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Добірка наукової літератури з теми "Educational advantage"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 20 лютого 2023

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Статті в журналах з теми "Educational advantage"

Bernardi, Fabrizio, and Moris Triventi. "Compensatory advantage in educational transitions." Acta Sociologica 63, no. 1 (July 3, 2018): 40–62. http://dx.doi.org/10.1177/0001699318780950.

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In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor academic performance. Second, we develop a simulated scenario analysis to assess how much of the observed social background inequality is due to the educational outcomes of poorly performing students from high social backgrounds. The results are consistent with the notion that a CA mechanism is in place and show that the advantage of individuals with higher backgrounds over those from lower backgrounds is much larger among students with bad marks in earlier school stages. We estimate that at least one-third of the observed social background inequality in educational transitions in Italy can be attributed to the CA mechanism. This result is consistent across different outcomes, samples and birth cohorts, and is robust to a number of sensitivity checks.

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Hällsten, Martin, and Fabian T. Pfeffer. "Grand Advantage." American Sociological Review 82, no. 2 (March 7, 2017): 328–60. http://dx.doi.org/10.1177/0003122417695791.

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We study the role of family wealth for children’s educational achievement using novel Swedish register data. In particular, we focus on the relationship between grandparents’ wealth and their grandchildren’s educational achievement. Doing so allows us to reliably establish the independent role of wealth in contributing to long-term inequalities in opportunity. We use regression models with extensive controls to account for observed socioeconomic characteristics of families, cousin fixed effects to net out potentially unobserved grandparent effects, and marginal structural models to account for endogenous selection. We find substantial associations between grandparents’ wealth and their grandchildren’s grade point averages (GPA) in the 9th grade that are only partly mediated by parents’ socioeconomic characteristics and wealth. Our findings indicate that family wealth inequality—even in a comparatively egalitarian context like Sweden—has profound consequences for the distribution of opportunity across multiple generations. We posit that our estimates of the long-term consequences of wealth inequality may be conservative for nations other than Sweden, like the United States, where family wealth—in addition to its insurance and normative functions—allows the direct purchase of educational quality and access.

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Feliciano, Cynthia, and Yader R. Lanuza. "The Immigrant Advantage in Adolescent Educational Expectations." International Migration Review 50, no. 3 (September 2016): 758–92. http://dx.doi.org/10.1111/imre.12183.

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Shearin, Rhonda. "Educational Programs Take Advantage of Computing Techniques." Computers in Physics 9, no. 2 (1995): 133. http://dx.doi.org/10.1063/1.4823385.

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McDonald, Katrina Bell, and Thomas A. LaVeist. "Black Educational Advantage in the Inner City,." Review of Black Political Economy 29, no. 1 (June 2001): 25–47. http://dx.doi.org/10.1007/bf02717274.

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Merolla, David M. "The Net Black Advantage in Educational Transitions." American Educational Research Journal 50, no. 5 (October 2013): 895–924. http://dx.doi.org/10.3102/0002831213486511.

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Bernardi, Fabrizio. "Compensatory Advantage as a Mechanism of Educational Inequality." Sociology of Education 87, no. 2 (March 6, 2014): 74–88. http://dx.doi.org/10.1177/0038040714524258.

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Pigden, Louise, and Andrew Garford Moore. "Educational advantage and employability of UK university graduates." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 603–19. http://dx.doi.org/10.1108/heswbl-10-2018-0101.

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Purpose In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether educational advantage, measured by the “Participation of Local Areas” (POLAR) classification, correlated with rates of graduate destinations for joint and single honours graduates. This study focused particularly on Russell Group and Post-92 Universities. Design/methodology/approach The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, which aggregate geographical regions across the UK based on the proportion of its young people that participate in higher education. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students, focusing particularly on Russell Group and Post-92 Universities, in order to build on previous published work. Findings Single honours and joint honours graduates from higher participation POLAR4 quintiles were more likely to be in a highly skilled destination. However at both the Russell Group and the Post-92 universities, respectively, there was no trend towards a smaller highly skilled destinations gap between the honours types for the higher quintiles. For the highest POLAR4 quintile, the proportion of joint honours graduates was substantially higher at the Russell Group than at Post-92 universities. Furthermore, in any quintile, there were proportionately more joint honours graduates from the Russell Group, compared with single honours graduates, and increasingly so the higher the quintile. Research limitations/implications This study focused on joint honours degrees in the UK where the two or three principal subjects fall into different Joint Academic Coding System (JACS) subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. This excluded the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. However, the overall proportion of joint honours graduates identified using the classification was in line with the UCAS (2017) data on national rates of combined studies acceptances. Practical implications All Russell Group graduates, irrespective of their POLAR4 quintile, were far more likely to be in a highly skilled destination than single or joint honours graduates of Post-92 universities. Even the lowest quintile graduates of the Russell Group had greater rates of highly skilled destination than the highest quintile from Post-92 universities, for both single and joint honours graduates. This demonstrated the positive impact that graduating from the Russell Group confers on both single and joint honours graduates. Social implications This study could not explain the much smaller gap in the highly skilled destinations between single honours and joint honours graduates found in the Russell Group, compared with the Post-92. Why do a higher proportion of joint honours graduates hail form the upper POLAR4 quintiles, the Russell Group joint honours graduates were more disproportionately from the upper POLAR4 quintiles and the joint honours upper POLAR4 quintiles represented such a larger proportion of the Russell Group overall undergraduate population? Other student characteristics such as tariff on entry, subjects studied, gender, age and ethnicity might all contribute to this finding. Originality/value This study demonstrated that, averaged across all universities in the UK, there was a trend for both single honours and joint honours graduates from higher participation POLAR4 quintiles to be more likely to be in a highly skilled destination, i.e. the more educationally advantaged, were more likely to be in a highly skilled destination, as a proportion of the total from each honours type. This accorded with HESA (2018b) data, but expanded those findings to include direct consideration of joint honours graduates.

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Angus *, Lawrence, Ilana Snyder, and Wendy Sutherland‐Smith. "ICT and educational (dis)advantage: families, computers and contemporary social and educational inequalities." British Journal of Sociology of Education 25, no. 1 (February 2004): 3–18. http://dx.doi.org/10.1080/0142569032000155908.

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Halldórsson, Almar M., and Ragnar F. Ólafsson. "The Case of Iceland in PISA: Girls' Educational Advantage." European Educational Research Journal 8, no. 1 (January 2009): 34–53. http://dx.doi.org/10.2304/eerj.2009.8.1.34.

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Дисертації з теми "Educational advantage"

Hendrix, Nicole M. "Instructional gesture and early shape learning: an advantage for seeing and doing." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6434.

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Discrepancies in math knowledge emerge as early as four years of age, demonstrating need for effective early math interventions. Early math curricula and targeted instructional strategies have been shown to increase geometric knowledge in early childhood, particularly as that relates to shape learning. Existing educational research has not examined the specific role hand gesture embedded in instruction may have on early geometric learning, although in the psychological literature, effects of gesture on mathematical and spatial learning are well-documented. One hundred and twenty-one preschoolers and kindergarteners, divided among three instructional conditions—no observed gesture, seeing gesture, and seeing and doing gesture during instruction—participated in this study. Child knowledge of shape was measured on a shape sorting task before and after an instructional lesson. The researcher also collected data on spoken and gestured strategies used during the sorting task. Experimental condition influenced participant sorting performance when participants were exposed to gesture and encouraged to gesture themselves. Participant performance for this condition significantly differed from that of participants who were not exposed to gesture during instruction. Experimental condition did not significantly increase frequency of spoken or gestured strategies more indicative of shape knowledge. Child engagement in gesture during learning, regardless of condition, and socioeconomic status significantly impacted performance, aligning with existing findings in psychological and educational literature. The researcher proposed future directions for early intervention work in targeting shape knowledge.

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Doolan, K. "'My dad studied here too' : social inequalities and educational (dis)advantage in a Croatian higher education setting." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.598600.

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This study explores how higher education choices are shaped for students from different social backgrounds in a Croatian higher education setting and how these students experience their first year of study and progress through it. The research design includes questionnaire data with responses from 642 first year undergraduate students at six case study faculties within the University of Zagreb; interview data collected from 28 students at the same six faculties whose first year educational experience and progress were more closely examined; and statistical data including information for all Croatian students. The study has engaged with Bourdieu’s different types of capital, habitus and field in order to propose a relatively holistic approach to understanding social differences in higher education participation. The study has identified an interrelated web of influence as shaping student choices and experiences: inherited or acquired capitals (cultural, social, economic and emotional), gender, and fields of the past (secondary education field), present (HE field) and future (labour market). The analysis indicates that institutional practices educationally reinforce social (dis)advantage through their (mis)recognition of resources which are unevenly distributed among students, thus positioning those with inherited capitals at an educational advantage. In this study, ‘inheritors; were identified as second generation students, who had attended a secondary grammar school, with the necessary financial resources, supportive parents and appropriate living and studying conditions. In the case of students with low initial capitals, examples of transformative educational practices were related primarily to the fields they interacted with, which acted as sources of capital influencing their practices. However, it was more often the case that fields reinforced existing capitals rather than provided new ones.

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Aris, Sharon Margaret. "Understanding school choice: what parents prioritise in high schools." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22995.

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This thesis seeks to understand how parents make sense of high school choice, and how in understanding this, insights can be gained into mechanisms of advantage and disadvantage that operate in Australian schooling. It does so by analysing the underlying bases of parents’ aims from high school and how they seek to realise this in high school selection. It examines how different parental assets, including previous experiences in school and the workforce, enable parents to attain their desired school selections. In doing so this thesis goes beyond previous studies examining parental school choice to reveal how relations between families, schools and academic achievement influence the entire school field. This study draws upon two theoretical frameworks: Bourdieu’s field theory and Legitimation Code Theory. These are used to describe and analyse 28 parent interviews from a single geographic case study area in Sydney, comparing the outcomes parents sought from high school with how school choice was envisaged by policy makers. Four groups of parents are identified: credentialists, socially-disposed parents, all-rounders and consolidators. The approach of each parent group to school choice and the basis of the outcomes from schooling they seek provides insight into how school choice creates advantages and disadvantages in schooling. This thesis makes a number of contributions. Through enacting a relational framework it creates a model for surfacing previously hidden features of the school field including revealing why some parents readily traverse the school field, while others struggle to be seen. It creates a descriptive framework for analysis that gets beyond empirical description. It reveals a field so geared to academic performance that students who will not easily boost a schools’ ratings are easily left behind. Finally, it offers suggestions for imagining new possibilities for the field.

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Bleyer, Charles T. "One-to-One Laptop Programs| Do Students in Identified Illinois High Schools Have an Advantage when State Assessments Are Computer-Based?" Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288083.

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The purpose of this study was to determine if students in identified Illinois high schools who were a part of a one-to-one (1:1) laptop program achieved higher results on the computer-based Partnership for the Assessment of Readiness for College and Careers (PARCC) assessment than students in identified Illinois high schools that did not participate in a laptop program. In addition, gaps between males, females, large high schools, and small high schools were analyzed to discern if laptop programs possibly helped close achievement disparities. This study used a quantitative, non-experimental design that focused on a causal-comparative analysis of archival data from the 2014-15 school year. Participants were students in identified Illinois high schools who were administered the English/language arts and math components of the computer-based PARRC assessment. Results showed no statistical significance in English/language arts achievement scores between students who participated in a 1:1 laptop program and those that did not participate in a 1:1 laptop program. As for the math portion of the PARCC, there was a statistical significance as students that did not participate in 1:1 laptop programs scored higher than students that participated in 1:1 laptop programs in all areas except for students in small high schools. Students in small high schools that participated in 1:1 laptop programs scored significantly higher than their counterparts that did not participate in 1:1 laptop programs. The findings from this study indicated that 1:1 laptop programs may not increase student achievement on computer-based assessments.

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Nilsson, Erika, and Frida Peterson. "The HomeCom Project : an Analysis of Collective Action between Competitors and Educational and Municipal Institutions." Thesis, Linköping University, Department of Management and Economics, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1224.

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The object of this thesis is to analyse how a co-operational network can come about, operate and progress to contribute to industrial dynamics within the locality. The thesis is a case-study of the HomeCom Project, to learn whether this project has the required features to contribute to the clustering process and thus higher levels of industrial dynamics and competitive advantage of the home communications industry in Linköping. The theoretical platform is based on Porter’s Diamond-model, which explains the occurrence of clusters. Theories of external economies complement Porter’s theories, while oligopoly theory will be introduced to offer a different perspective. The empirical findings show that the HomeCom Project may be considered to contribute to the clustering and in consequence promote industrial dynamics and competitive advantage. But there are also difficulties and attitudes that may impede the reaching of the project’s goals.

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Le, Roux Leonie. "The development of an instructional design model as a strategic enabler for sustainable competitive advantage." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1483.

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PhD
Thesis (PhD (Business Management))--Stellenbosch University, 2008.
Organisations increasingly operate in an environment of continuous change and turbulence which places new demands on the choice of business and supportive strategies relevant not only to the sustainable competitive advantage (SCA) of the particular organisation, but also countries and the global nature in which they operate. A business-level strategy is to a large extent vested in intangible resources, specifically human resources strategy and capital, including the capabilities embodied in a productive and skilled workforce. In Africa, and South Africa in particular, there is a shortage of a workforce of such a nature. This is amongst others the result of past inequalities but also of shortcomings in current training practices in both the private and public sectors. One way to improve workforce output is though appropriate training aimed at increasing job-specific knowledge and the concomitant skills and productive behaviour. Changes and turbulence in the environment, therefore also create different challenges to training strategies and practices, with a shift from all-at-once to ongoing training with verifiable learning. In this regard instructional design (ID) models are deemed intrinsic to training strategy. In this dissertation an ID model within a particular contextualised situation is offered that broadens, deepens and extends existing ID models by positioning it within business-level strategy and by utilising a multidisciplinary approach pertinent to the new demands on training. To serve as a test-bed for the ID model it is implemented in a case organisation. The aim of the research is to evaluate the impact, based upon action standards, of the ID model on job-specific knowledge and productive behaviour and to provide an explanation of the internal construct relationships of the ID model. The purpose of the research is exploratory and interpretive, culminating in the single-case study tactic, wherein both quantitative and qualitative methods are applied. The case organisation is considered to be representative of a certain type of organisation with comparable characteristics. Where the existing literature supports the results (as in this instance), inductive generalisation facilitates the transferability and exportability of the ID model to other organisations. Results reveal a positive reaction to the ID model and a measurable increase in job-specific knowledge and concomitant productive behaviour. It is considered to be preferable over more traditional training practices. The relationships between the internal constructs of the ID model and improved job-specific knowledge and productive behaviour are seen to be facilitated by the combination and interplay of the components of the ID model. The contribution of this research is in providing and evaluating an ID model aimed at addressing the previous shortcomings in training and ID models and the application thereof in practice. Thus, the significance of the study lies in its extension of existing literature on ID models and specifically their contribution to sustainable competitive advantage, i.e. an academic theoretical contribution that extends the current body of knowledge. Particularly in its South African and African context, given the background of shortages in skills and productive behaviour and the need for fast-tracking the development of a competent workforce, the study is significant in that it provides guidelines for the practical development and implementation of a new ID model. The study makes recommendations to enhance both the formulation of the theoretical ID model as well as its practical implementation. It furthermore recommends extended research to explore the possibility of exporting the ID model to a broader range of private sector organisations as well as its possible transferability to public sector organisations.

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Armitage, Johanna. "An exploratory study of the benefits of a thinking skills programme, Cognitive Enrichment Advantage, informed by the needs of pupils identified with special educational needs." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019806/.

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Trends towards inclusion have been accompanied by a steady increase in the number of pupils identified with special educational needs (SEN) in mainstream schools. At the same time there has been a growing interest in the idea of thinking skills. One of the earliest programmes for developing thinking skills was Instrumental Enrichment (Feuerstein, 1980) to help children with learning difficulties. Despite an initial focus on pupils with SEN, thinking skills programmes now focus mainly on the general benefits. This study aimed to explore the benefits of teaching thinking to pupils identified with SEN with the programme Cognitive Enrichment Advantage (Greenberg, 2000), a programme that can be introduced into mainstream classes. The research was in three parts. In Part One, semi-structured interviews and a reading task indicated the types of difficulties nine twelve-year-old pupils experienced in lessons. Results suggested that learning difficulties and lack of confidence were preventing these pupils engaging in the learning process constructively. In Part Two, the same pupils were withdrawn from lessons and observed taking part in a ten-week programme of Cognitive Enrichment Advantage (CEA). Strategies to learn effectively, such as using a more systematic and planned approach to work, were observed to increase. The pupils reported improved feelings of confidence and exhibited greater autonomy and motivation. In Part Three, CEA was introduced into a physical, health and social education (PHSE) module for pupils of fourteen-years-old. Lesson observations and evaluations from pupils and teachers indicated that pupils identified with SEN had become more aware of how they learned and were planning their work more systematically. The pupils reported feeling more confident in examinations. The teachers were observed to manage group work in ways that encouraged greater participation of pupils identified with SEN and teachers reported use of mediation skills that were also likely to benefit these pupils. I concluded that the study demonstrated that introducing CEA into mainstream classrooms could be beneficial for pupils with learning difficulties, but to meet multifaceted pedagogic needs, other approaches that infused thinking skills across the curriculum should also be considered.

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Carboni, Cindy. "Teachers’ perspectives on digital access and factors impacting student ICT capability: Equity in national online assessments (NAPLAN) in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2588.

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Digital technology is an increasingly integral component of teaching and learning within schools and, with Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN) moving to an online assessment, students now require a level of ICT capability to undertake this national measure of achievement. Substantial research exists around the presence of a digital divide, indicating that students from lower socioeconomic status households typically have less access to digital hardware and schools with low socio-educational advantage (SEA) are less likely to offer the same opportunities to engage with digital hardware as high SEA schools. This research examined classroom teacher perspectives on their students’ digital access and ICT capability and its impact on their ability to undertake online assessments. The research used a convergent mixed methods design to collect qualitative and quantitative data. The participants consisted of 107 self-selecting Australian teachers who completed an online survey. The participants worked in different school sectors representing a range of low to high socio-educational advantage schools. The findings of this research indicated that teachers identified inequity in digital access in students’ school and home learning environments. Students with access to their own devices, compared to students who share a device, were perceived by teachers to have significantly higher levels of ICT capabilities in both learning environments. Students accessed their own devices more prevalently in non-government schools, higher socio-educational advantaged schools, than in government schools and lower socio-educational advantaged schools, where students were more likely to share devices. The implications are important as the results identify that teachers perceive inequity in the level of digital ability students possess when undertaking online assessments like NAPLAN. The participants highlighted that the type of support schools provide to teachers and students to develop ICT capability influences the development of students’ digital abilities, with significant differences highlighted between school sectors. It is, therefore, critical for school stakeholders and state and federal governments to acknowledge how access to devices influences the ‘success’ of a student participating in online assessments. In order to support students’ development of ICT skills, teachers in government and lower SEA schools require specific and ongoing support to progress their ICT capabilities. Addressing the inequity in digital access and ICT capability is imperative to ensure that the introduction of online national assessments does not further disadvantage students from low SEA learning environments.

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Martínez, López Gabriel Tarriba [Verfasser], Michaela [Akademischer Betreuer] Kreyenfeld, Frank [Akademischer Betreuer] Kalter, Claudia [Akademischer Betreuer] Diehl, and Johannes [Akademischer Betreuer] Giesecke. "The roots of ambition: Explaining the immigrant advantage in educational aspirations and choices in Western Europe / Gabriel Tarriba Martínez López ; Michaela Kreyenfeld, Frank Kalter, Claudia Diehl, Johannes Giesecke." Berlin : Hertie School, 2021. http://d-nb.info/1230055924/34.

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Vanness, Pamela Myers. "Life Chances and Life Choices: Female Employee Perceptions of a University Tuition Waiver." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1260480254.

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Книги з теми "Educational advantage"

Howard, Adam. Educating elites: Class privilege and educational advantage. Lanham, Md: Rowman & Littlefield, 2010.

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Howard, Adam. Educating elites: Class privilege and educational advantage. Lanham, Md: Rowman & Littlefield, 2010.

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Pablos, Patricia Ordóñez de, and Robert D. Tennyson. Strategic role of tertiary education and technologies for sustainable competitive advantage. Hershey, PA: Information Science Reference, 2013.

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Classroom in the cloud: Seizing the advantage in the blended learning revolution. Woodbridge: John Catt Educational, 2014.

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Cassels, John. Education, training and competitive advantage. Brighton: Institute of Manpower Studies for UNCRIR, 1990.

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Institute, Pennsylvania Bar. Tax advantaged techniques for financing higher education. [Mechanicsburg, Pa.]: Pennsylvania Bar Institute, 2003.

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Transforming our image, building our brand: The education advantage. Santa Barbara, Calif: Libraries Unlimited, 2012.

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M, Serban Andreea, and Luan Jing, eds. Knowledge management: Building a competitive advantage in higher education. San Francisco, Calif: Jossey-Bass, 2002.

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Benjamin, Beth Cooper, Raygine Diaquoi, Adam Howard, and Cookson Peter W. Jr. Educating Elites: Class Privilege and Educational Advantage. Rowman & Littlefield Education, 2010.

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Cengage Advantage Books: Classroom Teaching Skills. Wadsworth, 2012.

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Частини книг з теми "Educational advantage"

Carter, Frank. "Your Service: Whose Advantage?" In Reconstructing Educational Psychology, 132–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-9.

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Münch, Richard. "Elite Formation in the Educational System: Between Meritocracy and Cumulative Advantage." In Elite Education and Internationalisation, 41–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59966-3_3.

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Hutchings, Merryn. "Inequality, social mobility and the ‘glass floor’: How more affluent parents secure educational advantage for their children." In Educational Research for Social Justice, 137–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62572-6_7.

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Levy, Brian L. "Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity." In Knowledge and Space, 85–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78597-0_5.

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AbstractIn this chapter, I review research analyzing heterogeneity in neighborhood effects on educational attainment. Using a life-course perspective on neighborhood effects, I describe four potential models of effect heterogeneity: cumulative advantage, cumulative disadvantage, advantage leveling, and compensatory advantage. Extant research most thoroughly explores effect heterogeneity by family socioeconomic background with evidence in support of multiple models. Research on secondary outcomes like achievement and dropout finds evidence of a cumulative disadvantage model, whereas research on bachelor’s degree completion finds evidence of an advantage leveling model. Still, scholarship on heterogeneity in neighborhood effects is in its nascency, and I conclude this chapter with several recommendations for future directions in research.

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Cilliers, Jakkie. "Boosting Education." In The Future of Africa, 123–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-46590-2_6.

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AbstractIn this chapter Cilliers provides an overview of trends in education in Africa and compares that with progress in other regions. In addition to a review of common educational outcomes such as measuring years of schooling, he places attention on the poor quality of education and roles of gender exclusion. That is followed by a summary of future education requirements and a scenario, Boosting Education, that explores the impact of improvements in the quality and quantity of education in Africa while taking advantage of technology to promote learning outcomes and human development.

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Fisher, William P., and A. Jackson Stenner. "Metrology for the Social, Behavioral, and Economic Sciences." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 217–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_17.

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AbstractA metrological infrastructure for the social, behavioral, and economic sciences has foundational and transformative potentials relating to education, health care, human and natural resource management, organizational performance assessment, and the economy at large. The traceability of universally uniform metrics to reference standard metrics is a taken-for-granted essential component of the infrastructure of the natural sciences and engineering. Advanced measurement methods and models capable of supporting similar metrics, standards, and traceability for intangible forms of capital have been available for decades but have yet to be implemented in ways that take full advantage of their capacities. The economy, education, health care reform, and the environment are all now top national priorities. There is nothing more essential to succeeding in these efforts than the quality of the measures we develop and deploy. Even so, few, if any, of these efforts are taking systematic advantage of longstanding, proven measurement technologies that may be crucial to the scientific and economic successes we seek. Bringing these technologies to the attention of the academic and business communities for use, further testing, and development in new directions is an area of critical national need.

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Tian, Felicia F., and Lin Chen. "Advantage Begets Advantage." In Higher Education and Career Prospects in China, 65–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1510-1_4.

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Lerpold, Lin, and Örjan Sjöberg. "Urban Advantage? Sustainable Consumption and Ontological Cityism Across the Urban Hierarchy." In Sustainable Consumption and Production, Volume I, 263–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56371-4_14.

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AbstractUrban areas are often, and not without reason, portrayed as an opportunity to reduce environmental impacts: more effective use of land, better opportunities for the provision of public transport and less need on a per capita basis for investment in physical infrastructure. This is also the message of the literature on urban scaling. The very nature of the agglomeration economies that allow for economising on natural resources may, however, result in higher levels of per capita consumption. A major reason is that high density often translates into higher costs of space, in turn encouraging the concentration of high(er) productivity activities in major cities. As a result, spatial sorting occurs (e.g. with respect to educational attainment and incomes) and with it potentially also a differentiation of consumption patterns. In consequence, not just size and density, but also position in the urban hierarchy may need to be taken into account in assessing sustainability outcomes. To grasp the issue of urban sustainability, however, intra-urban differentiation too, will have to be considered in tandem with the inter-urban issues of boundary drawing for measurement—what we call “ontological cityism”. This is especially so if the focus shifts from the environmental to the social dimensions of sustainability, and if the trade-offs across the three pillars of sustainability are to be understood.

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Jacobson, Susan K., Mallory D. McDuff, and Martha C. Monroe. "Taking advantage of educational technology." In Conservation Education and Outreach Techniques, 370–404. Oxford University Press, 2006. http://dx.doi.org/10.1093/acprof:oso/9780198567714.003.0012.

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Lomer, Sylvie. "Adaptation for national competitive advantage." In Educational Reciprocity and Adaptivity, 45–61. Routledge, 2017. http://dx.doi.org/10.4324/9781315201412-3.

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Тези доповідей конференцій з теми "Educational advantage"

Ramdhany, M. Arief, Aan Komariah, Achmad Hufad, and Dedy A. Kurniady. "Competitive Advantage and Organizational Effectiveness at Public Universities of Educational Institution of Education Personnel." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.7.

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Wieser, Desiree, Jürgen Matthias Seeler, Karin Sixl-Daniell, and Anita Zehrer. "Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5525.

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Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management

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Supardi, Stepanus, and Endang Herawan. "Competitive Intelligence and Sustainable Competitive Advantage in Middle School Institutions." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.131.

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Zhou, Ying, and Kuo-Kuang Fan. "A Preliminary Study on the Competitive Advantage of Traditional Culture Industry — A Case Study of Suzhou Embroidery." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0008.

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Stasya, Naenda, and Wahyu Sulistiadi. "The Effectiveness of Mobile Application as Educational Intervention to Prevent Stunting: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.09.

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Background: Stunting is a global issue that, including Indonesia, has not been resolved until now. The Sustainable Development Goals are targeted for 2030 so that the problem of stunting can be fully resolved. In order to reduce the incidence of stunting, interventions through education to increase knowledge and behavior change have been shown to be successful. In order to prevent stunting through mobile applications, communication technology development is expected to be more effective than interpersonal campaigns. This study aimed to analyze the effectiveness of mobile application as educational intervention to prevent stunting. Subjects and Methods: This was a systematic review study. Articles were obtained from Scopus, ProQuest, and Google Scholar through a search using Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The articles taken were published in 2019-2020. Results: Of the total of 11 articles, interpersonal educational interventions on health issues have been shown to have significant effects and results. However, there was no study that simultaneously discusses the comparison in one study of the effectiveness of interpersonal education intervention and mobile application. The advantages of intervention through mobile applications were 1) many people in different socio-cultures can accept mobile phones that have been widely used, 2) cost-effective, 3) people can access information easily whenever necessary, and 4) get stronger engagement because monitoring can be carried out continuously. Conclusion: Innovative educational interventions can be carried out through mobile applications with the development of communication technology and health promotion research, which have the advantage of being stronger, easier for the public to accept, stronger engagement, and cost-effectiveness. Keywords: mobile application, health promotion, stunting Correspondence: Naenda Stasya. Masters Program of Hospital Administration, Faculty of Public Health, Universitas Indonesia. Email: naenda.stasya@gmail.com. Mobile: 082121280037. DOI: https://doi.org/10.26911/the7thicph.02.09

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Paramarta, Vip, Kosasih, Sri Rochani, Sumaedi Kadarisman, and Farida Yuliaty. "The Impact of Human Resource Management Implementation in Business Strategy in Creating Sustainable Competitive Advantage." In 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210615.003.

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Wojciechowski, Jakub, Arkadiusz Pietrowiak, Olaf Ciszak, and Marcin Wiśniewski. "Modular Flexible Production System: Construction and Application in Education." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47262.

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This paper deals with the application of the flexible production system in the education of students of different specialties. System allows for the provision of teaching in the same facilities, both for the students of specialized field of study like Mechatronics and such as introductory courses in production management methods for students of Management. The biggest advantage of this system is its modularity allows for any change in the system without having to redesign actuators. These advantages are result of use a lot of flexible solutions, what was precisely described. Line construction involves the cooperation of all the elements, with particular emphasis on robots cooperate with vision system. This will be discussed on the example of the tasks of varying difficulty and educational purpose, implemented using a modular flexible production system.

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Garcia, Percy, Harrie Vredenburg, and Dixon Thompson. "Gaining Competitive Advantage in the Oil & Gas Industry by Building Capacity in Educational Institutions in Latin America." In SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2002. http://dx.doi.org/10.2118/74101-ms.

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Dankov, Yavor, Boyan Bontchev, and Albena Antonova. "Gaming and Learning Analytics for Educational Video Games." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001168.

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The design and development of educational video games, and the realization of a successful video game project, often requires the research and analysis of data as a key element for success. Increasingly companies are integrating analytics tools into their structures, taking advantage of the analytics capabilities. The focus of this paper is on the analytics instruments developed in the APOGEE software platform for educational video games. The paper presents the workflow of using these instruments in the platform for analysis and evaluation. The integration of the analytics tools into the platform will provide the opportunity to monitor all activities carried out in the platform, to process, analyze, and evaluate all available data, user behavior, and user experience in the platform. This will allow for the formation of an overall assessment of the created educational video games and their contents, and the APOGEЕ platform, including evaluations for learnability, playability, and usability.

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K. Barsky a, Constance, and Stanislaw D. Glazek b. "21st Century Ergonomic Education From Little e to Big E." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.

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Despite intense efforts, contemporary educational systems are not enabling individuals to function optimally in modern society. The main reason is that reformers are trying to improve systems that are not designed to take advantage of the centuries of history of the development of today’s societies. Nor do they recognize the implications of the millions of years of history of life on earth in which humans are the latest edition of learning organisms. The contemporary educational paradigm of “education for all” is based on a 17th century model of “printing minds” for passing on static knowledge. This characterizes most of K-12 education. In contrast, 21st Century education demands a new paradigm, which we call Ergonomic Education. This is an education system that is designed to fit the students of any age instead of forcing the students to fit the education system. It takes into account in a fundamental way what students want to learn—the concept “wanting to learn” refers to the innate ability and desire to learn that is characteristic of humans. The Ergonomic Education paradigm shifts to education based on coaching students as human beings who are hungry for productive learning throughout their lives from their very earliest days.

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Звіти організацій з теми "Educational advantage"

Felipe,, Jesus, Aashish Mehta, and Hongyuan Jin. Education and the Evolution of Comparative Advantage. Asian Development Bank, March 2021. http://dx.doi.org/10.22617/wps210096-2.

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The paper provides the first evidence that countries with high education levels were more successful in developing comparative advantage in products unrelated to those they already export. In contrast, education appears unimportant for developing comparative advantage in products that are intrinsically complex or education intensive.

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Heckman, James, and Xuesong Li. Selection Bias, Comparative Advantage and Heterogeneous Returns to Education. Cambridge, MA: National Bureau of Economic Research, August 2003. http://dx.doi.org/10.3386/w9877.

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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.

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Бондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова, and Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.

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Abstract. The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.

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Bondarenko, Olga V., Olena V. Pakhomova, and Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3261.

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The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.

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Voloshynov, Serhii A., Felix M. Zhuravlev, Ivan M. Riabukha, Vitaliy V. Smolets, and Halyna V. Popova. Application of VR technologies in building future maritime specialists' professional competences. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4623.

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Progress of modern digital technologies enlarged the quantity of researches about implementation and usage of VR technologies in education process of higher educational establishments. The article provides analysis of best practices of simulation technologies application in maritime education. Absence of national research experience, evidence base for efficiency of new VR simulators operation leaves this issue open to be investigated in terms of researches on their performance effectiveness. The article proposes overview of advantages of VR technologies implementation aimed at building and shaping of future maritime specialists’ professional competences. Authors investigate potential application possibilities of interactive and representative potential of immersion digital technologies during education process at maritime educational establishments. Problem of VR technologies integration into education and training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for building of professional competences.

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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.

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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.

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Ehrenberg, Ronald, and Donna Rothstein. Do Historically Black Institutions of Higher Education Confer Unique Advantages on Black Students: An Initial Analysis. Cambridge, MA: National Bureau of Economic Research, May 1993. http://dx.doi.org/10.3386/w4356.

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Shyshkina, Mariya P. Сервісні моделі формування хмаро орієнтованого середовища вищого навчального закладу. [б. в.], серпень 2018. http://dx.doi.org/10.31812/0564/2449.

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The article is devoted to creating and development of the cloud based educational and scientific environment of higher education institutions, using modern approaches to the ICT infrastructure design, based on the different types of service models, including public, corporate or hybrid clouds. Object of the study: to conduct the theoretical analysis of the research trends of the cloud based higher education institution ICT infrastructure modeling in the context of the tendencies of the ICT development and standardization. Object of the study: the process of formation and development of the educational and research environment in the higher education institution. The purpose of the article: to reveal the current trends of the cloud-based service models of the learning environment design and implementation. The methods of the study: The analysis of scientific and educational literature on pro-research problems; domestic and foreign experience on the emerging ICT implementation in the learning process. Results: The main types of the service models of design and deploy the cloud-based infrastructure of the educational institution are revealed; the advantages and disadvantages of the cloud-based approach are considered; the promising ways of implementation are considered. Conclusions: there are promising ways of the learning environment cloud-based service models design and application, taking into consideration its preferences and disadvantages for the certain case study.

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