. http://dx.doi.org/10.7146/hjlcb.v27i53.20947.
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<p align="LEFT">One of the effects of the internationalization of Danish higher education is a more mobile and linguistically heterogeneous student population aiming at both the national and international labor market. At the same time efforts to increase participation in higher education among domestic students have resulted in a more diverse student body in terms of social and ethnic background. To some extent the two groups of students overlap, but they are treated very differently by the university administration. Whereas students with international experience are counted and categorized as such, and are offered language courses before going abroad or when arriving in Denmark, minority students are either part of the mainstream or identifi ed as in need of remedial courses. The latter does not correspond very well with the general shift towards more learner-centered approaches in higher education, which potentially opens up to a resource perspective on multilingual students’ language background. The present paper is a literature review focusing on the various labels used when categorizing students according to their linguistic background. The purpose of this is to raise awareness about labelling as a sensitive issue and to propose a multilingual pedagogical framework for students to benefit from their full language potential during their academic studies.</p>
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Cranfield, Desireé J., Andrea Tick, Isabella M. Venter, Renette J. Blignaut, and Karen Renaud. "Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study." Education Sciences 11, no. 8 (August 4, 2021): 403. http://dx.doi.org/10.3390/educsci11080403.
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The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills.
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Boyce, Eric G. "Development of an Educational Assessment Plan for Doctor of Pharmacy Programs." Journal of Pharmacy Practice 13, no. 5 (October 2000): 411–19. http://dx.doi.org/10.1106/3q28-nvj7-6qdk-67hl.
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The assessment of academic and student services is becoming an essential component in higher education. Program assessment is a method to collect, disseminate and use data in order to improve the academic program and the students’ experiences while enrolled in that program. A program assessment plan for doctor of pharmacy programs is now part of the accreditation standards from the American Council on Pharmaceutical Education. The organization of an assessment plan includes leadership from college/school administration and faculty, plus participation from administrators, faculty, students, alumni, employers and possibly others. The development of an assessment plan includes designing prospective activities to determine what to assess, methods to perform the assessment, collection and dissemination of assessment data, data analysis, use of the data, and assessment of the assessment plan. Assessment activities should be implemented gradually, with a focus on assessing those factors that are most important, can be readily assessed, and can be useful.
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Fuchs, Lynn S., Carol L. Hamlett, Douglas Fuchs, Pamela M. Stecker, and Carl Ferguson. "Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction." Journal of Special Education Technology 9, no. 2 (December 1988): 73–86. http://dx.doi.org/10.1177/016264348800900202.
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This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. Participants were 20 special education teachers, randomly assigned to teacher and computer administration groups. Each practitioner selected two mildly handicapped pupils for participation. For 15 weeks, teachers employed CBM in reading, spelling, and math, with data collected by teachers or by computers. Ten weeks into the study, teachers and students were observed during measurement and evaluation activities, and durations of time allocated to CBM procedures were recorded. Teacher satisfaction was indexed with a questionnaire at the study's completion. Observational data indicated that teachers spent less time in measurement and evaluation when data were collected by computers; further, satisfaction data revealed that computer-data-collection teachers were more satisfied with the procedures. However, students spent more time in measurement with computer data collection. Implications for special education practice are discussed.
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Reid, Steven. "Knowledge influencers: leaders influencing knowledge creation and mobilization." Journal of Educational Administration 52, no. 3 (April 29, 2014): 332–57. http://dx.doi.org/10.1108/jea-01-2013-0013.
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Purpose – The purpose of this paper is to investigate the influence of leaders on knowledge creation and mobilization. Design/methodology/approach – This mixed methods study included three high-performing districts based on provincial assessment results and socio-economic factors. Interviews and questionnaires were used to gather data from 53 participants including: 11 principals, 11 teacher leaders, 26 teachers, and five system leaders. Findings – The findings of the study emphasized the importance of leaders supporting knowledge creation and mobilization processes through practices such as engaging school-based knowledge influencers and fostering cultures of trust and risk taking. The author defined knowledge influencers as leaders, formal or informal, who have access to knowledge creating groups at the local and system level. These leaders influenced knowledge mobilization at different levels of the district. Research limitations/implications – A research limitation of this study was present based on the sole use of high-performing districts and schools. Participation was determined via comparisons of provincial assessment results (Ontario, Canada) and socio-economic status (SES) factors. Although causal effects are cautioned, districts and schools from various SES communities (high, medium, low) were chosen to support broad generalizations and associations. Practical implications – This study provided pragmatic considerations and recommendations for system and school leaders, those charged with increasing student achievement (e.g. use of knowledge influencers and an expanded array of data use while creating knowledge). Originality/value – A knowledge creation model was developed by the author based on a synthesis of the findings. The model and study will be of interest to those wishing to further implement or study the creation and mobilization of knowledge within organizations.
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de Reuck, Shelley, and Geoff Bick. "Kauai: Extending a fast-food brand into traditional retail as a growth strategy." Case Writing Centre, University of Cape Town, Graduate School of Business 2020, no. 1 (February 1, 2020): 1–25. http://dx.doi.org/10.1108/caseuct-2020-000002.
Full textAbstract:
Subject area of the teaching case The case can be used in the subject areas of marketing, strategy, business model innovation in an emerging market. The case introduces a practical example of brand extension as a growth strategy employed by an existing brand to secure additional revenue channels and customer touch points. Student level This teaching case is aimed at postgraduate business students such as Master's degrees in Business Administration degrees, postgraduate diplomas, executive education, or specialist Master's degrees. Brief overview of the teaching case Kauai is a health restaurant with 150 stores across South Africa, Namibia and Botswana, more than 50% of which are franchise-owned. An acquisition of the original Kauai quick-service restaurant (QSR) chain by Real Foods in 2015 leads to a complete rebrand and overhaul of its product offering and store experience. Since the acquisition, the business operates as a startup with few formal processes and KPIs in place to drive performance. Despite the obvious success the team is battling with the factors that need to be considered to ensure that they can scale adequately to realise full potential. Plus how should they position the existing brand effectively within the FMCG space to maximise the contribution of brand equity to its success? Expected learning outcomes –The understanding around the business model of a strong, existing brand entering a highly competitive and price-sensitive FMCG. –Analysing the marketing strategy and brand identity approaches that could be used. –An understanding of the brand extension strategy that could be implemented in light of various challenges. –Understanding how retail marketing works in an emerging market context.
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Shahzad, Shahmain. "Academic culture of Pakistani medical colleges." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 59–64. http://dx.doi.org/10.53708/hpej.v3i1.186.
Full textAbstract:
ABSTRACT
Objectives:
There is a discrepancy between the theory and practice in the academic culture in the medical schools in Pakistan. The overall academic culture and educational armamentarium in Pakistani medical colleges is outdated and is teacher and administration centric. This scoping review is done to highlight these discrepancies and to shed light on problems faced in the academic culture of medical colleges.
Methods:
Out of the 98 studies identified relevant to the topic, 27 studies were included in this scoping review. These studies were obtained from PubMed, ERIC and Google Scholar. This review was supported by framework proposed by Arksey and O’Malley.
Results:
The scoping review highlighted that the students responded well to clear study objectives, practical application of knowledge over memorization, interactive nature of the teachers and a comfortable and properly equipped learning environment. The absence of aforementioned amenities and facilities enabled poor results, high stress in students and overall low academic performances of medical colleges. Along with that a lack of formal training of teachers and a passive participation of students in research opportunities were also displayed.
Conclusion:
The academic culture in Pakistan’s medical and dental colleges display a lack of modern and innovative learning and teaching facilities, which has a negative impact on student performance and growth. A collaborative approach, with active participation from all stakeholders involved can curb a lot of these problems, given proper funding and good leadership.
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Perry, Claudia, Dean Yager, Rochelle Mozlin, David Krumholz, and Kevin Jackson. "If You Build it They Will Come, or Collaborative Web Site Development “Out of Hide”." Journal of Educational Technology Systems 26, no. 4 (June 1998): 369–74. http://dx.doi.org/10.2190/6xkg-c087-em54-ycc5.
Full textAbstract:
In the fall of 1995, a grass-roots groups of campus computer users championed the extension of network access and the formation of a College presence on the World Wide Web. Despite a lack of money, technical support, experience or equipment, the initiative moved forward, and by July 1996 the Web site was up and running. Key success factors included strong motivation, hard work, a critical mass of supporters, a willingness to experiment and to start small, as well as log file software to justify our existence and well-publicized demonstrations to sustain interest and build support. Despite many positive aspects of the project and unexpected dividends, the effort has not been without its problems. This article addresses design, implementation and assessment issues from the perspectives of administration, student, and educator. Ongoing development and maintenance issues remain a challenge, as does the need to develop consistent policies and procedures, continue training programs, extend participation beyond the initial group of “early adopters,” and encourage a reward mechanism for involvement in innovative campus projects.
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Prasetyo, Daniel Hary, Jamilah Mohamad, and Rosmadi Fauzi. "A GIS-based multi-criteria decision analysis approach for public school site selection in Surabaya, Indonesia." Geomatica 72, no. 3 (September 1, 2018): 69–84. http://dx.doi.org/10.1139/geomat-2018-0017.
Full textAbstract:
Surabaya is one of the old cities of Indonesia and has been inhabited since the Colonial era. It has been continuously growing until today leading to expansion of its area to the south, east, and west. Unfortunately, it has not been supported by the addition of new public schools, particularly at the secondary and high school levels. This research aimed to help the government by determining the suitability level of the whole area of the city for locating a new school and for evaluating current school locations. This research proposed six spatial factors: administration, population, transportation, land-use, student flow, and public preferences. Each factor was represented as raster file built from primary and secondary tabular and spatial data. Each factor then was weighted from the multi-criteria decision analysis step using the analytical hierarchy process method. The results show recommended and non-recommended areas in Surabaya for locating a new school building. This research integrated GIS analysis, web-GIS application, public participation, and MCDA to identify the best solution for this case.