Boland, Pat, Ed.
This booklet looks at a specific part of the diversity of students in school-to-work (STW) programs--gender in a multicultural context--to help educators, private industry, parents, and policy makers incorporate equity into their STW programs. After a brief overview of STW, the booklet outlines the School-to-Work Opportunities Act, explains the…
: Issues of social justice - anti-racism, anti-classism, anti-sexism, anti-ableism, and anti#12;GENESIS OF THE PROJECT Across North America, issues regarding equitable educational experiences expectations, regardless of social identity. It deals with issues regarding broadly defined culture
Rust, George; Levine, Robert S.; Fry-Johnson, Yvonne; Baltrus, Peter; Ye, Jiali; Mack, Dominic
U.S. health disparities are real, pervasive, and persistent, despite dramatic improvements in civil rights and economic opportunity for racial and ethnic minority and lower socioeconomic groups in the United States. Change is possible, however. Disparities vary widely from one community to another, suggesting that they are not inevitable. Some communities even show paradoxically good outcomes and relative health equity despite significant social inequities. A few communities have even improved from high disparities to more equitable and optimal health outcomes. These positive-deviance communities show that disparities can be overcome and that health equity is achievable. Research must shift from defining the problem (including causes and risk factors) to testing effective interventions, informed by the natural experiments of what has worked in communities that are already moving toward health equity. At the local level, we need multi-dimensional interventions designed in partnership with communities and continuously improved by rapid-cycle surveillance feedback loops of community-level disparities metrics. Similarly coordinated strategies are needed at state and national levels to take success to scale. We propose ten specific steps to follow on a health equity path toward optimal and equitable health outcomes for all Americans. PMID:22643550
Rust, George; Levine, Robert S; Fry-Johnson, Yvonne; Baltrus, Peter; Ye, Jiali; Mack, Dominic
Abstract:U.S. health disparities are real, pervasive, and persistent, despite dramatic improvements in civil rights and economic opportunity for racial and ethnic minority and lower socioeconomic groups in the United States. Change is possible, however. Disparities vary widely from one community to another, suggesting that they are not inevitable. Some communities even show paradoxically good outcomes and relative health equity despite significant social inequities. A few communities have even improved from high disparities to more equitable and optimal health outcomes. These positive-deviance communities show that disparities can be overcome and that health equity is achievable. Research must shift from defining the problem (including causes and risk factors) to testing effective interventions, informed by the natural experiments of what has worked in communities that are already moving toward health equity. At the local level, we need multi-dimensional interventions designed in partnership with communities and continuously improved by rapid-cycle surveillance feedback loops of community-level disparities metrics. Similarly coordinated strategies are needed at state and national levels to take success to scale. We propose ten specific steps to follow on a health equity path toward optimal and equitable health outcomes for all Americans. PMID:22643550
Dweck, Carol S.
Much talk about equity in education is about bricks and mortar--about having equal facilities and equal resources. Those factors, although extremely important, are relatively easy to quantify. What may be harder to capture are the beliefs that administrators, teachers, and students hold--beliefs that can have a striking impact on students'…
Assistant Professor in the Department of Community Health/Preventive Medicine, and a Research Scholar of Community Health/Preventive Medicine, and a Research Scholar of the National Center for Primary Care at MSMPaths to Success: Optimal and Equitable Health Outcomes for AllGeorge Rust Robert S. Levine Yvonne
This paper examines how this mega-university offers increasing access to cost-effective, equitable and flexible higher education by analyzing data from primary and secondary sources, identifies challenges impacting the continued growth of enrollment in distance education, and outlines opportunities for increasing access to higher education through…
Kerfoot, Caroline; Simon-Vandenbergen, Anne-Marie
This article is the guest editors' introduction to the special issue "Language in Epistemic Access: Mobilising Multilingualism and Literacy Development for More Equitable Education in South Africa". The issue offers complementary perspectives on improving epistemic access for all learners but especially those whose home language…
Lacey, Jacqueline Smith
Trying to adequately and equally educate the at-risk populace has been and is still a challenge for school administrators and teachers. Students considered at-risk of academic failure is of overwhelming concern to educators who are accountable for ensuring the academic success of the at-risk populace. Considerable interests of educators connect…
Van Der Bijl, Andre
This paper, by focusing on the application of marketing principles from the business environment to the educational environment, illustrates how educational management theorists have taken a generally accepted conceptual framework to maximize consumer satisfaction and competitive advantage and created a conceptual quagmire. The use of principles…
The Distance Education Project for Rural Schools (DEPRS) was implemented by the Chinese government between 2003 and 2007 to improve the quality of basic education in rural areas of China, especially in the poorer western provinces. It has been referred to as "the largest ICT project in the world up to now" because "it serves a larger population…
Isolation, the legal status of Indian tribes, and structural barriers impede full participation in the educational process by Native American Indians and thus create a time lag between the adoption of the best educational practices in schools serving Indian students and the adoption of those practices in other schools. While physical isolation is…
General Education Outcomes were developed and approved for Sinclair in 2004. These measurable outcomes directly relate to each of the General Education competency areas. Students are expected to have acquired and be able to demonstrate these outcomes by the completion of the associate degree. Rubric titles: Oral Communication, Written Communication, Values/Citizenship/Community, Problem Solving and Critical Thinking, Information Literacy, and Computer Literacy.
Racial and ethnic disproportionality in gifted education is a persistent and perennial inequity in many school districts. This report describes the root causes of this disproportionality and discusses ways in which this issue can be addressed. Whereas most of the attention has been paid to assessment, specifically the use of nonverbal tests to…
Lashley, Carl; Tate, Alicia S.
Student discipline is an ongoing challenge for school administrators, and its importance has been magnified as accountability reporting and public concerns for school safety have come into play. School personnel are expected to maintain a safe school environment that focuses on student learning. Disciplinary interventions should be "educative,"…
Littrell, Megan; Moukam, Laure Vartan; Libite, Roger; Youmba, Jean Christian; Baugh, Gunther
Coverage of case management interventions remains low and inadequate to achieve millennium development goal (MDG) target reductions in child mortality. Children living in the poorest households are particularly disadvantaged. Community case management (CCM) uses trained and supervised community health workers to improve access to, quality of and demand for effective case management. Evidence that CCM programs can achieve equitable improvements in coverage is limited. This cross-sectional study uses a quasi-experimental design with intervention and comparison areas. Outcomes of a CCM program for malaria and diarrhoea operating in two districts of Cameroon were measured after 1 year of implementation. A household census (N = 16 954) provided measurement of treatment-seeking behaviour for recent episodes of fever and diarrhoea. Results were compared between areas using chi-square tests. Intervention-area children with fever or diarrhoea were nearly nine times more likely to receive treatment with artemisinin combination therapy or oral rehydration salts, respectively, vs neighbouring comparison-area children. High levels of effective treatment were equitable across socioeconomic status in intervention areas, whereas disparities were observed in neighbouring comparison areas. CCM can achieve rapid and equitable improvements in coverage of case management for malaria and diarrhoea, and is a promising strategy for achieving MDG 4. Improved access to treatment, quality of care and caregiver demand were achieved in two districts of Cameroon. CCM must be scaled up to demonstrate outcomes and impact at scale. PMID:23144228
Outcomes-based education (OBE) is a controversial model of educational restructuring that defines learning as what students can demonstrate that they know. This document reviews four journal articles and one bulletin that reflect a range of perspectives on OBE's potential promise and problems. In "Organizing for Results: The Basis of Authentic…
This note provides an analysis of the determinants of educational outcomes at age 16, and of subsequent pathways as school pupils transit toward the labour market. There is some evidence that examination results tend to be better where nondidactic teaching methods are used, but there is little evidence to suggest that teaching method has an…
Mary Kathryn Kelly
The purpose of this study was to develop an understanding of the relationships among school-level and science education reform efforts and how, collectively, they contribute to the progress of equitable, systemic science education reform. A case study research design was employed to gather both qualitative and quantitative data between 1995 and 1999. The site of this study is a non-selective,
The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…
Sinagatullin, Ilghiz M.
Russia's secondary school populations are becoming increasingly diverse in terms of ethnicity, culture, language, and religion. The growing diversity makes a considerable impact on the functions and goals of schools, the realization of which requires the implementation of an equitable language policy. In this article, I briefly represent…
Yin, Alexander C.; Volkwein, J. Fredericks
In both purpose and practice, general education in American higher education has experienced several recurring debates and national revivals. In a world with constantly evolving technology, students need a strong general education to be flexible and adaptable to the changes of the world. General education is an important component and requirement…
Eason, Noelle Rogers
-2008 ............................................... 76 1 CHAPTER I INTRODUCTION: THE IMPORTANCE OF RESEARCH In 2007, the United States government sued the state of Texas (United States v. Texas, 2007) alleging that the Texas Education Agency (TEA) had failed to achieve results for its... alleged that TEA had failed to equitably implement Bilingual Education (BE) and English as a Second Language (ESL) programs. The United States District Court of Appeals found that under the Equal Education Opportunity Act (EEOA, 1974); a civil rights...
Oosterbeek, Hessel; van der Klaauw, Bas
Using a difference-in-differences framework, we estimate the impact of Ramadan on educational outcomes of Muslim students living in a non-Muslim country. For identification we exploit that the number of Ramadan weeks during the course that we study, varies from year to year, ranging from zero to four. Our main finding is that Ramadan observance…
Office of Inspector General (ED), San Francisco, CA. Region IX.
This report of the San Francisco (California) Regional Office of the Inspector General concludes that the U.S. Department of Education should improve its present method of allocating special education funds among the states. It finds that the basis of these allocations, reported numbers of students receiving special education in each state, is…
Raquel M. Crespo; Jad Najjar; Michael Derntl; Derick Leony; Susanne Neumann; Petra Oberhuemer; Michael Totschnig; Bernd Simon; Israel Gutierrez Rojas; Carlos Delgado Kloos
In outcome based learning, learning outcomes (knowledge, skills and competences) to be achieved by learners are in the focal point of the learning process. All educational activities and resources need to be related to the intended learning outcomes of a learning module or course, in order to assist the learners in successfully achieving the intended learning outcomes at the end
Barton, Angela Calabrese
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December 2008. In this essay, I describe Jhumki's research and the call to action her life's work has laid out for the science education community. In particular, I draw attention to the role of critical science agency in learning…
This paper examines higher education policy in Chile after the return to democracy in 1990 from an equity perspective. Chile faces the challenge of implementing equity-oriented policies within the legal confines of an education system constructed under the neoliberal model and introduced by the military government (1973-1990). This has resulted in…
Lucey, Thomas A.; Giannangelo, Duane M.
Through this literature review, the authors explore financial educations' relevance to urban society. They consider research measuring children's financial development by observing environmental influences that affect both financial learning and personal judgments. These conditions necessitate financial curricula addressing associated challenges.…
OECD Publishing (NJ3), 2012
"Education Indicators in Focus" is a recurring series of briefs that highlight specific indicators in "OECD's Education at a Glance" that are of particular interest to policy makers and practitioners. They provide a detailed look into current issues in pre-primary, primary and secondary education, higher education, and adult outcomes from a global…
Data on intradistrict funding inequities in many large school districts confirm what most would guess--high-poverty schools actually receive less money per pupil than more affluent schools. These funding inequities have real repercussions for the quality of education offered at high-poverty schools and a district's ability to overcome the…
Taylor, Lori L.
Salary Index and the Existing Texas CEI Lori L. Taylor, Director of the Mosbacher Ins?- tute, holds the Verlin and Howard Kruse '52 Founders Associate Professorship at the Bush School. She is the author of numerous ar?cles on public sector produc... on Public School Finance. http://bush.tamu.edu/research/faculty/ TXSchoolFinance/ 2 National Center for Education Statistics. http://nces.ed.gov/ed?in/ adjustments.asp 3 US Dept. of Housing and Urban Development. http:// www...
M. S. Jaafar; N. K. Nordin; R. Wagiran; A. Aziz; M. J. M. M. Noor; M. R. Osman; J. Noorzaei; F. N. A. Abdulaziz
Malaysian engineering education is now embracing an Outcome Based Education (OBE) approach. This approach emphasizes on the outcomes, as opposed to the process in an educational strategy. The approach now becomes one of the important for an engineering degree to obtain accreditation from the Malaysian Engineering Accreditation Council (EAC). The approach is relatively new in the country, and it requires
Ben-David, Miriam Friedman
Discusses the role of performance assessment in outcome-based education. Compares the relationship and interplay between the two related paradigms and presents guidelines of assessment programs in outcome-based education. (Author/CCM)
PROGRAM OUTCOMES AND EDUCATIONAL OBJECTIVES Identify intended outcomes of the health education program. The intended student outcomes of the Department of Health Promotion are to train health promotion professionals to achieve competency in the seven responsibility areas for the entry level health educator (NCHEC
This study details the results of a review of the academic and public sector literature on measuring inclusive education in large systems. It highlights some outcomes drawn from the international literature on inclusion that might be indicative of the presence and quality of inclusive education in an effort to develop a set of outcomes for…
Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.
In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the extent to which a competitive market provides incentives for firms to educate consumers or offer products that facilitate informed choice. We review the literature on alternative policies to improve financial outcomes, and compare the evidence to evidence on the efficacy and cost of financial education. Finally, we discuss directions for future research. PMID:23991248
Medina, Melissa S.; Stowe, Cindy D.; Robinson, Evan T.; DeLander, Gary; Beck, Diane E.; Melchert, Russell B.; Supernaw, Robert B.; Roche, Victoria F.; Gleason, Brenda L.; Strong, Mark N.; Bain, Amanda; Meyer, Gerald E.; Dong, Betty J.; Rochon, Jeffrey; Johnston, Patty
An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively. The CAPE 2013 Educational Outcomes were released at the AACP July 2013 Annual meeting and have been revised to include 4 broad domains, 15 subdomains, and example learning objectives. PMID:24159203
Medina, Melissa S; Plaza, Cecilia M; Stowe, Cindy D; Robinson, Evan T; DeLander, Gary; Beck, Diane E; Melchert, Russell B; Supernaw, Robert B; Roche, Victoria F; Gleason, Brenda L; Strong, Mark N; Bain, Amanda; Meyer, Gerald E; Dong, Betty J; Rochon, Jeffrey; Johnston, Patty
An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively. The CAPE 2013 Educational Outcomes were released at the AACP July 2013 Annual meeting and have been revised to include 4 broad domains, 15 subdomains, and example learning objectives. PMID:24159203
Rogers, Cheryl, Ed.; And Others
Chapter 1 of this document contains sets of statements adopted by either the Minnesota State Board of Education or the Minnesota State Legislature. They represent the hierarchy used by Department of Education staff as they develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy for…
Examined the learner outcomes used in seven public K-12 schools and six Montessori PreK-6 schools, which were using outcome-based education models. Found that student use of cognitive, social, and personal skills were common to both types of programs. Cognitive issues were the top priority for public schools, and personal skills were ranked first…
Kearney, James M.
This paper presents a summary of research on outcome-based education (OBE). The first section provides an overview of the evolution and history of OBE in the United States. Other outcome-based models are described in the second section. The third section reviews research on OBE and related concepts, including mastery learning, cooperative…
Program Educational Objectives Computer Science Program Outcomes 1.Expertise 2.Engagement 3.Learning Computer Science Program Outcomes (A) An ability to apply knowledge of computing and mathematics requirements appropriate to its solution x x (C) An ability to desing, implement, and evaluate a computer
McCain, Anita K.; Hine, Terry; Wolfertz, Joanne
As part of an effort to evaluate college effectiveness and ensure student academic achievement, St. Vincent's College, a small two-year health science college in Bridgeport, Connecticut, formed a task force to develop general education outcomes across the curriculum. The college's general education core curriculum consists of 25 credits, including…
Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo
Brazil has developed an encompassing system for quality assessment of higher education, the National System of Higher Education Evaluation (SINAES), which includes a test for assessing learning outcomes at the undergraduate level, the National Exam of Student Performance (ENADE). The present system has been running since 2004, and also serves as…
Botha, R. J.
Discusses outcomes-based education in South Africa, which has been only recently implemented to improve the quality of education and to address the demands for a skilled work force. Addresses the fundamental question: Will OBE improve the quality of education and transform schools in South Africa? (Contains 24 references.) (WFA)
Wentling, Tim L.; Barnard, Wynette S.
A statewide survey determined perceptions of the state staff and vocational administrators and teachers regarding time given to categories of vocational education outcomes and the educational level at which outcomes are appropriate. Differences existed between the secondary and postsecondary level regarding classroom time spent on identified…
Kammen, Daniel M.
RESEARCH BRiEf | April 2010 HigHer StandardS for all: implicationS of tHe common core for equit y in education | A pril 2010 1 HigHer StandardS for all: ImplIcAtIons of the common core for equIty In educ tocivilrightsgoalsineducation. Thisresearchbriefreviewstheresearchand evidencethatinformstheCommonCoreState StandardsInitiative(CommonCore
Scott, Janelle; Quinn, Rand
Purpose: In this essay, we examine the racial politics of education in the six decades after "Brown". We consider the state of educational policy in an era in which market reform advocates often invoke the spirit of the "Brown" decision even as the Supreme Court has largely vacated the legal framework provided by…
Outcome-based education has been criticized for being narrow and limiting. However, broad generic outcomes have played an important part in liberal adult education and the perspectives of the latter can contribute significantly to the debate on outcome-based education. (Contains 27 references.) (SK)
Kaliannan, Maniam; Chandran, Suseela Devi
There has been greater attention in recent times on the outcomes of the education system so that the return on investments in education could be evaluated. It is measured based on tangible performance indicators and intangible students' outcome known as outcome-based education (OBE). Universiti Teknologi MARA Malaysia has implemented an OBE system…
Le Grange, Lesley
The year 2007 is the tenth anniversary of the launch of South Africa's outcomes-based education curriculum. Despite revisions that have occurred over the past ten years, the underlying approach to the national curriculum frameworks has remained outcomes-based education. Outcomes-based education has been the subject of fierce contestation in…
This paper documents substantial differences across states in their higher education (HE) structures and highlights several empirical relationships between these structures and individuals' HE outcomes. Not surprisingly, individuals who are exposed to more-fractionalized HE structures are more likely to attend small public universities and…
Colleen A. Capper; Michael T. Jamison
Outcomes-Based Education (OBE) views itself as a drastic break from current educational practices and a means of providing educational success for all students. Though not stated in overt terms, OBE also positions it self as a means of \\
Charlotte E Rees
BACKGROUND Educators across the world are charged with the responsibility of producing core learning outcomes for medical curricula. However, much educational theory exists which deliberates the value of learning outcomes in education. AIMS This paper aims to discuss the problems sur- rounding outcomes-based curricula in medical edu- cation, using insights from educational theory. DISCUSSION The paper begins with a discussion
It is argued that for the Educational Left to gain emancipatory ground present reform movements such as outcome-based education will have to be considered as hopeful democratic signs. To do this, a dialectic of social critique and democratic hope must inform policymakers. To this end, this article analyzes and critiques outcome-based education, arguing that teachers will have to take personal
Shriner, James G.; And Others
This report presents the results of the third national survey of state activities in the assessment of educational outcomes for students with disabilities. The report does not contain actual outcomes data on students with disabilities. Twenty-three tables present data on: number of students in general education and special education in each state;…
Newman, M. E. J.; Martin, Travis
Random graph models have played a dominant role in the theoretical study of networked systems. The Poisson random graph of Erd?s and Rényi, in particular, as well as the so-called configuration model, have served as the starting point for numerous calculations. In this paper we describe another large class of random graph models, which we call equitable random graphs and which are flexible enough to represent networks with diverse degree distributions and many nontrivial types of structure, including community structure, bipartite structure, degree correlations, stratification, and others, yet are exactly solvable for a wide range of properties in the limit of large graph size, including percolation properties, complete spectral density, and the behavior of homogeneous dynamical systems, such as coupled oscillators or epidemic models.
Optometric Education, 1998
A statement of the Council for Optometric Education (COE) defines and characterizes educational outcomes, outcomes assessment, and outcomes data, and explains the reasons for outcomes assessment, its relationship to curricular design, and its function in accreditation of optometry programs. Stated COE standards and expectations of optometry…
Capper, Colleen A.; Jamison, Michael T.
Outcomes-based education (OBE) views itself as drastic break from current inequitable educational practices and means of providing educational success for all students. Reexamines OBE from a multiparadigm perspective of organizations and educational administration. Although certain OBE facets may be empowering to students and teachers, much of the…
Bell, R A; Feldmann, T B; Grissom, S; Purifoy, F E; Stephenson, J J; Deines, H; Frierson, R; Gould, A; Hunt, L; Hyde, J
AIDS provides a unique challenge to health educators, requiring continuous evaluation and modification of educational strategies. Pretest and posttest questionnaires were thus used to assess the outcomes of AIDS training sessions. Results show that hour-long sessions result in knowledge acquisition and increased confidence among a demographically representative sample of 3,966 U.S. trainees. Results also reveal the dynamic nature of a training session, with some trainees exhibiting learning and others retaining either correct or incorrect responses or changing from one incorrect to another incorrect answer. Content areas that showed the most learning were sharing a glass or food with and being sneezed on by someone infected with the human immunodeficiency virus (HIV). Areas resistant to learning included the possibility of transmission from receiving blood transfusions, eating in a restaurant where a cook is infected, being bitten by a mosquito, giving mouth-to-mouth resuscitation, and providing first aid to someone infected. Repeat training sessions that take into account affective dimensions as well as the diverse needs of adult learners are recommended. PMID:2386654
Chit Siang Soh; Kia Hock Tan; Kim Ho Yeap; Vooi Voon Yap; Yun Thung Yong
Learning outcomes are skill and ability acquired shortly after the conclusion of a learning session, which is typically a 14-week semester in undergraduate engineering degree program. In this report, a 4 year programme offering 130 credit hours is chosen as an example. One of the criteria in Outcome Based Education is the assessment of learning outcomes as achievement indicator for
Fakier, Mursheed; Waghid, Yusef
This article questions the potential of Outcomes-based education (OBE) in South Africa to be rational and imaginative, that is, creative. Our contention is that the notions of outcomes seems to be trapped in a technicist orientation of deciding in advance what is good and worthwhile for learners to do in education. We argue that OBE is not a…
Describes a new outcomes-based teacher-education curriculum being introduced in South Africa, noting its compatibility with complexity theory, which advocates self-organization, unpredictability, and randomness. While outcomes-based education is criticized for being behavioristic, for its prescriptiveness, for its rejection of modernism's…
Bragg, Debra D.
A study used concept mapping to identify, classify, and prioritize student outcomes for use in building a foundation for evaluating tech prep programs. The study involved 61 stakeholders from 3 stakeholder groups: 24 educators, 18 students, and 19 employers, who rated 98 student outcomes statements gleaned from educational literature on tech prep…
Australia's adoption of outcomes based education (OBE), sometimes known as Essential Learnings or outcomes and standards based education, has been at the centre of a good deal of public scrutiny and debate. In Western Australia, during 2006, the planned introduction of OBE into years 11 and 12 led to a strident and vocal media campaign, in part,…
Garcia, Ana Maria Delgado; Cuello, Rafael Oliver
Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution of wealth. In contemporary society, knowledge and education are among the most appreciated goods, and everyone should have the right to acquire them, without distinction of gender, race, age, health or religion. From our…
Turnbull, H. Rutherford; Turnbull, Ann P.; Wehmeyer, Michael L.; Park, Jiyeon
A Quality of Life Framework for Special Education Outcomes H, RUTHERFORD TURNBULL Ill, ANN P. TURNBULL, AND JIYEON PARK MICHAEL L. WEHMEYER, ABSTRACT The national goals of higher expectations for all stu- dents and their emphasis on academic... achievement are re- viewed in light of the data on outcomes for students with disabilities. A new framework for measuring outcomes along the lines of quality of life is proposed. The framework regards academic goals as the means for achieving other outcomes...
Williams, Monnica T.; Bonner, Laura
Attitudes and outcomes of sex education received by North American women are examined via an Internet survey (N = 1,400). Mean age was 19.5, with 24% reporting one or more unplanned pregnancies. Women were more satisfied with sex education from informal sources than from parents, schools, and physicians. Those receiving sex education from parents…
Abdul Mutholib; Teddy Surya Gunawan; Mira Kartiwi
This paper describes the development of Final Year Project (FYP) Online System in order to support the implementation of Outcome Based Education (OBE). OBE has become a model for learning environment and curriculum design for the educational system. OBE sets obvious educational goals and helps the student to achieve those goals. The proposed system is supporting the OBE in order
This article discusses shifting from special education to inclusive, outcomes-based education (OBE) in South Africa. It examines why there is a shift toward OBE, different educational paradigms, and shifting from fundamental pedagogy to OBE. Necessary changes are highlighted, and include a shift from classification to using OBE for progression and…
Norliza Zaini; Mohd. Fuad Abdul Latip; Hasmila Omar
This paper proposes an online Outcome-based Education (OBE) Measurement System, which promotes a centralized OBE data repository for an institution, allowing concurrent online transactions between distributed multi-users. A well-known OBE framework currently being followed by most higher learning institutions in Malaysia is based on the four to seven levels of learning outcomes; a hierarchy commonly composed of course outcomes, program
Harnisch, Delwyn L.; And Others
The report, which is part of a series, provides an analysis of approximately 100 documents focusing on education, employment, and independent living outcomes across 10 handicapping conditions, including those students considered to be disadvantaged. Document summaries are organized by the 3 outcome areas and 11 conditions (learning disabled,…
Husna Zainol Abidin; Norlaila Omar; Hadzli Hashim; Mohd Fuad Abdul Latip; Muhammad Murtadha Othman; Syazilawati Mohamed; Nani Fazlina Naim; Zuhaila Mat Yasin
Implementing Outcome Based Education (OBE) in evaluating program outcomes is a standard practice nowadays at the Faculty of Electrical Engineering (FEE), Universiti Teknologi MARA (UiTM). Previously, laboratory assessments method was merely based only on lab report submitted by each group of students and the procedure is inconsistence as each module consists of different area of electrical engineering fields and involves
This paper examines the transformative effects of outcome based education within the process of a music curriculum review. Effective collaborative engagements among team members resulted in strengthened curricula with evidence of a reflective implementation of outcome focused course delivery. The study further identified challenges faced by faculty members in adapting the reviewed curricula to suit online learning. It ascertained the
Texas Education Agency, Austin. Div. of Occupational Research and Development.
This publication reports the results of a statewide survey in Texas of 6,000 students, parents, educators, and representatives from business and industry to determine what were felt to be the basic components for student development in career education. The survey was conducted by a steering committee for the Assessment of Career Education, which…
Kiros, Fassil G.; And Others
Fiscal and other economic constraints facing developing nations underscore the need for careful and detailed planning for education focused on the identified purposes. Until recently educational requirements have been measured in terms of inputs. Effectiveness measurements change the basis for judging the educational system from such input or…
Yusif, Hadrat; Yussof, Ishak; Osman, Zulkifly
Public universities in Ghana are highly subsidised by the central government and account for about 80 per cent of university students in the country. Yet issues of fairness in terms of entry into the public university system have so far hardly been addressed. To find out whether participation in public university education is equitable, the…
Gilmour, David; Soudien, Crain
Silent exclusion, when children register and attend school but learn little, is a critical feature of educational access in South Africa. Several international studies (e.g. TIMMS, SACMEQ) have shown that despite high levels of investment, South African schools perform poorly in relation to other countries at similar levels of income. Equitable…
In the year 2002, the federal experiment on creating and developing the system of distance education in Russia came to its end. This fact provokes the author to analyze the first outcomes of the beginning era of computer-based-learning in this country. The paper aims to review the development of distance education in the context of past and…
Micek, Sidney S.; Arney, William Ray
This document is intended to inform NCHEMS constituents and other interested persons about the results of the Higher Education Outcome Measures Identification Study (OMIS) conducted by the National Center for Higher Education Management Systems at WICHE in spring 1974. The purpose of the study was to help practitioners and researchers gain a…
Lakin, Joni M.; Elliott, Diane Cardenas; Liu, Ou Lydia
Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students' college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing…
Shephard, Roy J.; Trudeau, Francois
The purpose of this article is to provide an overview of objective assessments of the short- and long-term outcomes of elementary school physical education programs. Evaluations have used a variety of designs, including longitudinal and tracking studies as well as correlational analyses. The short-term effect of physical education on health and…
McKinney, Floyd L.; And Others
A project regarding the interpretability of data on vocational education outcome data was done (1) to determine how different definitions of the vocational student and relatedness of training to employment might affect the interpretability of vocational education impact data; (2) to synthesize the current literature and approaches measuring job…
Lotto, Linda S.
This article provides an initial look at the matches and mismatches between expectations held for vocational education programs and empirically observed outcomes. Three types of claims for vocational education were compared with recent research. The article concludes with recommendations for improving the alignment between expectations and…
Argues that Outcomes-based Education is conceptually trapped in an instrumentally justifiable view of education. Discusses that the process of specifying outcome sin educational discourse lends itself to manipulation and control thereby making the idea of Outcomes-based Education impoverished. Argues for education through rational reflection and…
Bates, Percy; And Others
Articles in this issue of "Equity Coalition" are intended to encourage all to broaden horizons and improve knowledge about the wide range of cultures that make up diverse school communities. The following are included: (1) "Building an Equitable School Culture" (Percy Bates); (2) "The Social Context of Schooling" (Bob Croninger); (3) "From 'A…
Richard G Berlach; Keith McNaught
Outcomes based education (OBE), which emphasises a radical reinterpretation of the enterprise of education, is a phenomenon enveloping the Australian compulsory education sector. This paper examines the theoretical tenets of OBE as articulated by its chief exponent, William Spady. It then explores the effects that OBE implementation is having on the Western Australian educational fraternity, touching upon current tensions and
Fischbach, Antoine; Keller, Ulrich; Preckel, Franzis; Brunner, Martin
The "Programme for International Student Assessment" (PISA) examines the extent to which 15-year-old students who are near the end of compulsory education have acquired some of the competencies essential for participation in the labor market and society. Given that this participation hinges on educational attainment, it is crucial to empirically…
Articulates a framework that can place the Outcomes Based Education movement in a historical context and by so doing advance its discourse on assessment. Reviews the development and structure of the Taxonomy of Educational Objectives (B. Bloom et al., 1956) and the structure of Student Outcome Statements in Western Australia and explores the…
OECD FACTBOOK 2008 ISBN 978-92-64-04054-0 © OECD 2008194 EDUCATION · OUTCOMES TERTIARY are based on the percentage of the population aged 25 to 64 that has completed that level of education the same period. #12;EDUCATION · OUTCOME
The National Oceanic and Atmospheric Administration (NOAA) Education Council has embarked on an ambitious Monitoring and Evaluation (M&E) project that will allow it to assess education program outcomes and impacts across the agency, line offices, and programs. The purpose of this internal effort is to link outcome measures to program efforts and to evaluate the success of the agency's education programs in meeting the strategic goals. Using an outcome-based evaluation approach, the NOAA Education Council is developing two sets of common outcome performance measures, environmental stewardship and professional development. This presentation will examine the benefits and tradeoffs of common outcome performance measures that collect program results across a portfolio of education programs focused on common outcomes. Common outcome performance measures have a few benefits to our agency and to the climate education field at large. The primary benefit is shared understanding, which comes from our process for writing common outcome performance measures. Without a shared and agreed upon set of definitions for the measure of an outcome, the reported results may not be measuring the same things and would incorrectly indicate levels of performance. Therefore, our writing process relies on a commitment to developing a shared set of definitions based on consensus. We hope that by taking the time to debate and coming to agreement across a diverse set of programs, the strength of our common measures can indicate real progress towards outcomes we care about. An additional benefit is that these common measures can be adopted and adapted by other agencies and organizations that share similar theories of change. The measures are not without their drawbacks, and we do make tradeoffs as part of our process in order to continue making progress. We know that any measure is necessarily a narrow slice of performance. A slice that may not best represent the unique and remarkable contribution of an individual program, but does reflect a variety of contributions along a single dimension across a large portfolio of programs. The process has ended up pushing our working group to call for even more measures, to capture an increasing number of dimensions that reflect the nature of the portfolio of programs. This past year we have been working on developing two sets of common outcome performance measures for professional development (PD) and stewardship education programs. The outcome we chose for PD programs was the use of what was learned in the educator's practice. The outcome we chose for stewardship programs was the stewardship behaviors that participants learn and practice. The measurement of these outcomes will inform whether our strategies are having their intended impact. By knowing how and how much these outcomes are occurring as a result of our program, we can improve program performance over time. The common outcome performance measures help demonstrate how these programs engage audiences in supporting NOAA's mission. As AGU climate literacy community continues to grow, it is important to consider an approach to demonstrate the community's contribution to the Nation's climate literacy. Development of common outcome performance measures is one approach that could help focus the community in meeting its goals.
Taguma, Miho; Litjens, Ineke; Makowiecki, Kelly
Early childhood education and care (ECEC) has become a policy priority in many countries. A growing body of research recognises that it provides a wide range of benefits, including social and economic benefits, better child well-being and learning outcomes as a foundation for lifelong learning, more equitable outcomes and reduction of poverty, and…
Alan D. Carswell; Viswanath Venkatesh
This research investigated student outcomes in a web-based distance learning environment characterized byasy nchronous electronic communications between student and teacher. We employed two dominant theories}the theoryof planned behavior and innovation diffusion theory}to studystudent reactions to web-based distance education. We hypothesized that student perceptions of the technology are positivelyrelated to learning outcomes and intentions to further use the technology, and are
Crosnoe, Robert; Turley, Ruth N. Lopez
The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth Lopez Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across…
Berlach, Richard G.; McNaught, Keith
Outcomes based education (OBE), which emphasises a radical reinterpretation of the enterprise of education, is a phenomenon enveloping the Australian compulsory education sector. This paper examines the theoretical tenets of OBE as articulated by its chief exponent, William Spady. It then explores the effects that OBE implementation is having on…
Ganahl, Dennis J.; Ganahl, Richard J., III
The purpose of this paper is to compare and contrast the mission and scope of professional/baccalaureate advertising education with Marketing Education curriculum and instruction strategies to enhance advertising students' outcome. Sixty-five colleges and universities with advertising education departments, sequences, or areas of emphasis…
Hall, Robert F.; Pierson, Max E.
Issues in the definition and evaluation of "educational adequacy" as a forerunner to establishing a financially equitable Illinois school system are examined in this paper. A list of 30 potential indicators of educational adequacy was developed for three categories: outcomes, resources, and context. A mailed survey to determine which indicators…
Liu, Ou Lydia; Bridgeman, Brent; Adler, Rachel M.
With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students' motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an…
Svanstrom, Magdalena; Lozano-Garcia, Francisco J.; Rowe, Debra
Purpose: This paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent…
Hadzli Hashim Mohd Fuad Latip
Engineering program offered in Malaysia nowadays, has to be accredited by the Engineering Accreditation Council (EAC) which represents the Board of Engineers Malaysia (BEM) in order to be recognized by Washington Accord signatories' country. Such accreditation would benefit the graduates to look for jobs globally. Outcome-based education (OBE) has become a critical aspect of accreditation requirement and Faculty of Electrical
Gail Chase Furman
Explores through a qualitative case study school administrators? perceptions of the impact of an outcome-based educational (OBE) model, five years after its adoption in a Washington State school district. Data were collected through open-ended interviews with building principals and other administrators. Two major themes emerged from the data: OBE produced changes in practice for both teachers and administrators, and these
Since the development of the Keating Government's national statements and profiles, during the early to mid 90s, all Australian states and territories, to a greater or lesser degree, have adopted an outcomes-based education approach to school curriculum. Drawing on the writings of the US academic, William Spady, and in opposition to the more…
Discusses outcomes based education, which is being adopted by schools across the United States. Suggests that this travesty of intellectual life is the classroom analogue of information processing, storage, and transfer, and offers a computational model of learning whose systematicity leaves no room for ambiguity, sensitivity to context, or the…
New York Univ., NY. Inst. for Education and Social Policy.
New York Networks for School Renewal (NYNSR) is a 5-year collaborative project begun in 1995 as part of an effort to revitalize U.S. schools through public-private partnerships. Four New York organizations with years of experience in public education reform have joined in the NYNSR collaboration. An outcomes evaluation collected and analyzed both…
Barr, R. E.
This paper discusses the formulation of educational outcomes for engineering graphics that span the global enterprise. Results of two repeated faculty surveys indicate that new computer graphics tools and techniques are now the preferred mode of engineering graphical communication. Specifically, 3-D computer modeling, assembly modeling, and model…
Sorgen, Carl H., IV.
This research empirically explores how sexual identity influences higher education outcomes for lesbian, gay, bisexual, and queer (LGBQ) college students. A path model was constructed with structural equation modeling using responses from 1,125 non-heterosexual college students. The model includes four psychological variables (level of sexual…
McKennell, Thomas M; Grussing, Paul G.
To determine if, as the result of a pharmacy continuing education program on professional liability, the behavior of participants would persist for eight months, a study was undertaken that measured three learning outcomes: knowledge of concepts; attitudes about professional standards and their relationship to malpractice; and self-reports of…
Prows, Cynthia A.; Hetteberg, Carol; Johnson, Nancy; Latta, Kathy; Lovell, Anne; Saal, Howard M.; Warren, Nancy Steinberg
Summer institutes with follow-up continuing education sought to increase nursing faculty's knowledge and teaching of genetics. Outcome measures following four summer institutes (n=126) revealed significant improvements in genetics knowledge, increased genetics content in curricula, and development of new elective genetics courses. (Contains 22…
Bonaiuto, Maria M.
Educators and health care professionals alike understand that healthy students are likely to be successful learners. The goal of school nurse case management is to support students so that they are ready to learn. This article describes the outcomes of a 4-year process improvement project designed to show the impact of school nurse case management…
Nowrozi, Reza Ali; Ardakani, Seyed Hassan Hashemi; Shiri, Ali Shiravani
This study investigates Suhrawardi's epistemological and philosophical point of view in order to analyze and elicit its educational outcomes. His philosophy, which can be called eclectic philosophy (involving intellect and intuition), regularly proposes a different philosophical system with intuitionist outlook. It is the combination of two…
Hubble, L. M.
The author examined the prevalence of multiple operational definitions of outcome constructs and an estimate of the incidence of Type I error rates when univariate procedures were applied to multiple variables in educational psychology. Multiple operational definitions of constructs were advocated and wider use of multivariate analysis was…
Walter, Gerard G.
This assessment of the outcomes of increased access to postsecondary education for hearing-impaired students focuses on attrition levels and earnings levels. To analyze attrition from postsecondary programs serving the deaf, information from 95 programs was gathered. Using an algorithm to estimate cohort survival rates and taking into account…
Huang, Francis Lim
Corruption is a problem that continues to plague developed and developing countries worldwide. Previous studies have explored the negative implications of corruption on several aspects of human development, but, despite its serious and long-lasting consequences, the impact of corruption on educational outcomes has started to receive attention only…
Danforth, Bryan Nicholas
Challenges · Security, Land-Grabbing, and Conflict · Consolidation of Democracy in Africa: Governance1 Education and the Development of Human Capital: Outcomes for Development and Governance in Africa series on Issues in African Development that examines critical issues in contemporary Africa and explores
Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue
Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…
Mongon, Denis; Chapman, Christopher
Globalisation of world trade, international media, technological innovation and social change are creating opportunities and challenges that today's pupils will inherit and build on. A pupil's academic, technical and social capacity will define their success or failure. Therefore, educational outcomes and well-being for young people across…
McEwan, Patrick J.
Chile operates one of the oldest and largest school feeding programs in Latin America, targeting higher-calorie meals to relatively poorer schools. This paper evaluates the impact of higher-calorie meals on the education outcomes of public, rural schools and their students. It applies a regression-discontinuity design to administrative data,…
This paper discusses gender discrimination with regard to educational opportunity and outcomes in India. Although official statements promoting equity indicate awareness of the imbalances in this area, solutions, it is argued, lie not only in propagating new equitable educational practices but in political decisions that take into account existing…
Kanji, Zul; Sunell, Susanne; Boschma, Geertje; Imai, Pauline; Craig, Bonnie J
There is little published literature about the outcomes of dental hygiene baccalaureate degree education, particularly in Canada. Since there are various dental hygiene entry-to-practice educational models in Canada, exploring baccalaureate dental hygiene education is becoming an increasingly important subject. The purpose of this study was to explore the personal outcomes and dental hygiene practice outcomes of dental hygiene degree-completion education in Canada from the perspectives of diploma dental hygienists who have continued their education to the bachelor's degree level. This study employed a qualitative phenomenological design, using a maximum variation purposeful sampling strategy. Data generation occurred with sixteen dental hygienists across Canada through individual semistructured interviews. Interviews were audiorecorded, transcribed verbatim, and coded for data analysis, involving pattern recognition and thematic development. Themes that emerged included changes in self-perception, values, and knowledge base. Changes in self-perception were reflected in a reported increase in self-confidence and perceived credibility. Changes in values included a greater appreciation for lifelong learning. Advancements in knowledge strengthened the development of specific abilities that ultimately influenced participants' dental hygiene practice. These abilities included an increased ability to think critically, to make evidence-based decisions, and to provide more comprehensive care. Participants also commented on having more career opportunities available to them outside of the private clinical practice setting. These results reveal important insights into the impact of earning a dental hygiene baccalaureate degree on oneself and one's dental hygiene practice. PMID:21368255
In this article I argue that Outcomes-basedEducation is conceptually trapped in aninstrumentally justifiable view of education. Icontend that the notion of Outcomes-basedEducation is incommensurable with anon-instrumental justification of educationview as explained by RS Peters (1998). Theprocess of specifying outcomes in educationaldiscourse lends itself to manipulation andcontrol and thereby makes the idea ofOutcomes-based Education educationallyimpoverished. In this article an argument ismade
The experience of public policy in Sri Lanka has had a profound impact on the thinking of the global development community in relation to the role of education in economic development. In particular, the example of Sri Lanka helped to persuade policy makers around the world that governments can successfully develop a general education system to…
Crosnoe, Robert; Turley, Ruth N López
The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin American origin. One is the DREAM Act, proposed federal legislation to create a pathway to citizenship for undocumented youth who meet certain criteria. Another effort includes culturally grounded programs to support the college preparation of immigrant adolescents and the educational involvement of immigrant parents of young children. PMID:21465858
Burke, Sandra D; Sherr, Dawn; Lipman, Ruth D
Diabetes is a chronic, progressive disease that affects millions worldwide. The paradigm of diabetes management has shifted to focus on empowering the person with diabetes to manage the disease successfully and to improve their quality of life. Diabetes self-management education is a collaborative process through which people with diabetes gain the knowledge and skills needed to modify their behavior and to self-manage successfully the disease and its related conditions. Diabetes educators are health care professionals who apply in-depth knowledge and skills in the biological and social sciences, communication, counseling, and pedagogy to enable patients to manage daily and future challenges. Diabetes educators are integral in providing individualized education and promoting behavior change, using a framework of seven self-care behaviors known as the AADE7 Self-Care Behaviors™, developed by the American Association of Diabetes Educators. The iterative process of promoting behavior change includes assessment, goal setting, planning, implementation, evaluation, and documentation. Diabetes educators work as part of the patient’s health care team to engage with the patient in informed, shared decision making. The increasing prevalence of diabetes and the growing focus on its prevention require strategies for providing people with knowledge, skills, and strategies they need and can use. The diabetes educator is the logical facilitator of change. Access to diabetes education is critically important; incorporating diabetes educators into more and varied practice settings will serve to improve clinical and quality of life outcomes for persons with diabetes. PMID:24550679
Ntshoe, I. M.
Examines modularization and outcomes-based planning of higher education in South Africa as part of transforming higher education in a post-apartheid society. Discusses principles and assumptions of modularization and outcomes-based planning, identifies intended and unintended outcomes, and notes such issues as the origins of outcome-based…
Aviles, Christopher B.
This workshop was presented on outcome-based education and described how the instructional method called mastery learning compliments it and can be adapted for social work education. Although outcome-based education involves creating clearly outlined expected student outcomes, by itself it is not an instructional method. Mastery learning is a…
20 23 9 The Strategy for Learning Outcomes at Higher Education Institutions in Sweden ISSN 1340-8550 #12;  The Strategy for Learning Outcomes at Higher Education Institutions in Sweden Institutions in Sweden #12;The Strategy for Learning Outcomes at Higher Education Institutions in Sweden
Quach Manh Hao
This paper reviews related literature on the firm and its corporate governance with a view towards making recommendations on the ex-post equitization process in Vietnam. The paper argues that creating sound corporate governance practices is now becoming a more and more important issue alongside with equitization process. The state (through its SCIC) must consider itself as a large investor to
Wichowski, Chester P.; And Others
A study was conducted to determine educators' opinions about what students must know and/or be able to do to graduate from high school and the blend of academic and vocational education courses that should be used for the achievement of the learning outcomes. Using a survey form developed for the project, data were collected from administrators,…
Bonaiuto, Maria M
Educators and health care professionals alike understand that healthy students are likely to be successful learners. The goal of school nurse case management is to support students so that they are ready to learn. This article describes the outcomes of a 4-year process improvement project designed to show the impact of school nurse case management on attendance, behavior, academic performance, quality of life, and health compliance in a large southeastern urban school district. Recognizing a need for standardized practice, the School Health Leadership Team created a case management policy, procedures, forms, a data collection process, and ongoing education and mentoring. The policy enabled school nurses to select students with health and learning needs, target specific outcomes, implement interventions, and document the gains made. In the 4 years of this project, 84% of the students case managed improved in 1 or more of the 5 target areas. PMID:17676967
The transition from the traditional text- and teacher-driven curriculum infused with fundamental pedagogic and apartheid ideology to a resource-rich, learner-centred outcomes- based curriculum intended to encourage critical thinking and lifelong learning is fundamentally changing South African education. In this paper the intent of, and conditions for, the OBE curriculum is described. It is argued that public libraries can play a
Neeraj Kaushal; Lenna Nepomnyaschy
We examine the extent to which disparities in wealth by race\\/ethnicity are related to gaps in children's educational outcomes, and find that family socio-demographics and parental resources account for a substantial proportion of black\\/white and Hispanic\\/white disparities in children's participation in gifted programs, extracurricular activities and grade retention. Black children, however, continue to face high risk of expulsion or suspension
Davis, Kathleen S.
Reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after-school science program for girls aged 6-12. The program provides girls with opportunities to legitimately participate in science activities. (Contains 39 references.) (Author/YDS)
Little, Angela W.
In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable "political will", a vague but much vaunted…
de Jager, H. J.; Nieuwenhuis, F. J.
South Africa has embarked on a process of education renewal by adopting outcomes-based education (OBE). This paper focuses on the linkages between total quality management (TQM) and the outcomes-based approach in an education context. Quality assurance in academic programmes in higher education in South Africa is, in some instances, based on the…
Ferguson, HB; Bovaird, S; Mueller, MP
Over the past decade, the unfortunate reality is that the income gap has widened between Canadian families. Educational outcomes are one of the key areas influenced by family incomes. Children from low-income families often start school already behind their peers who come from more affluent families, as shown in measures of school readiness. The incidence, depth, duration and timing of poverty all influence a child’s educational attainment, along with community characteristics and social networks. However, both Canadian and international interventions have shown that the effects of poverty can be reduced using sustainable interventions. Paediatricians and family doctors have many opportunities to influence readiness for school and educational success in primary care settings. PMID:19030450
Cation, L J; Lenihan, D J; Gutierrez-Nunez, J J
Military graduate medical education has come under increasing scrutiny in recent years as the size of the military medical force declines. To document the outcomes of military graduate medical education in internal medicine, a cohort of Air Force internal medicine residency graduates from Wright-Patterson Medical Center were studied and their residency performance, staff performance, and active duty retention recorded. The study cohort had an outstanding residency performance, as measured by research experience and board certification rate. They also performed well as military staff physicians, receiving numerous individual military medals while holding important administrative and supervisory positions in the military. Finally, the study cohort had a higher than expected active duty retention rate. These findings support the notion that military graduate medical education in internal medicine produces outstanding military internists. PMID:11315470
This study identifies some of the factors and conditions that can encourage the development of sustainable and equitable urban environments. It argues that cities will continue to grow and that it is not productive to view ...
Now more than ever, high-quality education for all is a public good that is essential for the good of the public. As the fate of individuals and nations is increasingly interdependent, the quest for access to an equitable, empowering education for all people has become a critical issue for the American nation as a whole. No society can thrive in a…
Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara
This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different…
Frahang Jaryani; B. Zandi; S. Sahibudin; S. Salehy; M. Masrom; Mazdak Zamani
This paper presents a comprehensive Reflective Electronic Portfolio Framework (REPOF) supported by two important educational methods Problem Based Learning and Outcome Based Education. The aim of this study is to present a new comprehensive framework that contains combination of Problem Based Learning and Outcome Based Education .We identified 3 constructs related to REPOF from an empirical study of one Iranian
Onwu, Gilbert O. M.; Mogari, David
Following the implementation of the new Curriculum 2005, outcomes-based education, professional development is one of South Africa's national goals in the continuing reform of its education system. Most school teachers are not familiar with teaching outcomes-based education and need training to be able to do so. Project UNIVEMALASHI, a…
A brief account of the origins of the “outcomes” movement in education is given. It is concluded that there is no real difference between the objectives movement of yesterday and the “outcomes” movement of today. Differences between the approaches of Mager and the authors of The Taxonomy of Eductional Objectives are outlined. Some limitations of The Taxonomy from an engineering
Capper, Colleen A.; Jamison, Michael T.
Outcomes Based Education (OBE) is viewed as a drastic break from current educational practices and a means of providing educational success for all students. OBE is also advocated as a practice that lead to educational inequity. This paper reexamines OBE from a multiparadigm perspective of organizations and educational administration. OBE is based…
Oh, Kasil; Ahn, Yang Heui; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook
The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, ?(2)-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914
Oh, Kasil; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook
The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, ?2-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification. PMID:21602914
Berne, Robert, Ed.; Picus, Lawrence O., Ed.
Papers from an Equity Study Group are compiled to give a real-world look at an evolving school system. The Equity Study Group was formed by the New York State Board of Regents to investigate how the allocation of resources contributes to the disparity in outcome for New York school children. The following papers are included: (1) "Educational…
Duncan, Lauren E.; Wentworth Phyllis A.; Owen-Smith, Ashli; LaFavor, Theresa
Examined midlife educational, career, and family outcomes of women who attended women's colleges in the 1960s, one with a coed learning environment (CLE) and one with a single-sex environment (SLE). Overall, graduates of both colleges were very accomplished 30 years later. However, those who had experienced a CLE reported more sexism and active…
Beitz, Janice M; Kost, Michael
Graduate nursing education is evolving in response to multiple societal influences affecting higher education. Nurse anesthesia education has also been affected by these forces. This article describes the planning, implementation, and evaluation of a new graduate track in nurse anesthesia made possible by an academic partnership, and the positive impact that a federally funded grant had on the venture. The excellent academic outcomes, the changes in diversity of the student body, the innovative curriculum, and lessons learned from the project are described. PMID:16921802
Linn, Marcia C.
The article discusses two interrelated aspects of computer education: the computer's potential for developing cognitive skills and ways in which the differential participation of males and females in computer experiences may lead to inequitable outcomes. The Assessing the Cognitive Consequences of Computer Environments for Learning Project…
Allison, Joel T; Fullerton, Cliff; Chabira, Adam
Baylor Health Care System* has a long history of addressing health disparities at its hospitals and clinics and in the communities it serves. The organization's definition of health equity has evolved from simply providing care that looks the same for all patients to providing care that is tailored to and effective at producing equitable outcomes for the highly diverse populations of North Texas. Baylor's overarching framework for achieving health equity requires work in three dimensions: improving access to care, improving care delivery, and ultimately producing equitable outcomes for patients. The strategies and tactics used by Baylor have also evolved over time and range from initiatives supporting volunteerism and community service to the operation of a network of clinics tailored to meet the needs of uninsured and underinsured patients. The factors contributing to disparities among different populations include a broad range of health system, medical, and societal issues, many of which are outside the direct scope of influence of hospitals and other healthcare organizations. We share how Baylor has proactively addressed disparities within the organization and its community in the hope of encouraging other hospitals and providers to engage in similar efforts to improve care for all patients. PMID:25291890
Jansen, Anicca C.
In 1988, 66 of Tennessee's rural school districts brought suit against the state government claiming that the school funding system of a local option sales tax discriminates against rural areas. This study examines the effects of increased reliance on local sales tax revenue on Tennessee's school expenditures. Not every county can support a major…
Person, Ann E.; Moiduddin, Emily; Hague-Angus, Megan; Malone, Lizabeth M.
Character education programs are school-based programs that have as one of their objectives promoting the character development of students. This report systematically examines the outcomes that were measured in evaluations of a delimited set of character education programs and the research tools used for measuring the targeted outcomes. The…
Responds to the article "Curriculum Reform in South Africa: A Critical Analysis of Outcomes-Based Education" by Jonathan Jansen. States that "Curriculum 2005" too strongly emphasizes procedural knowledge. Proposes a less radical version of outcomes-based education in which teachers integrate propositional, procedural, and dispositional knowledge…
Zakaria Sabarudin; Yusoff Wan Fadzilah Wan
Outcome-based education (OBE) is seen as means of measuring the students’ achievements on one hand and the lecturers’ accountability on the other. This paper examines issues important for the understanding of and challenges in implementing OBE. It addresses a range of issues related to the meaning of the term “outcome-based education”. It defines key terms, concepts and principles which founded
Mangtang Chan; Florence Yu Mong; Francis Kar Ho Chan
With the increasing emphasis on accountability in her education, outcome-based education (OBE) has been receiving a lot of attention and raising issues for debate. OBE has been implemented in many institutions, ranging from primary schools to universities and the concept of learning outcomes have now been commonly used in studies relating to pedagogy and teaching strategies. In these settings, the
Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.
In this article we review the literature on financial literacy, financial education, and consumer financial outcomes. We consider how financial literacy is measured in the current literature, and examine how well the existing literature addresses whether financial education improves financial literacy or personal financial outcomes. We discuss the…
Backes-Gellner, Uschi; Veen, Stephan
Central examinations--that is, centrally set and marked exams--have often been discussed as an instrument for improving educational outcomes. The aim of our study was to determine whether central exams have an impact not only on educational but also on labour market outcomes. We explain school quality choice through the incentives created by…
Sweetman, Rachel; Hovdhaugen, Elisabeth; Karlsen, Hilde
In many quarters, attempts are underway to identify learning outcomes in higher education which are context-neutral or "generic"; such measures could provide new ways to assess and compare outputs from higher education. This paper considers potential challenges in using such broad learning outcomes across contrasting disciplinary and…
Denise Wilson; Ryan C. Campbell
Affective outcomes are highly underrepresented in engineering and CSET research at less than 1% of the overall body of education research in these technical fields. Yet, affective outcomes are a major player in the retention of women in engineering at the undergraduate level and are known in K-12 and higher education to have profound impacts on academic performance. This workshop
AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid
A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, "et al.", 2011). Then, a review of other EDM-related research…
Using his thirty years of international experience with future-focused Outcomes-Based Education designs and models as a foundation, Dr. Spady describes a five-step process for translating the familiar twelve SAQA "Critical Outcomes" into a compelling life-performance framework of "exit outcomes" that directly empowers learners and genuinely…
Zan Gao; Yuanlong Liu; Ken Lodewyk; Tao Zhang; Maria Kosma
The purpose of this study was to examine the reliability and validity of outcome likelihood, outcome value, and outcome expectancy using data collected from students in secondary school physical education classes. Dependent measures were examined for construct, concurrent, and predictive validity, as well as internal and temporal reliability. The results of the investigation indicated the following. First, confirmatory factor analyses
The new school curriculum in South Africa, ‘Curriculum 2005’, is outcomes-based. The writer of this paper considers how to prepare her students to teach in an outcomes-based curriculum. She describes how she has used genre theory as a means to understanding outcomes-based education, and reports on the way in which genre theory has informed the Higher Diploma in Education curriculum
Yusif, Hadrat; Yussof, Ishak; Osman, Zulkifly
Public universities in Ghana are highly subsidised by the central government and account for about 80 per cent of university students in the country. Yet issues of fairness in terms of entry into the public university system have so far hardly been addressed. To find out whether participation in public university education is equitable, the authors of this paper carried out a binary logistic regression analysis. Individual data were collected from 1,129 (614 male and 515 female) final year senior high school (SHS) students for the 2009 cohort. The authors measured student, father and mother characteristics likely to influence admission to a public university. The results show that the major predictors of public university entry are students' academic ability, quality of SHS attended and number of siblings. This seems to suggest that there is a significant bias in the selection of students from different socio-economic groups for admission to highly subsidised public universities. The implication is that public financing of university education in Ghana may not be equitable.
Issues in competence and pre-service teacher education. Part 1. Issues in competence and pre-service teacher education. Part 1. Can outcomes-based programmes produce competent teachers? Can outcomes-based programmes produce competent teachers?
W. J. Fraser; R. Killen; M. M. Nieman
Abstract The Department of Education's Norms and standards for educators (Department of Education 2000) require that higher education institutions design and implement outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the question of whether outcomes-based programmes can produce competent teachers is explored. This is done firstly by
Roje S. Gootee; Keith A. Blatner; David M. Baumgartner; Matthew S. Carroll; Edward P. Weber
The sustainability of forested ecosystems often requires cross-boundary management at large spatial scales. This can be challenging,\\u000a however, in landscapes where forests are primarily under small-scale, private ownership. Consequently, in many areas of the\\u000a world private forest practices are governmentally regulated to promote more consistent cross-boundary outcomes and better\\u000a protection of large-scale ecological integrity. In this qualitative, ‘grounded theory’ study,
This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers' aims for students to "take up their space" in and beyond…
BenDavid-Hadar, Iris; Ziderman, Adrian
This paper sets out a new budget allocation formula for schools, designed to achieve a more equitable distribution of educational achievement. In addition to needs-based elements, the suggested composite allocation formula includes an improvement component, whereby schools receive budgetary allocations based on a new incentive measure developed in…
...false Relationship resulting from equitable adoption. 222.34 Section 222.34 Employees...34 Relationship resulting from equitable adoption. In many States, where a legal adoption proceeding was defective under State...
...ineligibility or program violation, the participant may request equitable relief under 7 CFR 635.3. (b) If, during the term of a WHIP cost-share agreement, a participant has been found in violation of a provision of the cost-share agreement, the O&M...
...C. 1501-1524) or (ii) Application closing date for NAP. (b) Equitable relief will not be granted to participants...or intent of defeating the purposes of a program of insurance, NAP, or any other program administered under this part or...
Christensen, Leif; Karle, Hans; Nystrup, Jørgen
An outcome-based approach to medical education compared to a process/content orientation is currently being discussed intensively. In this article, the process and outcome interrelationship in medical education is discussed, with specific emphasis on the relation to the definition of standards in basic medical education. Perceptions of outcome have always been an integrated element of curricular planning. The present debate underlines the need for stronger focus on learning objectives and outcome assessment in many medical schools around the world. The need to maintain an integrated approach of process/content and outcome is underlined in this paper. A worry is expressed about the taxonomy of learning in pure outcome-based medical education, in which student assessment can be a major determinant for the learning process, leaving the control of the medical curriculum to medical examiners. Moreover, curricula which favour reductionism by stating everything in terms of instrumental outcomes or competences, do face a risk of lowering quality and do become a prey for political interference. Standards based on outcome alone rise unclarified problems in relationship to licensure requirements of medical doctors. It is argued that the alleged dichotomy between process/content and outcome seems artificial, and that formulation of standards in medical education must follow a comprehensive line in curricular planning. PMID:18251034
OECD FACTBOOK 2008 ISBN 978-92-64-04054-0 © OECD 2008192 EDUCATION · OUTCOMES TRENDS for the academic year 2004-2005 are based on the UNESCO/OECD/ Eurostat data collection on education statistics access to tertiary education, which is leading to increased enrolment and graduation in tertiary
Wright, Alan N.; Tolan, Jan
This study is a qualitative analysis of student learning outcomes from an experiential multicultural education class at a public university. The class brought together students from diverse backgrounds and used adventure education methods to achieve multicultural education goals. The class combined adventure-based experiences from ropes courses or…
The need for well-prepared special education teachers has made it important to examine how to best select candidates for special education teacher education programs, or at least to determine which, if any, admission variables relate to program outcome measures. This study used archival data from 148 students to investigate the relationships among…
This paper uses household, school, and test score data from Bangladesh to compare and contrast the effectiveness of NGO-run and state-run schools in the provision of primary education. I study how the entry of NGOs in primary education has affected educational outcomes of girls and examine the mechanisms which account for the relative performance of NGO versus state schools in
Kwan Min Lee; Eui Jun Jeong; Seoungho Ryu
Networked interactivity is one of the essential factors that differentiate recent online educational games from traditional stand-alone CD-based games. Despite the growing popularity of online educational games, empirical studies about the effects of networked interactivity are relatively rare. The current study tests the effects of networked interactivity on game users' learning outcomes by comparing three groups (online educational quiz game
This study examined the educational environment placement and educational outcomes of students identified as having an emotional disturbance (ED). The sample was drawn from special education enrollment data for students aged 6-21 years in the 50 states and Washington, DC in 2010. Additional economic and demographic state-level variables were…
Mellard, Daryl; Hall, Jean; Leibowitz, Ruth
This report discusses the current nature, extent, and outcomes of accommodations for adults with disabilities in adult education programs. Information was gathered through a national survey of adult education programs, statewide interviews of adult education instructors, statewide interviews of adult learners with disabilities, literature reviews,…
Erford, Bradley T.; Moore-Thomas, Cheryl
National concerns regarding quality education make program evaluation and outcomes assessment more important than ever. Traditionally, however, educators have failed to hold their programs and services accountable, or to provide evidence that selected activities were achieving intended results. The purpose of this chapter is to give educators the…
Vassy Reddy; Piet Ankiewicz; Estelle de Swardt; Elna Gross
It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence\\/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development.
1 Outcomes-based Education at Philadelphia University A Paper written for the National Conference of this paper will be on the theory and practice of outcomes-based education at Philadelphia University (PU capacity and knowledge society. The paper will also present the outcomes-based model of education adopted
Tsukamoto, Takehiko; Nishizawa, Hitoshi
The Department of Electrical and Electronic Engineering in Toyota National College of Technology has put great emphasis on fundamental subjects, such as “electrical and electronic circuit" and “electromagnetism" more than 40 years. On the other hand, several issues of our college were clarified by the alumni's evaluation of the educational outcome in 2002. The most serious issue was low achievement of English and Social education. The alumni of all generation are dissatisfied with their low skill in English communication. As a part of the educational reforms, our department has constructed a new engineering education program focusing on fundamental ability. We introduced many problem-based-learning experiments and the compulsory subjects such as “English communication for electrical engineers" and “Engineering Ethics" into this program. Great educative results are obtained by these improvements. As a typical example, the scores of all 2nd grade students of advanced engineering course in TOEIC tests became 450 points or more. Our program has been authorized by JABEE since 2004.
Ewert, Alan; Sibthorp, Jim
There is an increasing interest in the field of experiential education to move beyond simply documenting the value of experiential education programs and, instead, develop more evidence-based models for experiential education practice (cf., Gass, 2005; Henderson, 2004). Due in part to the diversity of experiential education programs, participants,…
James D. Unnever; Allan C. Kerckhoff; Timothy J. Robinson
Since the 1970s, poorer school districts lacking educational resources have formed coalitions and sued their respective states. Their lawsuits claim that interdistrict variations in educational resources violate state constitutions because they deny poorer school districts an equal educational opportunity. Using data from school districts in Virginia, this research investigates two questions. First, whether a school district's level of educational resources
Penn, Jeremy D.
Assessment of general education has a long history, although relative to the age of liberal education and educational evaluation it is a very recent development. One of the first recorded efforts to comprehensively assess student achievement in higher education in the United States occurred in the late 1920s and early 1930s, when many institutions…
Alexa Todd; Mark Mason
This paper addresses the problem of post-Apartheid South African schools as ineffective learning environments, and the question whether there are strategies for enhancing learning that are more effective and that might be more easily and successfully implemented than an outcomes-based education. Because of historical and situational constraints, an outcomes-based education has limited potential for enhancing learning there. We argue that
This article is based on the articulation of student outcome statements within a general movement of outcomes based education which is placed into a hierarchical component analysis at different levels of scale (Andrich, 2002). Two important ideas emerge from this conceptualisation. First, qualitative differences among strands of a construct can be merged to make a higher order construct; second, a
Mailula, Esrom M.; Laugksch, Rudiger C.; Aldridge, Jill M.; Fraser, Barry J.
This study examined secondary school teachers' perceptions of their school-level environment and its influence on implementation of outcomes-based education (OBE). Participating schools were in South Africa's Limpopo Province (one of its poorest rural provinces) and were implementing Curriculum 2005, a new outcomes-based approach to teaching and…
Matrices for Outcomes-Based Assessment A Dissertation submitted in partial satisfaction of the requirements: Collection and Analysis of Score Matrices for Outcomes-Based Assessment by Titus deLaFayette Winters DoctorUNIVERSITY OF CALIFORNIA RIVERSIDE Educational Data Mining: Collection and Analysis of Score
The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…
As mentoring is receiving increasing attention as a method to improve youth educational outcomes, it is important to continue to examine the effects of mentoring on these youth outcomes. This study uses secondary data from Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health) and transcript data from the Adolescent…
Cummings, Sherry M.; Chaffin, Kate M.; Cockerham, Clifford
This study compared the educational outcomes of the University of Tennessee College of Social Work's online and traditional MSW programs ("N" = 345). Knowledge, skill, and satisfaction outcomes were compared for online and traditional students in 3 tracks: full-time, part-time, and advanced standing (AS). There were no significant…
Grindle, Corinna F.; Hastings, Richard P.; Saville, Maria; Hughes, J. Carl; Huxley, Kathleen; Kovshoff, Hanna; Griffith, Gemma M.; Walker-Jones, Elin; Devonshire, Katherine; Remington, Bob
The authors report 1-year outcomes for 11 children (3-7 years) with autism who attended an "Applied Behavior Analysis (ABA) classroom" educational intervention in a mainstream school setting. The children learned new skills by the end of 1 year and learned additional skills during a 2nd year. Group analysis of standardized test outcomes (IQ and…
Casey, Ashley; Goodyear, Victoria A.
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…
Dolcourt, Jack L.; Zuckerman, Grace
Introduction: Educator-derived, predetermined instructional objectives are integral to the traditional instructional model and form the linkage between instructional design and postinstruction evaluation. The traditional model does not consider unanticipated learning outcomes. We explored the contribution of learner-identified desired outcomes…
This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of…
Belfield, Clive R.; Levin, Henry M.
This paper systematically reviews the cross-sectional research evidence on the effects of competition on educational outcomes. Competition is typically measured using either the Herfindahl Index or the enrollment rate at an alternative choice (for example, private school). Outcomes are separated into those relating to academic test scores,…
Shanks, Trina R. Williams; Robinson, Christine
A large body of evidence indicates that socioeconomic status (SES) is a strong predictor of school achievement, college graduation and child outcomes in general. Better developmental and health outcomes are strongly associated with family assets, income and education. We introduce a model incorporating a range of theoretical and empirical…
Darko J. Hajzler; Michael E. Bernard
Examined research studies to determine the efficacy of rational-emotive education (REE), the educational derivation of rational-emotive therapy, with various populations of school-aged children (non-clinical; learning disabled; \\
Tacey, Krista Diane
The purpose of this dissertation was to analyze the impact of international experiential education on life choices, specifically those related to career and educational goals. This was accomplished through two main phases of research. In the first...
Wojcik, Brian W.; Peterson-Karlan, George; Watts, Emily H.; Parette, Phil
This article describes a comprehensive assistive technology (AT) teacher preparation model designed to address both general education and special education or early childhood education students. National technology standards provide the context for the model that incorporates (a) an innovative component, consisting of web-based modules and…
Doyle, Eva I.; Caro, Carla M.; Lysoby, Linda; Auld, M. Elaine; Smith, Becky J.; Muenzen, Patricia M.
The National Health Educator Job Analysis 2010 was conducted to update the competencies model for entry- and advanced-level health educators. Qualitative and quantitative methods were used. Structured interviews, focus groups, and a modified Delphi technique were implemented to engage 59 health educators from diverse work settings and experience…
Glick, Thomas H
How should medical educators choose learning objectives and teaching content in clinical education? Given the information chain reaction, coverage of all significant topics in sufficient depth is not possible. Choosing subjects of high priority is essential if education is to have maximum impact on quality of care. These priorities should not derive from tradition and opinion, but should be informed by patient outcomes, the ultimate standard for assessing educational effectiveness. Building upon prior initiatives linking education to practice, the author uses the term "evidence-guided education" to express the process of influencing curricular choices with evidence from health outcomes. Sources of outcome evidence include incident reports, morbidity and mortality conferences, surveillance of quality of care in particular venues, case series, surveys of adverse events and "near-misses," and malpractice claims. Starting with anecdotal occurrences, additional case-finding may establish patterns of poor outcomes, some of which may be preventable. Credible research data on outcomes can inform prioritization for objectives and content at successive institutional levels, which should improve practices and outcomes, completing the loop of feedback, implementation, and improved health. The closer the educational intervention is to practice, the more accountable it becomes. Thus, EGE is more amenable to evaluation at residents' and practitioners' levels and more difficult at the undergraduate level. However, outcome evidence should still inform undergraduate teaching, since this constitutes the platform for future learning. Severe constraints on learning time mandate prioritization of content and suggest the need for the judicious application of outcome evidence in place of mere opinion. PMID:15671318
Devine, Thomas G.
The study investigated the existence of measurable learning outcomes that emerged out of the shared strengths of collaborating sponsors. The study identified quantifiable learning outcomes that confirm corporate, academic and learner participation in learning collaborations. Each of the three hypotheses and the synergy indicator quantitatively and qualitatively confirmed learning outcomes benefiting participants. The academic-indicator quantitatively confirmed that learning outcomes attract learners to the institution. The corporate-indicator confirmed that learning outcomes include knowledge exchange and enhanced workforce talents for careers in the energy-utility industry. The learner-indicator confirmed that learning outcomes provide professional development opportunities for employment. The synergy-indicator confirmed that best learning practices in learning collaborations emanate out of the sponsors' shared strengths, and that partnerships can be elevated to strategic alliances, going beyond response to the desires of sponsors to create learner-centered cultures. The synergy-indicator confirmed the value of organizational processes that elevate sponsors' interactions to sharing strength, to create a learner-centered culture. The study's series of qualitative questions confirmed prior success factors, while verifying the hypothesis results and providing insight not available from quantitative data. The direct benefactors of the study are the energy-utility learning-collaboration participants of the study, and corporation, academic institutions, and learners of the collaboration. The indirect benefactors are the stakeholders of future learning collaborations, through improved knowledge of the existence or absence of quantifiable learning outcomes.
Azari, Cynthia E.
Describes a study that used a wage-record database to determine, after five years, the educational and employment outcomes of 1988 vocational education graduates and program completers of Washington State community colleges. Analyzes results related to student ethnicity, salaries, and gender and discusses implications for colleges and legislators.…
William F. Cox Jr; Alan A. Arroyo; Evie R. Tindall; Milton V. Uecker
The trouble with Outcome-Based education is that it is an idea ahead of public education's ability t o deliver. A research-derived knowledge base for implementing OBE remains lacking. Conversely, the philosophy now underlying OBE is shown to be surreptitiously loaded with a value orientation previously rejected by a sizeable proportion of the public While originally intended to be a neutral
James A. Tucker
Perhaps no educational movement in recent history has generated as much ideological argument as has outcome-based education (OBE). Much has been written about the subject, and it is not the purpose of this interview to add to the debate by either promoting or denigrating the movement.For reasons that may never be entirely understood, the OBE movement became identified as the
Schlebusch, Gawie; Thobedi, Motsamai
The re-birth of South Africa in 1994 has brought the implementation of effective educational policies. Simultaneously, the Outcomes-Based Education (OBE) approach has been introduced to advance the teaching and learning of the Learning areas in schools in South Africa. This article focuses on the learning of English as a Second Language (ESL) in…
Uses a framework previously developed to relate outcomes based education and B. Bloom's "Taxonomy of Educational Objectives" to consider ways in which modern test theory can be used to connect aspects of assessment to the curriculum framework and to consider insights this connection might provide. (SLD)
F. E. Gouws
As outcomes-based education forms the foundation of the new school curriculum in South Africa, educators are confronted with the challenge of not only meeting the different needs of individual learners, but also of helping learners (many of them previously disadvantaged) to achieve their maximum potential. One way of realising this ideal is by applying Howard Gardner's theory of multiple intelligences
Morcke, Anne Mette; Dornan, Tim; Eika, Berit
Outcome based or competency based education (OBE) is so firmly established in undergraduate medical education that it might not seem necessary to ask why it was included in recommendations for the future, like the Flexner centenary report. Uncritical acceptance may not, however, deliver its greatest benefits. Our aim was to explore the…
Pukelis, Kestutis; Smetona, Antanas
In this article, an example of translation of the English term "learning outcome" into the Lithuanian system of educational terms is used to discuss semantic peculiarities of translating professional terms. Consistency of a concept signifier and content of a concept, as well as their tune with already existing systems of educational terms are…
Sankar Mukhopadhyay; Petra E. Todd; David Bravo
This paper studies the effects of school vouchers in Chile, which adopted a nationwide school voucher program 25 years ago. Chile has a relatively unregulated, decentralized, competitive market in primary and secondary education and therefore provides a unique setting in which to study how voucher programs affect school choice as well as long-term educational and labor market outcomes. This paper
Connor, Chun-Mei Lee
As of 2007, over 20% of all higher education students in the U.S took at least one online course (Allen & Seaman, 2008), and over 200 universities offered some measure of online accounting courses (National Center for Education Statistics, 2008).This study compared the student learning outcomes of traditional and online delivery styles in…
National Center for Education Statistics (ED), Washington, DC.
Labor market outcomes of 25- to 64-year-olds were examined as a function of sex, prose proficiency level, and highest educational level attained. The data for 1992 confirmed that educational attainment and literacy level are both positively associated with higher annual earnings and lower unemployment rates and that literacy is positively…
Peter Gouzouasis; Alan Henderson
While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a ‘superlative’ motivational factor and elevate performance quality beyond what could otherwise be achieved. Students and directors
OECD FACTBOOK 2008 Â ISBN 978-92-64-04054-0 Â Â© OECD 2008188 EDUCATION Â· OUTCOMES EDUCATIONOutcomes and reading at age 15, i.e. towards the end of compulsory education. PISA 2006 also assessed the attitudes of differences from the OECD average score (500). As in the 2003 PISA, Finland is the top of the league
Nolin, Joshua Brock
This study sought to determine if there is possible a relationship between agricultural education class credits obtained by students and their subsequent outcome on the Alabama High School Graduation Exam (AHSGE). Also, the perceptions of Alabama agricultural educators regarding 1) student test taking preparation 2) academic standard integration…
Petkus, Ed, Jr.
Could marketing coursework be part of the general education requirements for all college students? This article describes the ways in which the professional school marketing curriculum model (Schibrowsky, Peltier, & Boyt, 2002) can complement and enhance liberal arts education outcomes. First, the general relationship between liberal arts…
Gouzouasis, Peter; Henderson, Alan
While it seems many music educators share an enthusiasm for music festivals, others do not. Discrepancies seem to be rooted in the perceived educational outcomes in terms of musical knowledge gained, motivation, competition, psychological impact and social considerations. Advocates believe competitive festivals provide a "superlative" motivational…
Levine, Phillip B.; Schanzenbach, Diane Whitmore
This paper examines the impact of public health insurance expansions through both Medicaid and SCHIP on children's educational outcomes, measured by 4th and 8th grade reading and math test scores, available from the National Assessment of Educational Progress (NAEP). We use a triple difference estimation strategy, taking advantage of the…
Angeline M. Barrett
As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights?based and social justice conceptualisations of education quality. A
Italy's poor performance in various indicators of educational achievement, such as the Programme for International Student Assessment (PISA), has featured strongly in analyses of Italian education policy, and its progress towards the Lisbon objectives has been slow. With weak outcomes often linked to a highly stratified system of upper secondary…
San Francisco, Andrea Rolla; Arias, Melissa; Villers, Renata
High-quality early childhood education has been shown to improve school outcomes in several developing and developed nations. The history of policy around pre-school education in Costa Rica is described as background to presenting cross-sectional data on the emergent literacy skills of low-income Costa Rican children in kindergarten, 1st and 2nd…
Freeman, Richard B.; Machin, Stephen J.; Viarengo, Martina G.
The motivation for this paper is to increase individuals' understanding of the way in which inequality in educational outcomes and in the relation between measures of backgrounds is related to levels and dispersion of educational performance of young persons. The article thus sheds light on the international variation in the importance of…
Colarossi, Lisa; Silver, Ellen Johnson; Dean, Randa; Perez, Amanda; Rivera, Angelic
The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention.…
Gerard Mcshane; Cheryl Bazzano; Garry Walter; Giles Barton
The purpose of this study was to evaluate the outcome of adolescents with anxiety-based school attendance problems enrolled in a specialist adolescent educational and mental health program that provides educational assistance and social skills development, and to suggest key elements that may account for its apparent effectiveness. Young people attending the Sulman Program in Sydney, Australia, between March 2003 and
Clery, Sue; Topper, Amy
Developmental Education programs are designed to provide assistance to students who are academically under-prepared for college-level coursework. Previous issues of "Data Notes" compared the outcomes of developmental students completing all of their required developmental courses to those not requiring developmental education. Using data from…
This statistical analysis report, released yesterday by the National Center for Education Statistics (NCES), offers a comprehensive profile of students with disabilities enrolled in postsecondary education. The report examines how disabled students prepared for postsecondary education, explores how well they fared in school, and takes a look at early labor market outcomes and graduate school rates of college graduates. Based on four NCES surveys, the report includes more than 50 statistical tables, charts, and graphs.
Dawn Witherspoon; Susan Ennett
There is a dearth of literature that examines rural youths’ school transition and adaptation over the middle and high school\\u000a years. Given rural education challenges, this study examines rural youths’ developmental trajectories of self-reported grades\\u000a and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular\\u000a activity participation). The cohort-sequential study consisted of 3,312 African
Augustus, J S; Kwan, L; Fink, A; Connor, S E; Maliski, S L; Litwin, M S
Higher educational levels along with other factors such as literacy and communication with physicians have been associated with better outcomes for men with prostate cancer, but little research has focused on the relationship of educational attainment to self-efficacy for interacting with physicians been conducted on its effect on self-efficacy and health-related quality of life (HRQOL) among low-income, uninsured men. Data from 425 low-income, uninsured men with prostate cancer enrolled in UCLA's Men's Health Study were examined. We found that men with higher and lower education levels, including those who did not complete high school, had similar HRQOL and self-efficacy outcomes. Because of the close relationship between income and education, broader studies into the associations of these variables and prostate cancer outcomes are needed. PMID:19172158
...Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders 243.205-71 Requests for equitable adjustment. Use the clause at...
Durkin, Kevin; Conti-Ramsden, Gina
Computer use draws on linguistic abilities. Using this medium thus presents challenges for young people with Specific Language Impairment (SLI) and raises questions of whether computer-based tasks are appropriate for them. We consider theoretical arguments predicting impaired performance and negative outcomes relative to peers without SLI versus the possibility of positive gains. We examine the relationship between frequency of computer use (for leisure and educational purposes) and educational achievement; in particular examination performance at the end of compulsory education and level of educational progress two years later. Participants were 49 young people with SLI and 56 typically developing (TD) young people. At around age 17, the two groups did not differ in frequency of educational computer use or leisure computer use. There were no associations between computer use and educational outcomes in the TD group. In the SLI group, after PIQ was controlled for, educational computer use at around 17 years of age contributed substantially to the prediction of educational progress at 19 years. The findings suggest that educational uses of computers are conducive to educational progress in young people with SLI. PMID:23300610
To assess the college's impact on graduates, Nazareth College administered the American College Testing Program's Educational Services Alumni Survey to a sample of recent graduates. While there was particular interest in exploring perceptions of the general education program before and after a major curricular innovation called the McGrail Plan,…
Fine, Leigh Everett
Sociological literature has not paid the same attention to the educational attainment of lesbian, gay, and bisexual (LGB) persons, despite their status as a socially marginalized group. Through the application of sociological methods and theories, my dissertation argues that sexual identity's effect on educational attainment is…
Liddicoat, Kendra R.; Krasny, Marianne E.
Residential outdoor environmental education (ROEE) programs for youth have been shown to yield lasting autobiographical episodic memories. This article explores how past program participants have used such memories, and draws on the memory psychology literature to offer a new perspective on the long-term impacts of environmental education.…
West, Sarah E.
Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant…
Cabana, Michael D.; Slish, Kathryn K.; Evans, David; Mellins, Robert B.; Brown, Randall W.; Lin, Xihong; Kaciroti, Niko; Clark, Noreen M.
Objective: We evaluated the effectiveness of a continuing medical education program, Physician Asthma Care Education, in improving pediatricians' asthma therapeutic and communication skills and patients' health care utilization for asthma. Methods: We conducted a randomized trial in 10 regions in the United States. Primary care providers…
Dar, Luciana; Lee, Dong-Wook
In this article, we explore how partisanship affects state higher education policy priorities and expenditures. We assume that party coalitions are heterogeneous and policy preferences/priorities differ via mediating factors. We find that Democratic Party strength positively affects state funding for higher education but that the effect diminishes…
Esmaily, Hamideh M.; Silver, Ivan; Shiva, Shadi; Gargani, Alireza; Maleki-Dizaji, Nasrin; Al-Maniri, Abdullah; Wahlstrom, Rolf
Introduction: An outcome-based education approach has been proposed to develop more effective continuing medical education (CME) programs. We have used this approach in developing an outcome-based educational intervention for general physicians working in primary care (GPs) and evaluated its effectiveness compared with a concurrent CME program in…
A. A. Aziz; M. J. Megat; Mohd Noor; A. A. Abang Ali; M. S. Jaafar
Malaysia is currently a provisional member of the Washington Accord and the Engineering Accreditation Council (EAC) in the country is shifting its paradigm to an outcome-based approach instead of being prescriptive in the assessment. Although the EAC's 1999 published manual listed the generic attributes for graduates, little effort was made to ensure engineering schools appreciate and implement it. The prescriptive
Slavin, Robert E.
In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfer programs in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale…
Slavin, Robert E.
In recent years, there has been a revival of interest in financial incentives to encourage students to attend school and to improve their academic achievement, graduation rates, and other outcomes. Conditional cash transfers programmes in developing countries, especially PROGRESA in Mexico, have found positive effects on attendance in large-scale…
Bragg, Debra D., Ed.
This document describes six different approaches to outcomes assessments, approaches that are named in the titles of chapters 2 through 7. The chapters and authors are as follows: "Perspectives on Assessment Policy and Practice" (Bragg, Harmon); "Total Quality Management" (Bragg); "Assessing Student Success" (Harmon); "Value-Added Assessment"…
Bebell, Damian; O'Dwyer, Laura M.
Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing…
Cheng, Dorothy A.
This is the first study to use self-reported ratings of student learning, instructor recommendations, and course recommendations as the outcome measure to estimate class size effects, doing so across 24 disciplines. Fixed-effects models controlling for heterogeneous courses and instructors reveal that increasing enrollment has negative and…
Storksdieck, Martin; Ellenbogen, Kirsten; Heimlich, Joe E.
This paper discusses three case studies--an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools--to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases,…
Outcome Mapping is intended to measure the process by which change occurs, it shifts away from the products of the program to focus on changes in behaviors, relationships, actions, and/or activities of the people involved in the treatment program. This process-oriented methodology, most often used in designing and evaluating community development…
Ma Rhea, Zane
This paper examines the Australian government's Indigenous policy by interrogating the concept of partnership between governments and Indigenous communities through three examples. Increasingly, the Australian federal government is focusing attention on the poor literacy and numeracy outcomes for Indigenous children in remote and very remote…
Brown, Ryan; Copeland, William E.; Costello, E. Jane; Erkanli, Alaattin; Worthman, Carol M.
Recent research has shown how quantifiable aspects of community context affect a wide range of behaviors and outcomes. Due partially to the historical development of this field, currently published work focuses on urban rather than rural areas. We draw upon data from a longitudinal study of families and health in Appalachia--the Great Smoky…
Peevely, Gary; Ray, John R.
This paper examines accountability outcomes of Tennessee school districts, comparing rural versus urban districts and litigant versus nonlitigant districts from a 1993 fiscal equity lawsuit. School districts were assigned a measure of rurality using the Cleland Rurality Index, and comparisons were made among the 29 low-rurality districts, 66…
Witherspoon, Dawn; Ennett, Susan
There is a dearth of literature that examines rural youths’ school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths’ developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents’ educational pathways during the high school transition. PMID:21140200
Wentling, Tim L.; Barnard, Wynette S.
A study examined the views of various members of the school and business communities toward what the focus of vocational education programs in Illinois actually is and what it should be. A questionnaire dealing with six factors currently stressed in vocational educational programs and five factors that should possibly be stressed was mailed to the…
Latham, C E
Achieving positive patient outcomes through the delivery of high quality services encompasses a broad range of indicators, including quality of life, employment, satisfaction with care, utilization of services, cost-benefit, as well as the clinical indices frequently targeted. Empowering and educational initiatives have been shown to positively impact the quality of life of renal patients in both the psychosocial and functional domains. This has extreme relevance in the context of overall care, as empirical evidence has indicated that health-related quality of life measures are associated with improved hospitalization and survival. Home care and self-care training have been associated with better quality of life measures in hemodialysis. Educational efforts have also been associated with better outcomes such as decreased utilization of medical services, the maintenance of employment, consumer satisfaction with care, and a positive cost-benefit. There are data to support that the educated, empowered patient has better outcomes. This evidence will be explored. PMID:11443762
Denise Newfield; Hilary Janks
In this article the writers offer a model for lesson preparation for Curriculum 2005. The model integrates outcomes, pedagogy and content in a way that is theoretically sound and practically useful. It incorporates the outcomes for the Language, Literacy and Communication learning area, includes the approach to content outlined in COTEP (1996) (content as knowledge, skills and values), and suggests
Background We determine efficient, equitable and mixed efficient-equitable allocations of a male circumcision (MC) intervention reducing female to male HIV transmission in South Africa (SA), as a case study of an efficiency-equity framework for resource allocation in HIV prevention. Methods We present a mathematical model developed with epidemiological and cost data from the nine provinces of SA. The hypothetical one-year-long MC intervention with a budget of US$ 10 million targeted adult men 15–49 years of age in SA. The intervention was evaluated according to two criteria: an efficiency criterion, which focused on maximizing the number of HIV infections averted by the intervention, and an equity criterion (defined geographically), which focused on maximizing the chance that each male adult individual had access to the intervention regardless of his province. Results A purely efficient intervention would prevent 4,008 HIV infections over a year. In the meantime, a purely equitable intervention would avert 3,198 infections, which represents a 20% reduction in infection outcome as compared to the purely efficient scenario. A half efficient-half equitable scenario would prevent 3,749 infections, that is, a 6% reduction in infection outcome as compared to the purely efficient scenario. Conclusions This paper provides a framework for resource allocation in the health sector which incorporates a simple equity metric in addition to efficiency. In the specific context of SA with a MC intervention for the prevention of HIV, incorporation of geographical equity only slightly reduces the overall efficiency of the intervention. PMID:23289923
B. K. Chong; F. Crowther
Rapid technological development, coupled with the recent growth of new engineering specialty areas, has led to the development of outcomes-based criteria for engineering education by a range of international engineering professional bodies. The emergence of outcomes-based approaches requires new instruments to measure the success, or otherwise, of engineering programs offered by Universities. This paper generated a theory-based preliminary conceptual framework
Gallwey, Susan Kresky; Wilgus, Gay
This study examines how various components of a school-linking programme between Ireland and South Africa either support Development Education's goal of sustainable, equitable partnerships that enable mutual learning between Northern and Southern countries or, instead, promote power imbalances that reify stereotypic images of weak, needy…
In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.
Juárez, Sol; Revuelta-Eugercios, Bárbara A; Ramiro-Fariñas, Diego; Viciana-Fernández, Francisco
Evidence suggests that educational differences in perinatal outcomes have increased in some countries (Eastern Europe) while remained stable in others (Scandinavian countries). However, less is known about the experience of Southern Europe. This study aims to evaluate the association between maternal education and perinatal outcomes derived from birthweight (low birthweight and macrosomia) and gestational age (pre-term and post-term births) among Spaniards living in the Autonomous Community of Andalusia during the period 2001-2011 (around 19 % of births in Spain); and to evaluate whether the educational differences narrowed or widened during that period, which includes both an economic boom (2001-2008) and the global economic crisis (2009-2011). This study uses the Andalusian Population Longitudinal Database and the Vital Statistics Data provided by the Spanish National Statistics Institute. We study live and singleton births of Spanish mothers who lived in Andalusia at the time of delivery (n = 404,951). ORs with 95 % confidence intervals (crude and adjusted) were estimated using multinomial regression models. A negative educational gradient is observed in all perinatal outcomes studied (i.e., the higher the educational status, the lower the risk of negative perinatal outcomes). However, when disaggregating the sample in two periods, the gradient is only statistically significant for pre-term birth during 2001-2008, while a full gradient is observed in all perinatal indicators in the period 2009-2011 with an increase in the educational inequalities in macrosomia and post-term. Further studies are needed in order to confirm whether there is a causal association between the widening of the educational differences in perinatal outcomes and the onset of the economic crisis in Spain, or the widening can be explained by other factors, such as changes in childbearing patterns and the composition of women accessing motherhood. PMID:24374730
Higher education institutions (HEIs) have experienced increasing pressures to provide accountability data and consumer information on the quality of teaching and learning. Existing ratings and rankings of HEIs tend to neglect information on student learning outcomes. Instead, they focus on inputs, activities and research outputs, such as resources…
Ardoin, Nicole M.; Heimlich, Joe E.
This article presents data from a mixed-methods study that collected data through surveys (n = 656), interviews (n = 15), and discussion groups (n = 75) to explore the use of social strategies such as education and outreach by non-governmental organizations and government agencies to reach outcomes related to biodiversity conservation and resource…
Richard G. Berlach
In a far off time, in the confederacy of Oz, teaching and learning coexisted in an artistically symbiotic relationship. Then the experts came along. No, not experts in educational theory, but experts in the art of Isms – scientific rationalism, reductionism, Fordism, Taylorism, sophism, postmodernism and above all, obscurantism. They took their Isms and applied them to the art of
Winkelstein, Marilyn L.; Quartey, Ruth; Pham, Luu; Lewis-Boyer, LaPricia; Lewis, Cassia; Hill, Kimberly; Butz, Arlene
This paper describes a school-based asthma education program for rural elementary school nurses. The program was designed to teach school nurses in 7 rural counties in Maryland how to implement and to reinforce asthma management behaviors in children with asthma and their caregivers. Rural nurses who participated in this program increased their…
Studies of school attainment often fail to acknowledge the possibility that prices for all schooling levels affect the decision to attend any one schooling level. In developing countries the assumption that schooling costs are constant throughout the education cycle is manifestly untrue. This paper concentrates on the empirical implications of introducing schooling costs that increase with schooling level. The results
Fortune, Anne E.; Lee, Mingun; Cavazos, Alonzo
For this study, 188 students from 4 social work programs completed a questionnaire about their motivation and performance in field practicum. Achievement motivation included task value, intrinsic motivation, perception of task difficulty, confidence, and self-efficacy. Students were more satisfied with field education and rated their social work…
Hermanto, Nicola; Moreno, Sylvain; Bialystok, Ellen
Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French.…
McPhee, Iain; Soderstrom, Tor
Purpose: The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in…
Tate, William F., IV
This article is an expanded version of the 2008 American Educational Research Association's Presidential Address. The purpose of the article is to describe the geography of opportunity in two metropolitan regions of the United States that are engaged in significant efforts to transform their local political economies. Both metropolitan regions…
Booth, Alan, Ed.; Dunn, Judith F., Ed.
This book explores issues related to the links between families and schools and how they affect children's educational achievement, and is organized as follows: Part 1, titled "Families and Schools: How Can They Work Together To Promote Children's School Success?" contains the following chapters: chapter 1, "Family Involvement in Chidrens' and…
Watson, Christina; Kabler, Brenda
Recent statistics estimate that there are 783,000 children living in foster care in the United States. This vulnerable population is at risk for academic failure as well as internalizing and externalizing behavioral problems. Compared to their peers, foster youth face significant educational difficulties, including lower levels of academic…
Background/Context: Education policymakers across the country face an urgent problem: we know there is wide disparity in teacher effectiveness, but we lack meaningful tools to identify and reward the most effective teachers or to ensure that the least effective improve or leave the classroom. Purpose: This article considers the value of the…
Randi B. Wolfe; Barton J. Hirsch
We report two studies in which a parent education program based on Reevaluation Counseling was field-tested on mothers randomly assigned to treatment groups or equivalent, no-treatment comparison groups. The goal was to evaluate the program's viability, whether there were measurable effects, whether those effects were sustained over time, and whether the program was effective among diverse populations. The first study
Greenstone, Michael; Looney, Adam; Shevlin, Paige
For decades, investments in public education have boosted U.S. productivity and earnings, forged a path out of poverty for many families, helped disadvantaged students narrow the learning gap with their peers, and developed a workforce that continues to be among the most productive and innovative on Earth. More recently, this engine of growth has…
Jaggars, Shanna Smith; Hodara, Michelle; Cho, Sung-Woo; Xu, Di
To support the long-term success of underprepared students, many community colleges are experimenting with accelerated developmental education models, which allow students to complete remediation and enroll in college-level math and English within a shorter time frame. This study examines three developmental acceleration programs, including two in…
Baker, Maureen J; Durham, Carol Fowler
This study examines students' collaborative competencies after participating in an interprofessional education (IPE) course offered to undergraduates in nursing, medicine, and pharmacy. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) was foundational to the course. The Interprofessional Collaborative Competency Attainment Survey was administered to 33 students who had successfully completed the interprofessional education course; 17 students completed the survey, for a response rate of 52%. The students' collaborative competencies in the core areas of communication, collaboration, roles and responsibilities, collaborative patient- and family-centered approach, conflict management and resolution, and team functioning significantly improved (n = 17, p < 0.001) after course completion, compared with their collaborative competencies before the course. The findings suggest that students' perceptions of their development of interprofessional and collaborative competencies significantly improved after course completion. This may influence their professional practice at the point of care and enhance patient safety. PMID:24256003
The purpose of this article is to reflect on the effects of educational reforms (which are guided by a neoliberal political agenda) on educational processes, outcomes, and inclusive education in Sweden. It is focused in particular on the increasing marginalisation and exclusion of students with special educational needs, immigrant students, and…
Reed, Virginia A.; Schifferdecker, Karen E.; Turco, Mary G.
Introduction: Although there is increasing focus on provider behavior change as an outcome of continuing medical education (CME), it has long been known that an increase in knowledge alone is rarely sufficient to induce such change. The Personal Learning Plan (PLP), designed to motivate and assess CME learning, was partly derived from SMART goals…
Rockwell, S. Kay; Albrecht, Julie A.; Nugent, Gwen C.; Kunz, Gina M.
Targeting Outcomes of Programs (TOP) is a seven-step hierarchical programming model in which the program development and performance sides are mirror images of each other. It served as a framework to identify a simple method for targeting photographic events in nonformal education programs, indicating why, when, and how photographs would be useful…
Heller, Tamar; Hsieh, Kelly; Rimmer, James H.
Attitudinal and psychosocial outcomes of a fitness and health education program for adults with Down syndrome were examined. Participants were 53 adults with Down syndrome ages 30 years and older (29 females, 24 males, M age = 39.72 years) who were randomized into a training (n = 32) or control group (n = 21). The training group participated in a…
Library aelministrators expend considerable resources in selecting and planning tor new information technology. One important and crucial area that is often overlooked is planning to introduce and teach library patrons how to use the new information resource. A variety of instructional approaches can be taken, but an approach that has received little attention in libraries is outcome-based education (OBE). OBE
Aldridge, Jill M.; Laugksch, Rudiger C.; Fraser, Barry J.
In this study, we developed and validated a questionnaire to assess teachers' perceptions of their actual and preferred school-level environment, investigated whether teachers involved with Outcomes-Based Education (OBE) perceive the school-level environment differently from those who are not, and investigated factors in the school-level…
Reviews the literature on outcome-based education (OBE) and discusses its application in library instruction and reference service, particularly in the introduction of new information technologies. Suggests that an OBE approach in the planning stage can help determine if an information resource is beneficial to the users. (Author/LRW)
Alderson, Anna; Martin, Marie
This paper examines some of the research for outcomes-based education in Australia. It does not claim to be a comprehensive review--only indicative of the sorts of research behind a movement that has frequently been dismissed as being only ideologically driven. It traces the genesis of the OBE movement in the USA, how it developed in Australia in…
Todd, Alexa; Mason, Mark
This paper addresses the problem of post-Apartheid South African schools as ineffective learning environments, and the question whether there are strategies for enhancing learning that are more effective and that might be more easily and successfully implemented than an outcomes-based education. Because of historical and situational constraints,…
Bae, Sang Hoon
Purpose: The study seeks to examine the relationship between the implementation of the ISO 9000 quality management system and educational outcomes of schools, measured by student achievement on the state-mandated tests and school attendance rates--graduation rates, in the case of high schools. Design/methodology/approach: The study was conducted…
Jacob, Brian; Ludwig, Jens
This review paper, prepared for the forthcoming Russell Sage volume Changing Poverty, considers the ability of different education policies to improve the learning outcomes of low-income children in America. Disagreements on this question stem in part from different beliefs about the problems with our nation's public schools. In our view there…
Hoachlander, Gary; Sikora, Anna C.; Horn, Laura
This document profiles the goals, preparation, and outcomes of community college students using three data sources: the 1999-2000 National Postsecondary Student Aid Study, the 1996/01 Beginning Postsecondary Students Longitudinal Study, and the National Educational Longitudinal Study of 1988, Fourth Follow-up. This study addresses the following…
Krejci, Katherine T.
The purpose of this qualitative descriptive study was to describe the learning outcomes of the cooperative-education experience from an Information Technology student's perspective at a large Fortune 500 manufacturing/sales company located in the Midwest United States. Open-ended interview questions were developed based on the four-component model…
Boiche, Julie C. S.; Sarrazin, Philippe G.; Pelletier, Luc G.; Grouzet, Frederick M. E.; Chanal, Julien P.
Previous studies in education have inspected the relations between students' autonomous versus controlled motivation and relevant outcomes. In most of those studies a global index of self-determined motivation was created. The purpose of this article was to examine (a) how the different types of motivation proposed by Self-Determination Theory…
Smith, Sarah J.
This paper discusses the recent controversy over outcome-based education (OBE), arguing that while OBE may be correct in establishing high standards for student learning, its implementation has tended to establish rigid "assembly line" approaches to teaching. A call is made for more flexible and individualized systems that respond to student needs…
Cervai, Sara; Cian, Luca; Berlanga, Alicia; Borelli, Massimo; Kekale, Tauno
Purpose: This paper aims to present an innovative model to evaluate the quality of the learning outcome in vocational education and training (VET) considering a wide approach that includes, in particular, stakeholders' expectations and perceptions. Design/methodology/approach: The Expero model was implemented in various kinds of vocational schools…
The Porsche model of outcome-based education in its auto technician training program was adapted by vocational instructors in Nevada. Its effectiveness derives from pretesting, teaching with demonstrations, student practice with peer coaching, performance measurement, and reteaching and retesting. (SK)
Punch, Renee; Hyde, Merv
This Australian study examined the communication, academic, and social outcomes of pediatric cochlear implantation from the perspectives of teachers working with children with cochlear implants. The children were aged from 1 to 18 years and attended a range of educational settings in early intervention, primary, and secondary schooling. One…
Hilton, John, III; Plummer, Kenneth
In an era in which part-time faculty are becoming a higher proportion of the teaching faculty on most campuses, this study addressed the question of whether student learning outcomes in religious education courses are significantly influenced by whether the instructor teaches in a full- or part-time capacity in the Department of Religion. We…
The purpose of this study is to evaluate, from a national perspective, the impact and outcomes of market reform in vocational education and training (VET), particularly the introduction of competitive tendering and "user choice". It does so by examining the structure, composition and dynamics of contestable or "quasi-markets" for VET, assessing…
Barrett, Angeline M.
As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based…
Zhang, Tao; Solmon, Melinda A.; Gu, Xiangli
Examining how teachers' beliefs and behaviors predict students' motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers' autonomy, competence, and…
Cheng, Meng-Tzu; Annetta, Len
This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…
Purpose: The aim of the paper is to review some previous researches examining ICT efficiency and the impact of ICT on educational output/outcome as well as different conceptual and methodological issues related to performance measurement. Design/methodology/approach: This paper adopts a non-parametric methodology, i.e. data envelopment analysis…
Fina, Nicholas J.
This paper explores the stakeholder values, desired student outcomes, organizational purposes, and operating model of the Community-based Education Alliance (CBEA), a transition program operated by a partnership between the Center for Disabilities Studies of the University of Delaware, and two school districts in New Castle County, Delaware. The…
Creemers, Bert; Kyriakides, Leonidas
The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five…
Cao, Yingxia; Ajjan, Haya; Hong, Paul
As more and more faculty members jump on the wagon of social media, an increasing number of publications began to investigate the adoption of social media applications and its motivators in and out of the classrooms. However, little research has paid close attention to the educational outcomes of social media utilization in college teaching. Thus,…
Kuriyan, Aparajita B.; Pelham, William E., Jr.; Molina, Brooke S. G.; Waschbusch, Daniel A.; Gnagy, Elizabeth M.; Sibley, Margaret H.; Babinski, Dara E.; Walther, Christine; Cheong, JeeWon; Yu, Jihnhee; Kent, Kristine M.
Decreased success at work and educational attainment by adulthood are of concern for children with ADHD given their widely documented academic difficulties; however there are few studies that have examined this empirically and even fewer that have studied predictors and individual variability of these outcomes. The current study compares young…
Using publically available data, states coded as "blue" based upon results from the 2004 presidential election were significantly higher in education funding than were states coded as "red." Students in blue states scored significantly higher on outcome measures of math and reading in grades four and eight in 2004 and 2007 than did students in red…
Felker, Julie A.
This article explores the experiences of young, well-educated Eastern Europeans who have moved to Western Europe in search of opportunities for professional development, opportunities that, for the most part, are not available in their home countries. The focus of this paper is on the resulting outcome of downskilling, where these individuals work…
Meyer-Adams, Nancy; Potts, Marilyn K.; Koob, Jeffrey J.; Dorsey, Catherine J.; Rosales, Anna M.
Although the new Educational Policy and Accreditation Standards (EPAS) represent a shift from measuring learning outcomes to core competencies, results from assessments conducted prior to this shift continue to provide useful information for program-level assessment and can serve as a baseline as programs redesign assessments for reaffirmation.…
A model checklist conceptualizing the evaluation process is presented and discussed. It is quite general and is intended to apply to the evaluation of educational products, procedures and most outcomes. The Pathway Comparison Model consists of the following: (1) characterization--how generally or specifically to describe the "treatment"; (2)…
Feldman, Allan; Chapman, Angela; Vernaza-Hernandez, Vanessa; Ozalp, Dilek; Alshehri, Fayez
The article provides the basis for a model of inquiry-based science education in which K-12 teachers' and pupils' engage in authentic science experiences as participants of a scientific research project, which we refer to as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). We provide the basis for the model for inquiry based…
Louise P. Grant; Betsy Haughton; Dileep S. Sachan
The scope and types of nutrition services provided in substance abuse treatment programs has not been well defined nor has there been an attempt to determine if associations exist between the provision of nutrition services and substance abuse treatment outcomes. The objectives of this study were to assess the provision (use and extent) of nutrition education in substance abuse treatment
Pfiffner, Linda J.; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith
This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was…
Nielsen, H. Dean
Community involvement in the management of schools--community empowerment--is a growing phenomenon in the developing world. Many see it as a way to increase the relevance of schools, school attendance, and ultimately to improve learning outcomes. Increasingly, World Bank lending for basic education includes growing support for community…
Henry, Gary T.; Gordon, Craig S.
The emergence of publicly subsidized preschool raises important policy questions about the role of market forces and, in places where competition to provide these services exists, presents a setting in which the effects of competition on educational outcomes can be tested. We test neo-institutional hypotheses concerning the effects of competition…
McGeown, H. R.; Johnstone, E. C.; McKirdy, J.; Owens, D. C.; Stanfield, A. C.
Background: This study investigates the role of IQ, autistic traits and challenging behaviours in affecting adult outcomes among adolescents who receive special educational assistance. Methods: A total of 58 participants were recruited from an ongoing longitudinal study. All received assessments of IQ, behavioural patterns (using the Childhood…
Chalupsky, Albert B.; Coles, Gary J.
This report summarizes the results of an exploratory study of the relationship between parents' educational expectations for their children, the children's perceptions of these expectations, and student outcomes. Of particular interest were the congruence between parental expectations and the children's perceptions of these expectations and the…
Wichowski, Chester P.; And Others
The second part of a study of educational outcomes for high school students in Pennsylvania collected data from a statewide randomly selected sample of 3,364 members of the business and industrial community; a mailed survey yielded 749 usable returns (22 percent). Data analysis included an inspection of survey demographics, a review of descriptive…
This paper provides an overview of vocational education and training (VET) system in India, and discusses various challenges and difficulties in the Indian VET system. The paper also examines labour market outcomes of vocational graduates and compares these with those of general secondary graduates using a large-scale nationally representative…
Pike, Gary R.; Kuh, George D.; McCormick, Alexander C.; Ethington, Corinna A.; Smart, John C.
Calls for accountability in higher education are prompted in part by questions concerning whether colleges and universities use their resources effectively to promote student learning. Unfortunately, too little is known about whether money matters to desired outcomes of college. Using students' responses to the 2004 administration of the National…
This report takes a look at the issues concerning racial segregation and educational outcomes in Metropolitan Boston. Despite the fact that metro Boston is overwhelmingly white, its public schools are highly segregated by race and language. Segregated minority schools in metro Boston are profoundly unequal, with high poverty levels, with lower…
Paxton, Anthony T.
Policy briefing Educational outcomes for young children in care in Northern Ireland Introduction as a pilot scheme in Northern Ireland in 2009. It is funded through a partnership between charities their potential. Since its commencement, over 272 `looked after' children in Northern Ireland have participated
Bogard, Kimber; Traylor, Fasaha; Takanishi, Ruby
Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers' education, major, and credentials related to classroom quality and children's academic gains in…
Rao, Kavita; Dowrick, Peter W.; Yuen, JoAnn W. L.; Boisvert, Precille C.
This study examined outcomes of using a generative multimedia environment for writing. Students in grades 9 to 12 enrolled in a special education language arts class participated in an eight-week intervention during which they wrote five stories that included pictures, audio, and text. Stories were scored using a Hawaii standards-based rubric…
Sanders, Nicholas J.
I examine the impact of prenatal total suspended particulate (TSP) exposure on educational outcomes using county-level variation in the timing and severity of the industrial recession of the early 1980s as a shock to ambient TSPs (similar to Chay and Greenstone 2003b). I then instrument for pollution levels using county-level changes in relative…
ED-LTCY 203 Film and Contemporary Issues in Education: University Learning Outcome 11 Social as demonstrated through a variety of written assignments and oral discussion activities Example Assignment: Film or theme in one or more of the films they have viewed in the semester. Students are encouraged you to use
Haupt, Grietjie; Blignaut, Seugnet
Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students'…
This article explores policy and curriculum diffusion in southern and eastern Africa through an examination of the National Qualifications Framework (NQF) and outcomes-based education. The article argues that the NQF was adopted for different reasons in different contexts, but that discourse coalitions and conferences have been critical in…
Brooke, Valerie Ann; Revell, Grant; Wehman, Paul
The quality of job outcomes achieved by youth with disabilities who are transitioning into employment varies widely across the country. Special education teachers, youth with disabilities, families, community rehabilitation program (CRP) staff providing employment services, and others involved in assisting transitioning youth can benefit from a…
Boden, Joseph M.; Horwood, L. John; Fergusson, David M.
Objective: This paper examined the relationship between exposure to sexual and physical abuse (CSA and CPA) in childhood and later educational achievement outcomes in late adolescence and early adulthood in a birth cohort of over 1,000 children studied to age 25. Method: Retrospective data on CSA and CPA were gathered at ages 18 and 21 and used to…
Secondary schools tend to sponsor a large number of extra-curricular activities (ECA) yet little is known about their contribution to students' educational outcomes. This meta-analysis aims to determine what it is about ECA participation that supports positive educational outcomes. Furthermore, this study challenges the theoretical assumptions…
Mu, Keli; Coppard, Brenda M; Bracciano, Al G; Bradberry, J Chris
We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs. PMID:25397939
Burke, Kathleen M; Hellwig, Sharon Donahue
Hospital education departments can better align with the strategic direction of the organization, effectively prioritize work processes, and focus on what matters most to the organization when the organization adopts an assessment process known as the Baldrige Health Care Criteria for Performance Excellence. This article describes the Baldrige assessment process, a framework of seven criteria based on a set of core values and concepts that encourage organizations to use an integrated systematic approach to improve organizational performance practices and achieve better outcomes. Examples of high-performing health care organizations that have earned a national Baldrige Award are cited, with examples of how the education departments of these high-performing organizations realigned their education plans to become more proactive and outcome-focused. PMID:21229932
Durning, Steven J; Dong, Ting; LaRochelle, Jeffrey L; Artino, Anthony R; Gilliland, William R; DeZee, Kent J; Saguil, Aaron; Cruess, David F; Picho, Katherine; McManigle, John E
The work of the Long-Term Career Outcome Study has been a program of scholarship spanning 10 years. Borrowing from established quality assurance literature, the Long-Term Career Outcome Study team has organized its scholarship into three phases; before medical school, during medical school, and after medical school. The purpose of this commentary is to address two fundamental questions: (1) what has been learned? and (2) how does this knowledge translate to educational practice and policy now and into the future? We believe that answers to these questions are relevant not only to our institution but also to other educational institutions seeking to provide high-quality health professions education. PMID:25850148
Nelson, M L; Howell, J K; Larson, J C; Karpiuk, K L
The Healing Web is a transformative nursing model, bridging gaps between nursing education and practice, baccalaureate and associate degree education, and public and private educational institutions. It is an educational prototype in which nursing students experience collaborative clinical practice in a differentiated practice model. Based on the Healing Web framework, it was hypothesized that the educational partnership model would influence specific student competencies (i.e., caring abilities, leadership skills, assertiveness, and professional nursing behaviors). Students in the Healing Web program scored higher in caring knowing, caring courage, leadership, and assertiveness than their counterparts who participated in traditional clinical experiences. Students identified collaboration, partnership with students and staff, and learning to value different nursing roles as primary benefits of the experience. Findings support the contribution of Healing Web experiences to selected student outcomes, but the research is limited by instrumentation, small numbers, and the question of adequate "dosage." Future research will emphasize qualitative methods to explicate significant concepts more completely. PMID:11769951
Siegel, Marcelle A.
This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers' understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice teachers within two classes. The methods classes focused on the academic content area of science. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. Participants progressed from a simple view of EA as "fairness" to a more sophisticated view of EA, including: ways to increase fairness, the importance of challenging students, and using assessments for learning. Results also showed changes in preservice teachers' views of learners and the purpose of assessment. While understanding developed robustly, teachers' assessment plans in their units were not as strong. Teacher education programs need to place more emphasis on developing critical understanding of EA practices to meet the needs of diverse learners.
Pramesh, C S; Badwe, Rajendra A; Borthakur, Bibhuti B; Chandra, Madhu; Raj, Elluswami Hemanth; Kannan, T; Kalwar, Ashok; Kapoor, Sanjay; Malhotra, Hemant; Nayak, Sukdev; Rath, Goura K; Sagar, T G; Sebastian, Paul; Sarin, Rajiv; Shanta, V; Sharma, Suresh C; Shukla, Shilin; Vijayakumar, Manavalan; Vijaykumar, D K; Aggarwal, Ajay; Purushotham, Arnie; Sullivan, Richard
The delivery of affordable and equitable cancer care is one of India's greatest public health challenges. Public expenditure on cancer in India remains below US$10 per person (compared with more than US$100 per person in high-income countries), and overall public expenditure on health care is still only slightly above 1% of gross domestic product. Out-of-pocket payments, which account for more than three-quarters of cancer expenditures in India, are one of the greatest threats to patients and families, and a cancer diagnosis is increasingly responsible for catastrophic expenditures that negatively affect not only the patient but also the welfare and education of several generations of their family. We explore the complex nature of cancer care systems across India, from state to government levels, and address the crucial issues of infrastructure, manpower shortages, and the pressing need to develop cross-state solutions to prevention and early detection of cancer, in addition to governance of the largely unregulated private sector and the cost of new technologies and drugs. We discuss the role of public insurance schemes, the need to develop new political mandates and authority to set priorities, the necessity to greatly improve the quality of care, and the drive to understand and deliver cost-effective cancer care programmes. PMID:24731888
Neumann, Melanie; Scheffer, Christian; Tauschel, Diethard; Lutz, Gabriele; Wirtz, Markus; Edelhäuser, Friedrich
Objective: The present study gives a brief introduction into the definition of physician empathy (PE) and its influence on patients’ health outcomes. Furthermore we present assessment instruments to measure PE from the perspective of the patient and medical student. The latter topic will be explored in detail as we conducted a pilot study on the German versions of two self-assessment instruments of empathy, which are mostly used in medical education research, namely the “Jefferson Scale of Physician Empathy, Student Version” (JSPE-S) and the “Interpersonal Reactivity Index” (IRI). Methods: We first present an overview of the current empirical and theoretical literature on the definition and outcome-relevance of PE. Additionally, we conducted basic psychometric analyses of the German versions of the JSPE-S and the IRI. Data for this analyses is based on a cross-sectional pilot-survey in N=44 medical students and N=63 students of other disciplines from the University of Cologne. Results: PE includes the understanding of the patient as well as verbal and non-verbal communication, which should result in a helpful therapeutic action of the physician. Patients’ health outcomes in different healthcare settings can be improved considerably from a high quality empathic encounter with their clinician. Basic psychometric results of the German JSPE-S and IRI measures show first promising results. Conclusion: PE as an essential and outcome-relevant element in the patient-physician relationship requires more consideration in the education of medical students and, thus, in medical education research. The German versions of the JSPE-S and IRI measures seem to be promising means to evaluate these education aims and to conduct medical education research on empathy. PMID:22403596
Alva, Soumya; Murrugarra, Edmundo; Paci, Pierella
This paper examines the impact of ethnic segmentation in education on educational outcomes. Between 1991 and the late 1990s, the Albanian Kosovar population received education services in an informal system parallel to the official one. Using the 2000 Kosovo Living Standard Measurement Survey (LSMS) data, this paper exploits cohort differences in…
Stiby, Alexander I; Hickman, Matthew; Munafò, Marcus R; Heron, Jon; Yip, Vikki L; Macleod, John
Aims To investigate the relationship between cannabis and tobacco use by age 15 and subsequent educational outcomes. Design Birth cohort study. Setting England. Participants The sample was drawn from the Avon Longitudinal Study of Parents and Children; a core sample of 1155 individuals had complete information on all the variables. Measurements The main exposures were cannabis and tobacco use at age 15 assessed in clinic by computer-assisted questionnaire and serum cotinine. The main outcomes were performance in standardized assessments at 16 [Key Stage 4, General Certificate of Secondary Education (GCSE)] in English and mathematics (mean scores), completion of five or more assessments at grade C level or higher and leaving school having achieved no qualifications. Analyses were sequentially adjusted for multiple covariates using a hierarchical approach. Covariates considered were: maternal substance use (ever tobacco or cannabis use, alcohol use above recommended limits); life course socio-economic position (family occupational class, maternal education, family income); child sex; month and year of birth; child educational attainment prior to age 11 (Key Stage 2); child substance use (tobacco, alcohol and cannabis) prior to age 15 and child conduct disorder. Findings In fully adjusted models both cannabis and tobacco use at age 15 were associated with subsequent adverse educational outcomes. In general, the dose–response effect seen was consistent across all educational outcomes assessed. Weekly cannabis use was associated negatively with English GCSE results [grade point difference (GPD), –5.93, 95% confidence interval (CI)?=?–8.34, –3.53] and with mathematics GCSE results (GPD, –6.91, 95% CI?=?–9.92, –3.89). Daily tobacco smoking was associated negatively with English GCSE (GPD, –11.90, 95% CI?=?–13.47, –10.33) and with mathematics GCSE (GPD, –16.72, 95% CI?=?–18.57, –14.86). The greatest attenuation of these effects was seen on adjustment for other substance use and conduct disorder. Following adjustment, tobacco appeared to have a consistently stronger effect than cannabis. Conclusions Both cannabis and tobacco use in adolescence are associated strongly with subsequent adverse educational outcomes. Given the non-specific patterns of association seen and the attenuation of estimates on adjustment, it is possible that these effects arise through non-causal mechanisms, although a causal explanation cannot be discounted. © 2015 Society for the Study of Addiction PMID:25488831
Background The human resources for health crisis has highlighted the need for high-level public health education to add specific capacities to the workforce. Recently, it was questioned whether Master of Public Health (MPH) training prepared graduates with competencies relevant to low- and middle-income countries (LMICs). This study aims to examine the influence of the MPH programs geared towards LMICs offered in Vietnam, China, South Africa, Mexico, Sudan, and the Netherlands on graduates’ careers, application of acquired competencies, performance at the workplace, and their professional contribution to society. Methods A self-administered questionnaire was sent to graduates from six MPH programs. Frequency distributions of the answers were calculated, and a bivariate analysis and logistic regression of certain variables was performed. Results The response rate was 37.5%. Graduates reported change in leadership (69%), in technical position (69%), acquiring new responsibilities (80%), and increased remuneration (63%); they asserted that MPH programs contributed significantly to this. Graduates’ attribution of their application of 7 key competencies ‘substantially to the MPH program’ ranged from 33% to 48%. Of the 26 impact variables, graduates attributed the effect they had on their workplace substantially to the MPH program; the highest rated variable ranged from 31% to 73% and the lowest ranged from 9% to 43%. Of the 10 impact variables on society, graduates attributed the effect they had on society substantially to the MPH program; for the highest rated variable (13% to 71%); for the lowest rated variable (4% to 42%). Candidates’ attribution of their application of acquired competencies as well as their impact at the workplace varied significantly according to institution of study and educational background. Conclusions This study concludes that these MPH programs contribute to improving graduates’ careers and to building leadership in public health. The MPH programs contribute to graduates’ application of competencies. MPH programs contribute substantially towards impact variables on the workplace, such as development of research proposals and reporting on population health needs, and less substantially to their impact on society, such as contributing equitable access to quality services. Differences reported between MPH programs merit further study. The results can be used for curriculum reform. PMID:25099707
Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M
The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses. PMID:24706682
Jill M. Aldridge; Rüdiger C. Laugksch; Barry J. Fraser
In this study, we developed and validated a questionnaire to assess teachers’ perceptions of their actual and preferred school-level environment, investigated whether teachers involved with Outcomes-Based Education (OBE) perceive the school-level environment differently from those who are not, and investigated factors in the school-level environment (such as resources and staff freedom) linked with a school’s likelihood of successfully implementing OBE.
A. A. Ab Rahim; N. M. Thamrin; N. E. Abdullah; H. Hashim
Ahstract-In the year 2004, Outcome-Based Education (OBE) has been adopted by the Engineering Accreditation Council (EAC) in accrediting Electrical Engineering Programmes for universities in Malaysia. To fulfill the requirement, Faculty of Electrical Engineering (FEE), Universiti Teknologi MARA (UiTM) has taken necessary steps to implement OBE in each programme offered. An OBE measurement tool known as Summative Assessment Dynamic Model with
Hong T. M. Bui; Afam Ituma; Elena Antonacopoulou
This paper contributes to our understanding of personal mastery by providing fresh insights from a cross-national study in Higher Education (HE). It presents findings from a rich sample of informants in two well-established universities in the UK and Vietnam, and develops a framework that illustrates the antecedents and outcomes of personal mastery in the two cultures. The multi-level analysis performed
Gary T. Henry; Craig S. Gordon
The emergence of publicly subsidized preschool raises important policy questions about the role of market forces and, in places where competition to provide these services exists, presents a setting in which the effects of competition on educational outcomes can be tested. We test neo-institutional hypotheses concerning the effects of competition to provide publicly-funded prekindergarten (pre-k) services on the performance of
Background Although it is clear that education programs constitute key elements of improved diabetes management, uncertainty exists regarding the optimal method of delivering that education. In addition to the lack of consensus regarding the most appropriate delivery methods for these programs, there is a paucity of research which evaluates these methods in terms of specific clinical outcomes. This pragmatic study compares the effectiveness of two distinct diabetes education programs in improving clinical outcomes in patients with type 2 diabetes mellitus in a primary care setting. Results The two diabetes education classes (n?=?80 enrolled) retrospectively evaluated were ‘the ABC’s of Diabetes’ (one 2-hour didactic teaching session) and ‘Conversation Maps’ (3 highly interactive weekly classes, 6 hours in total). Eligible participants (n?=?32) had their charts reviewed and outcome measures (i.e., glycosylated hemoglobin levels (HbA1c), low density lipoprotein (LDL), systolic blood pressure (SBP), diastolic blood pressure (DBP), and weight) recorded 1 year prior to and 6 months following the class. Pre- and post-class outcome measures were compared. A trend towards lower HbA1c was observed after completion of both classes, with an average reduction of 0.2%, and 0.6% after 6 months in the ‘ABC’s of Diabetes’ class and ‘Conversation Maps’ class respectively. A significant decrease in weight was observed 6 months after the ‘ABC’s of Diabetes’ class (p?=?0.028), and in LDL after the ‘Conversation Maps’ class (p?=?0.049). Patients with HbA1c???8% showed a drop of 1.1% in HbA1c 3 months after either class (p?=?0.004). Conclusions No significant difference in outcomes was found between the two diabetes education classes assessed. There was a trend towards improved glycemic control after both classes, and patients with high HbA1c levels demonstrated statistically significant improvements. This indicates that shorter sessions using didactic teaching methods may be equally effective in producing improvements in diabetes self-management as more intensive course formats. PMID:24674666
Ann E. Person; James E. Rosenbaum
While much research has examined how education influences work outcomes, fewer scholars have questioned whether or how school–labor market relationships might influence educational outcomes. With their rising enrollments and growing occupational programs, 2-year colleges are an increasingly important site of the school-to-work transition. Using interview and survey data from a local sample of 14 public and private 2-year colleges, we
AZLINAH MOHAMED; ISO QMS
Malaysia Qualification Framework, 2005 (MQF) promotes outcome based education (OBE) learning process. OBE calls for the evaluation of the course's Learning Outcomes (CLO) as specified in the Program Specification. This good practice is implemented in the Faculty of Information Technology and Quantitative Science, Universiti Teknologi MARA (FTMSK) teaching and learning processes which was duly certified to ISO 9001:2000. Assessment methods
Skille, Eivind Asrum
Based on a general belief in society about the good outcome of sport, this article critically examines the meaning--that is both the personal experience of participation and the potential educational outcome--which is derived from participation in two sport contexts under the umbrella of the Sports City Program (SCP) in Norway. With a theoretical…
This issue of California Counts explores educational resources and outcomes across racial and ethnic groups in the state. Family and school resources, student outcomes, and public policy initiatives affecting California's students from early childhood through university are examined. Several factors that potentially contribute to racial and ethnic…
Yu, Nan Sook
This meta-analysis reviewed the effect of practical reasoning instruction (PRI) on student outcome in Home Economics education in Korea. In this meta-analysis, 25 studies with 35 effect sizes were analyzed. The results of this review indicated that PRI is more effective than traditional instruction on student outcomes. A medium and significant…
The outcomes and impacts of adult literacy education in the United States were examined through a qualitative assessment of the pertinent research conducted since the late 1960s. A comprehensive literature search was used to identify; the most credible outcomes and impacts studies, and case studies were prepared for these. This document contains…
Koda, Yoshiko; Yuki, Takako
This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant…
Mohd Zaki Kamsah; Rohaya Talib
The recently revised Engineering Accreditation Council (EAC) Engineering Program Accreditation Manual (The Engineering Accreditation Council (EAC), 2012) requires all undergraduate engineering programs in Malaysia to demonstrate twelve new set of learning outcomes which are aligned with the Washington Accord graduate attributes. The attributes emphasized not only on the mastery of technical disciplines but also on the acquirement of soft skills
Wendy Morrison Cavendish
The relationships among school commitment, student perceptions of school efforts to facilitate student involvement, and self determination and behavioral and educational outcomes were examined. The behavioral outcomes model analyzed the relationships among school commitment in early high school and substance use and school delinquency in early high school, as well as substance use in later high school. It was hypothesized
Emmott, Emily H.; Mace, Ruth
In contemporary developed populations, stepfather presence has been associated with detrimental effects on child development. However, the proximate mechanisms behind such effects are yet to be fully explored. From a behavioural ecological perspective, the negative effects associated with stepfathers may be due to the reduced quantity and quality of investments children receive within stepfather households. Here, we build on previous studies by investigating whether the effects of stepfather presence on child outcomes are driven by differences in maternal and partner (i.e., father or stepfather) direct investments. We use data from the Avon Longitudinal Study of Parents and Children to explore stepfather effects on children’s educational achievement and behavioural difficulties at age 7. Our results indicate that, for educational achievement, stepfather effects are due to the lower levels of direct investments children receive. For behavioural difficulty, stepfather effects are due to multiple factors whereby stepfather presence is associated with greater difficulties independent of investment levels, and direct investments from stepfathers are ineffective. Our results suggest that the negative effects of stepfathers on child outcomes can be explained, in part, by the reduced quantity and the ineffectiveness of direct investments children receive from stepfathers. Furthermore, the effects of stepfather direct investments seem to vary between child outcomes. PMID:25214758
Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo
Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (?)=0.19), newly introduced elements (?=0.21), reactions to other posts (?=0.14), number of supervisors' interventions (?=0.12), and supervisors' questions (?=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes. PMID:25362697
Cohen, Gabriel M; Werner, Lise; Gengiah, Santhanalakshmi; Naidoo, Kogieleum
This study evaluated how educational attainment impacts clinical outcomes of HIV-positive patients in Durban, South Africa. The authors conducted a prospective study of 466 adult HIV-positive patients initiating antiretroviral therapy (ART) at an urban TB-HIV clinic from October 2004 to June 2007. The level of educational attainment (highest grade completed) was assessed at ART initiation. The authors measured tuberculosis treatment outcomes as well as death, lost to follow-up, viral suppression (HIV RNA <400 copies/mL), and immunologic response (CD4 ?200 cells/mm(3)) at 6, 12, and 24 months after ART initiation. After 24 months of ART initiation, there were 43 deaths; viral suppression and immunologic response were observed in 88% and 83% of the remaining patients, respectively. The authors found no association between level of educational attainment and mortality (P = .12), loss to follow-up (P = .85), virologic response (P = .51), or immunologic response (P = .63). Similar findings were observed at 6 and 12 months post-ART initiation. PMID:23708680
Bradshaw, Catherine P; Zmuda, Jessika H; Kellam, Sheppard G; Ialongo, Nicholas S
This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family-School Partnership, focused on promoting parental involvement in educational activities and bolstering parents' behavior management strategies. Both programs aimed to address the proximal targets of aggressive behavior and poor academic achievement. Although the effects varied by gender, the classroom-centered intervention was associated with higher scores on standardized achievement tests, greater odds of high school graduation and college attendance, and reduced odds of special education service use. The intervention effects of the Family-School Partnership were in the expected direction; however, only 1 effect reached statistical significance. The findings of this randomized controlled trial illustrate the long-term educational impact of preventive interventions in early elementary school. PMID:23766545
Hudson, Peter; English, Lyn D.; Dawes, Les; Macri, Jo
Implementing educational reform requires partnerships, and university-school collaborations in the form of investigative and experimental projects can aim to determine the practicalities of reform. However, there are funded projects that do not achieve intended outcomes. In the context of a new reform initiative in education, namely, science,…
Sanchez, Jafeth Evelyn
The pathway to a postsecondary education is challenging for many students, including students from the growing Latino population in the United States. This research project focused on Latino and Caucasian students' academic and non-academic characteristics as predictors of educational outcomes, high school and beyond. The introduction to the…
Fink, Louise L.
This study analyzed the effect of school/grade configuration for regular and special education students in K-8 schools and middle schools. The analysis looked at the effect of grade configuration on two outcomes: student achievement and student attendance. The study followed a cohort of fifth graders (regular and special education) through sixth,…
Nathan, Alan B.
The stated goal of Upward Bound (UB) is to increase the rate at which traditionally disadvantaged students graduate from high school and enroll in and graduate from postsecondary educational institutions. Past experimental studies of Upward Bound have found it to be generally ineffective in improving these student educational outcomes. However, my…
Backes, Benjamin; Holzer, Harry J.; Velez, Erin Dunlop
In this paper we examine a range of postsecondary education and labor market outcomes, with a particular focus on minorities and/or disadvantaged workers. We use administrative data from the state of Florida, where postsecondary student records have been linked to Unemployment Insurance (UI) earnings data and also to secondary education records.…
Backes, Benjamin; Holzer, Harry J.; Dunlop Velez, Erin
In this paper we examine a range of postsecondary education and labor market outcomes, with a particular focus on minorities and/or disadvantaged workers. We use administrative data from the state of Florida, where postsecondary student records have been linked to UI earnings data and also to secondary education records. Our main findings can be…
Apaliyah, Godwin Tayese
This study examined community leadership education programs employed in rural communities and organizations of several states to empower both local leaders and residents. In particular, the study investigated the relationships between community leadership education program design and structure (contact hours and content) and six outcome indices of…
Garry W. Auld; Cathy Romaniello; Jerianne Heimendinger; Carolyn Hambidge; Michael Hambidge
The Integrated Nutrition Project is an ongoing comprehensive elementary school-based program focused on increasing consumption of whole grains, fruits, and vegetables in children and establishing nutrition education in the schools through local partnerships. This paper reports on years three and four outcomes. It was hypothesized that blending Social Cognitive Theory with the educational philosophies of Piaget and Dewey would enhance
Kogan, who has headed the Samara (Russia) Education Department since 1992, believes education reforms cannot succeed without overarching objectives and desirable outcomes. Communities are struggling with cooperatively choosing and implementing curricular and other reforms because they have no "civil society" or democratic traditions on which to…
Lee, Jaekyung; Park, Daekwon
This study examines key school reform policies and outcomes of the USA and Korea over the past three decades from comparative perspectives. Since the two nations' unique educational problems brought divergent educational reform paths--standardization versus differentiation, high-stakes testing versus individualized assessment, and…
Ross, Michael W.; Harzke, Amy Jo; Scott, Deborah P.; McCann, Kelly; Kelley, Michael
We report select outcomes from an evaluation of Project Wall Talk, a community-based, peer-led HIV prevention education program implemented in 36 Texas State prison units. Peer educators completed questionnaires prior to receipt of a 40-hour intensive training (N = 590) and at 9-month follow-up (N = 257). Students (N = 2506) completed…
Robertson, Shanthi; Hoare, Lynnel; Harwood, Aramiha
There is a clear need for new research into the work and life outcomes for graduates of Australian international education. Drawing upon divergent post-study transitions, this article aims to present a multi-faceted, qualitative foundation for the consideration of both positional and transformative impacts of international education on graduates'…
Crump, Casey; Ned, Judith; Winkleby, Marilyn A
Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program that reaches out to low-income and underrepresented ethnic minority high school students. Five annual surveys were used to assess educational outcomes and science-related experience among 96 SRP participants and a comparison group of 192 youth who applied but were not selected to participate in the SRP, using ~2:1 matching on sociodemographic and academic background to control for potential confounders. SRP participants were more likely than the comparison group to enter college (100.0 vs. 84.4 %, p = 0.002), and both of these matriculation rates were more than double the statewide average (40.8 %). In most areas of science-related experience, SRP participants reported significantly more experience (>twofold odds) than the comparison group at 1 year of follow-up, but these differences did not persist after 2-4 years. The comparison group reported substantially more participation in science or college preparatory programs, more academic role models, and less personal adversity than SRP participants, which likely influenced these findings toward the null hypothesis. SRP applicants, irrespective of whether selected for participation, had significantly better educational outcomes than population averages. Short-term science-related experience was better among SRP participants, although longer-term outcomes were similar, most likely due to college and science-related opportunities among the comparison group. We discuss implications for future evaluations of other biomedical pipeline programs. PMID:25096792
...Withdrawal of the Commission Policy Statement on Monetary Equitable Remedies in...Trade Commission issued a Policy Statement on Monetary Remedies in Competition...of the Commission's Policy Statement on Monetary Equitable Remedies...
Pickett, Susan A; Diehl, Sita M; Steigman, Pamela J; Prater, Joy D; Fox, Anthony; Shipley, Patricia; Grey, Dennis D; Cook, Judith A
This study examined the effectiveness of the Building Recovery of Individual Dreams and Goals (BRIDGES) peer-led education intervention in empowering mental health consumers to become better advocates for their own care. A total of 428 adults with mental illness were randomly assigned to BRIDGES (intervention condition) or a services as usual wait list (control condition). Interviews were conducted at enrollment, at the end of the intervention, and 6-months post-intervention. Random regression results indicate that, compared to controls, BRIDGES participants experienced significant increases in overall empowerment, empowerment-self-esteem, and self-advocacy-assertiveness, and maintained these improved outcomes over time. Peer-led education interventions may provide participants with the information, skills and support they need to become more actively involved in the treatment decision-making process. PMID:22460927
Kezar, Adrianna; Sam, Cecile
This study is a qualitative inquiry into the institutionalization of equitable policies for non-tenure-track faculty. Through the theoretical framework of institutionalization, we examine factors and strategies forwarding various policies and practices and the challenges that arise. The results highlight themes throughout the stages of…
A unique feature used by Joyce Western Corp. in laying some 150,000 ft of gas line in the rough terrain of West Virginia for Equitable Gas Co. was the extensive use of styrofoam for padding under the pipe as well as for breakers on steep hills to prevent erosion. Joyce Western built its own styrofoam mixing and spraying equipment, which
A new report by the National Comprehensive Center for Teacher Quality (TQ Center) highlights efforts across the nation to address a key point in the No Child Left Behind law and the American Recovery and Reinvestment Act (ARRA)--the equitable distribution of high-quality teachers across all schools. Research consistently has pointed to effective…
Huebner, Thomas M., Jr.
Perhaps one of the greatest challenges facing tournament directors wishing to provide a balance between individual events and debate is an equitable overall sweepstakes formula. One such formula, modified from a methodology initially developed in response to a need at the Missouri Association of Forensic Activities (MAFA) intercollegiate…
Masters, Ken; Oberprieler, Gudrun
Student participation is a central issue in debates around online education. In most instances, course convenors wish to increase the amount of participation, while ensuring that the quality is of an acceptable standard. They also wish to ensure that their students have adequate access to the technology, and that there is no undue dominance by any…
2. Utilize information systems technology to improve healthcare access, quality, and outcomes. X 3, advocacy, and community engagement to achieve just and equitable healthcare systems that improve health communication and interprofessional collaboration in the promotion of healthcare access, quality, and outcomes
Bailey, Natasha; Ward, Mark; Goodrick, Michelle
The research described in this report is a companion piece of research to one conducted by AONTAS from 2009-2010 about the outcomes and impact of Department of Education and Skills (DES) funded community education. It answers a call in that research to isolate and investigate the outcomes of community education not wholly funded through DES. This…
Baldwin, Adele; Bentley, Karyn; Langtree, Tanya; Mills, Jane
Nursing practice is a dynamic and constantly changing field within healthcare, with well-documented challenges to maintaining a suitably skilled workforce to meet the needs of the community it serves. Undergraduate nursing education provides the mandatory minimum requirements for professional registration. Each nursing program has clearly stated graduate attributes, qualities that their graduates will possess on graduation. The aim of this paper is to stimulate discussion about graduate attributes for nurses, a transferrable set of specific attributes that make nursing graduates work ready. This paper focuses on identifying specific attributes, the embedding of those attributes in nursing education, particularly through role modelling, with the aim of producing a future workforce that is knowledgeable, compassionate and confident. The graduate attributes are likened to the qualities sought by the characters in 'The Wizard of Oz'; brains, heart and courage and the learning process as the 'Yellow Brick Road'. There is a relative lack of discussion about role modelling by nurse educators for nursing students, a potentially undervalued learning experience that we believe must be brought to the forefront of discussions pertaining to undergraduate nursing education and achieving graduate outcomes. PMID:23886647
Salter, Irene; Atkins, Leslie
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in Sci Educ 84:287-312, 2000; Windschitl et al. in Sci Educ 87(1):112-143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in Educ Psychol 41(2):75-86, 2006; Settlage in J Sci Teach Educ 18:461-467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students' attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms.
Ghose, Malini; Mullick, Disha
This paper is based on the findings of a research study which traced 56 rural women learners 15 years after they had participated in an empowerment and education programme in North India. It attempts to understand, from the perspectives of women from marginalised communities, the ways in which participating in the programme had been empowering for them, or not. While most of the women were indeed able to transform several areas in their lives, this study illustrates that empowering outcomes cannot be assumed or articulated in categorical terms and that bringing about change requires the negotiation of power at various levels. The women's narratives stand in contrast to the prevalent discourses around women's literacy and empowerment, which highlight the importance of literacy only in terms of its positive impact on attaining development goals. Despite the vigorously discussed de-politicisation of the concept of empowerment, the authors show in this paper that empowerment, when informed by a critical feminist understanding, continues to provide a useful framework to analyse women's experiences related to education, as a process enabling women to understand and negotiate structures of power - which are neither static nor wholly dominating - and to find spaces to exercise agency. There are few longitudinal studies which trace the long-term impact of educational programmes on adult women, and most studies are in the nature of impact assessments of programmes. Through this paper the authors argue for the need to analyse the complexities around the relationship between women's education and empowerment.
to improve healthcare access, quality, and outcomes. X 3. Demonstrate competence in an advanced nursing to achieve just and equitable healthcare systems that improve health potential and reduce health disparities collaboration in the promotion of healthcare access, quality, and outcomes. X X X X 7. Evaluate beliefs, values
Öst, Lars-Göran; Cederlund, Rio; Reuterskiöld, Lena
Social phobia is one of the most common anxiety disorders in children and adolescents, and it runs a fairly chronic course if left untreated. The goals of the present study were to evaluate if a parent education course would improve the outcome for children with a primary diagnosis of social phobia and if comorbidity at the start of treatment would impair the outcome of the social phobia. A total of 55 children, 8-14 years old, were randomly assigned to one of three conditions: 1) Child is treated, 2) Child is treated and parent participates in the course, or 3) A wait-list for 12 weeks. The treatment consisted of individual exposure and group social skills training based on the Beidel, Turner, and Morris (2000) SET-C. Children and parents were assessed pre-, post-, and at one year follow-up with independent assessor ratings and self-report measures. Results showed that there was no significant difference between the two active treatments and both were better than the wait-list. The treatment effects were maintained or furthered at the follow-up. Comorbidity did not lead to worse outcome of social phobia. Comorbid disorders improved significantly from pre-to post-treatment and from post-to follow-up assessment without being targeted in therapy. PMID:25727679
McNeil, H Patrick; Hughes, Chris S; Toohey, Susan M; Dowton, S Bruce
An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which offers students considerable flexibility and achieves a high degree of alignment between graduate outcomes, learning activities and assessments. Graduate capabilities that focus student learning on generic outcomes are described (critical evaluation, reflection, communication and teamwork) along with traditional outcomes in biomedical science, social aspects, clinical performance and ethics. Each two-year phase promotes a distinctive learning process to support and develop autonomous learning across six years. The approaches emphasize important adult education themes: student autonomy; learning from experience; collaborative learning; and adult teacher-learner relationships. Teaching in each phase draws on stages of the human life cycle to provide an explicit organization for the vertical integration of knowledge and skills. A learning environment that values the social nature of learning is fostered through the program's design and assessment system, which supports interdisciplinary integration and rewards students who exhibit self-direction. Assessment incorporates criterion referencing, interdisciplinary examinations, a balance between continuous and barrier assessments, peer feedback and performance assessments of clinical competence. A portfolio examination in each phase, in which students submit evidence of reflection and achievement for each capability, ensures overall alignment. PMID:17074700
Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L
Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions. PMID:25398080
Wilde, Jason L; Doherty, William J
Couple relationship education (CRE) has been proposed as one means to help fragile families stabilize their relationships. The current research is one of the first studies to look at the outcomes of a CRE program with fragile families in the areas of couple stability and marriage formation. Data were from the Family Formation Project, a federal and state funded program working with fragile family couples (n = 96) in a metropolitan area. A historical cohort control group quasi-experimental research design was used with a matched control group from the Fragile Family and Child Well-being Study. The intervention consisted of in-home education and support, group educational events, and social service referrals. Findings showed that couples had the same rate of couple stability as the control group but an increased rate of marriage. These findings suggest that CRE can help fragile families achieve marriage when that is their goal, but that some fragile families may need more than CRE to help them stabilize their relationship, or they may be better off separating. PMID:24033242
Harms, Kyle E.
learning outcomes were associated with the six areas of General Education: English Composition (5), Arts (4 with respect to the inclusion of learning strategies for achieving General Education outcomes. In addition sophisticated discourse. All Humanities General Education courses #12;3. LSU graduates will conduct research-based
Knight, David B.
Members of government and industry have called for greater emphasis within U.S. colleges and universities on producing engineers who can enter and advance a more competitive, globally connected workforce. Looking toward this future, engineers will need to exhibit strong analytical skills as in the past, but they also will need to be proficient in a cadre of new abilities to compete. This study examines, in combination, an array of knowledge and skills aligned with the National Academy of Engineering's "engineer of 2020." The study has two major goals. The first is to develop a typology of engineering students based on the learning outcomes associated with the engineer of E2020. The second is to understand the educational experiences that distinguish these groups of students who resemble, more or less, the engineer of 2020. This approach acknowledges that engineering graduates need a complex skill set to succeed in the new global economy; it is the combination of skills associated with the engineer of 2020, not the individual skills in isolation, which will ensure graduates can respond to workforce needs of the future. To date, research on student outcomes has studied learning outcomes independent of one another rather than investigating student learning holistically. The study uses student data from the Prototype to production: Processes and conditions for preparing the Engineer of 2020 study, sponsored by the National Science Foundation (NSF EEC-0550608). Engineering students from a nationally representative sample of engineering programs in the United States answered a survey that collected information on their pre-college academic preparation and sociodemographic characteristics, their curricular and co-curricular experiences in their engineering programs, and their self-ratings of their engineering-related competencies. Only data on engineering students in their senior year (n=2,422) were utilized in analyses. Analyses were conducted in multiple phases for each of five engineering disciplines in the data set (biomedical/bioengineering, chemical, civil, electrical, and mechanical engineering). First, cluster analyses produced typologies (or groupings) of engineering seniors (one for each of five engineering disciplines studied and an "all engineering" analysis) based on nine self-reported learning outcomes, including fundamental skills, design skills, contextual awareness, interdisciplinary competence, and professional skills. Second, profiles of pre-college characteristics as well as student experiences in college were developed for each discipline and the five disciplines combined. Using analyses of variance, Chi-square analyses, and multinomial logistic regression, this phase also identified differences in student characteristics and college experiences between clusters of students reporting high proficiencies on the array of outcomes and students in other clusters. This second phase informed the third phase, which produced parsimonious models that used pre-college characteristics and student experience variables to predict cluster membership. As a whole, the findings demonstrate that analyses that include the full array of E2020 learning outcomes produce meaningful typologies that distinguish between groupings of students in different engineering fields. Findings demonstrate that a subset of students - the engineers of 2020 - report high skills and abilities on the full array of learning outcomes. These are the graduates sought by both the federal government and industry who most closely resemble the engineers of 2020. In addition, distinctive curricular and co-curricular experiences distinguish this E2020 group of students in each engineering discipline from other groupings of students in that same discipline. These findings have valuable implications for practice because they identify an array of discipline-specific, in- and out-of-class learning experiences that appear to promote the development of this multi-dimensional set of outcomes. Overall, however, greater curricular emphases on broad
Aly, Medhat; Willems, Guy; Van Den Noortgate, Wim; Elen, Jan
The aim of this research was to compare the effectiveness of hierarchical sequencing (HS) versus elaboration sequencing (ES) models in improving educational outcome of clinical knowledge when using instructional multimedia programs in postgraduate orthodontic training. Twenty-four postgraduate and 24 undergraduate dental students participated in this study. The postgraduates were following an orthodontic speciality training programme. The undergraduates were fourth- and fifth-year dental students. Twelve instructional multimedia modules were developed, six logically sequenced (LS) discussing six different orthodontic topics. Another six modules on identical topics were sequenced according to one macro-sequencing (MS) model. The implemented MS model was either HS or ES. The only difference between LS and MS modules was the adopted sequencing model. All participants were assigned into consistent pairs of students and were randomly divided into a test and a control group. In each pair, one student studied the LS module (control group) while the other studied the MS version (test group). Pre- and post-evaluation tests of each pair of participants were performed to measure knowledge, understanding and application of each participant with regard to the discussed topic. A multilevel analysis was conducted to assess the estimated effect of the different sequencing models. The level of significance was set at 0.05. At baseline, no significant differences (P > 0.05) were found in pre-test scores between groups. The HS model showed a significant effect on the scores achieved (P = 0.05). The test group showed a significantly higher estimated probability of correct answers to the questions (P = 0.003) when applying the HS model. The HS model may improve educational outcome when using instructional multimedia programs in postgraduate orthodontic training. PMID:21734254
Chen, Candice; Petterson, Stephen; Phillips, Robert L.; Mullan, Fitzhugh; Bazemore, Andrew; O'Donnell, Sarah D.
Purpose Graduate medical education (GME) plays a key role in the U.S. health care workforce, defining its overall size and specialty distribution, and influencing physician practice locations. Medicare provides nearly $10 billion annually to support GME, and faces growing policymaker interest in creating accountability measures. The purpose of this study was to develop and test candidate GME outcome measures related to physician workforce. Method The authors performed a secondary analysis of data from the American Medical Association Physician Masterfile, National Provider Identifier file, Medicare claims, and National Health Service Corps, measuring the number and percentage of graduates from 2006 to 2008 practicing in high-need specialties and underserved areas aggregated by their U.S. GME program. Results Average overall primary care production rate was 25.2% for the study period, although this is an overestimate since hospitalists could not be excluded. Of 759 sponsoring institutions, 158 produced no primary care graduates, and 184 produced more than 80%. An average of 37.9% of Internal Medicine residents were retained in primary care, including hospitalists. Mean general surgery retention was 38.4%. Overall, 4.8% of graduates practiced in rural areas; 198 institutions produced no rural physicians, and 283 institutions produced no Federally Qualified Health Center or Rural Health Clinic physicians. Conclusions GME outcomes are measurable for most institutions and training sites. Specialty and geographic locations vary significantly. These findings can inform educators and policy-makers during a period of increased calls to align the GME system with national health needs. PMID:23752037
Graham, J.H.; Krzysik, A.J.; Kovacic, D.A.; Duda, J.J.; Freeman, D.C.; Emlen, J.M.; Zak, J.C.; Long, W.R.; Wallace, M.P.; Chamberlin-Graham, C.; Nutter, J.P.; Balbach, H.E.
Ants are used as indicators of environmental change in disturbed landscapes, often without adequate understanding of their response to disturbance. Ant communities in the southeastern United States displayed a hump-backed species richness curve against an index of landscape disturbance. Forty sites at Fort Benning, in west-central Georgia, covered a spectrum of habitat disturbance (military training and fire) in upland forest. Sites disturbed by military training had fewer trees, less canopy cover, more bare ground, and warmer, more compact soils with shallower A-horizons. We sampled ground-dwelling ants with pitfall traps, and measured 15 habitat variables related to vegetation and soil. Ant species richness was greatest with a relative disturbance of 43%, but equitability was greatest with no disturbance. Ant abundance was greatest with a relative disturbance of 85%. High species richness at intermediate disturbance was associated with greater within-site spatial heterogeneity. Species richness was also associated with intermediate values of the normalized difference vegetation index (NDVI), a correlate of net primary productivity (NPP). Available NPP (the product of NDVI and the fraction of days that soil temperature exceeded 25 ??C), however, was positively correlated with species richness, though not with ant abundance. Species richness was unrelated to soil texture, total ground cover, and fire frequency. Ant species richness and equitability are potential state indicators of the soil arthropod community. Moreover, equitability can be used to monitor ecosystem change. ?? 2008 Elsevier Ltd.
Wiefferink, C H; Poelman, J; Linthorst, M; Vanwesenbeeck, I; van Wijngaarden, J C M; Paulussen, T G W
This study examines the effects of a systematically designed innovation strategy on teachers' implementation of a sex education curriculum and its related determinants. A quasi-experimental group design was used to assess the effectiveness of the innovation strategy. Teachers filled in questionnaires on the determinants of curriculum implementation and kept a record of their actual use of the curriculum. We measured several determinants, including teachers' curriculum-related beliefs, characteristics of the interactive context and characteristics of the innovation strategy. Participating teachers (n=109) carried out most of the activities they were supposed to (81%). Multiple linear regression indicated that their outcome beliefs and perceived instrumentality of the curriculum best predicted extent of use of the curriculum (R2=0.23). The innovation strategy had a positive impact not only on extent of use (18.4 activities versus 15.8 activities; t=2.3, P<0.05), but also on teachers' curriculum-related beliefs. It can be concluded that a systematically designed innovation strategy has the potential to produce significant changes in classroom-based sex-education practices. Not only did teachers exposed to the innovation strategy implement more of the curriculum than teachers in the control group, also teachers' beliefs and expectations about student learning constituting their classroom behavior changed accordingly. PMID:15385429
Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida
Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received. PMID:15541631
Walker, H; Connaughton, J; Wilson, I; Martin, C R
A psycho-education programme is provided for patients suffering from psychosis in Scotland's only high secure hospital. An 18-month pilot study was carried out with consecutive case sample (treatment group) and 'treatment as usual' comparison group (control group). Pre, post and 6-month follow-up assessments were carried out. A range of outcome measures were used, including two measures of knowledge: a self-report assessment tool - Forensic Assessment of Knowledge Tool and the Understanding Medication Questionnaire. Other measures were used to establish level of insight, Schedule for the Assessment of Insight and assess mental state [Positive and Negative Syndrome Scale (PANSS)]. Results from (n = 48) participants indicate no statistical difference between the treatment and control group scores on any assessment prior to commencement of the intervention, indicating a well-matched sample group. However, all four assessments showed statistically significant changes post group. Treatment group showed an ability to improve knowledge and retain information about psychosis, which may account for their improved mental state and level of insight. Despite methodological limitations and a small sample group, this project has given an early indication of the positive value of this psycho-education programme in a forensic setting. PMID:22414217
Liu, Ou Lydia
Higher education institutions are becoming increasingly accountable to stakeholders at many levels as the federal government, accrediting organizations, and the public place a stronger emphasis on student learning outcomes. Evidence of student learning that is comparable across institutions is of urgent demand. Various accountability initiatives…
W. Mansor; H. Hashim; S. A. C. Abdullah; M. U. Kamaluddin; M. F. Abdul Latip; A. I. Mohd Yassin; T. K. Ab Rahman; Z. Zakaria
The implementation of outcome based education (OBE) on non-examinable courses such as case study or mini project, has eliminated the conventional ways of assessment at the Faculty of Electrical Engineering, Universiti Teknologi MARA. In order to facilitate the assessment process, an evaluation system has been developed to assist the lecturer. This dynamic system consists of several evaluation criteria for the
Semiz, Kivanc; Ince, Mustafa Levent
The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences…
Goeke-Morey, Marcie C.; Taylor, Laura K.; Merrilees, Christine E.; Cummings, E. Mark; Cairns, Ed; Shirlow, Peter
This study examines the influence of social ecological risks within the domains of parenting, family environment, and community in the prediction of educational outcomes for 770 adolescents (49% boys, 51% girls, "M"?=?13.6 years, "SD"?=?2.0) living in a setting of protracted political conflict, specifically working class areas…
Sime, Daniela; Sheridan, Marion
Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children's social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children's development can have positive effects on both…
Kayongo-Male, Diane; Lee, Maryjo Benton
This article develops a theoretical model for examining the interrelationship between ethnic identity and educational outcomes. The model is aimed at developing an understanding of why ethnicity may at times make a difference in academic performance and student empowerment. Ethnic identity is conceptualized as a product of multiple levels of…
Simms, Kathryn; Bock, Sara
Historically Black Colleges and Universities (HBCUs) have been studied consistently as a single institutional group. However, at least ostensibly, HBCUs are relatively heterogeneous. Consequently, we evaluated the homogeneity of three educational outcomes that have been recognized as potentially distinguishing features of HBCUs (i.e., STEM major,…
National Council on Disability, Washington, DC.
This report presents an analysis of research on the state of transition, post-secondary education, and employment outcomes for youth and young adults with disabilities over the past 25 years. It identifies what has worked in the areas of transition planning, services, and supports. It also considers what should work in light of unmet needs and…
Freeman, Richard B.; Machin, Stephen; Viarengo, Martina
This study examines the variation in educational outcomes across and within countries using the TIMSS mathematics tests. It documents the wide cross-country variation in the level and dispersion of test scores. Countries with the highest test scores are those with the least inequality in scores, which suggests a "virtuous" equity-efficiency…
Education reform advocates who base policy decisions on empirical research often face the argument that because background variables explain so much of student outcomes, it follows that policy interventions cannot be effective. This policy brief explains the logical fallacy in the argument, illustrating with two examples, one taken from the…
S R Moonesinghe; J Lowery; N Shahi; A Millen; J D Beard
Objectives To determine whether a reduction in working hours of doctors in postgraduate medical training has had an effect on objective measures of medical education and clinical outcome.Design Systematic review.Data sources Medline, Embase, ISI Web of Science, Google Scholar, ERIC, and SIGLE were searched without language restriction for articles published between 1990 and December 2010. Reference lists and citations of
Schochet, Peter Z.
For RCTs of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which the study's conceptual model is supported by the data, and to identify specific mediators that are most associated with student learning. This article develops statistical…
Aragon, Steven R.; Poteat, V. Paul; Espelage, Dorothy L.; Koenig, Brian W.
A total of 11,447 high school students were surveyed to test the relation between victimization and the educational outcomes of truancy, post-high school intentions, and grades for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) and non-LGBTQ students. LGBTQ students reported statistically higher truancy, lower grades, greater…
Doren, Bonnie; Lombardi, Allison; Lindstrom, Lauren; Gau, Jeff
Despite the national focus on improving transition services and post-school outcomes, many young women with disabilities still face significant barriers in obtaining meaningful employment and pursuing postsecondary education or training. Although recent reports indicate that the gender gap in employment rates may be diminishing, in this same…
Perez-Escamilla, Rafael; Hromi-Fiedler, Amber; Vega-Lopez, Sonia; Bermudez-Millan, Angela; Segura-Perez, Sofia
Objective: This systematic review assesses the impact of peer education/counseling on nutrition and health outcomes among Latinos and identifies future research needs. Design: A systematic literature search was conducted by: (1) searching Internet databases; (2) conducting backward searches from reference lists of articles of interest; (3)…
Jerlando F. L. Jackson; Kimberly S. Kile
Journal articles within the field of higher education that focus on college and university administrators, have for the most part, examined topics such as leadership, governance, and institutional effectiveness. Recently, internal and external critics have questioned the ability of college and universities to impact educational outcomes, more specifically student outcomes. In this regard, this study sought to examine how the
Eckel, Christine Marie
A human anatomy teacher-scholar is a scholar whose area of expertise includes content knowledge of the anatomical sciences (gross anatomy, histology, embryology, and/or neuroanatomy) and whose research interests and focus are centered in medical educational outcomes. The projects described in this dissertation represent endeavors I engaged in to…
Bevans, Katherine B.; Fitzpatrick, Leslie-Anne; Sanchez, Betty M.; Riley, Anne W.; Forrest, Christopher
Background: This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical…
Introduction Regular reporting of health inequalities is essential to monitoring progress of efforts to reduce health inequalities. While reporting of population health became increasingly common, reporting of a subpopulation group breakdown of each indicator of the health of the population is rarely a standard practice. This study reports education-, sex-, and race-related inequalities in four health outcomes in each of the selected 93 counties in the United States in a systematic and comparable manner. Methods This study is a cross-sectional analysis of large, publicly available data, 2008, 2009, and 2010 Behavioral Risk Factor Surveillance System (BRFSS) Selected Metropolitan/Micropolitan Area Risk Trends (SMART) and 2008, 2009, and 2010 United States Birth Records from the National Vital Statistics System. The study population is American adults older than 25 years of age residing in the selected 93 counties, representing about 30% of the US population, roughly equally covering all geographic regions of the country. Main outcome measures are: (1) Attribute (group characteristic)-specific inequality: education-, sex-, or race-specific inequality in each of the four health outcomes (poor or fair health, poor physical health days, poor mental health days, and low birthweight) in each county; (2) Overall inequality: the average of these three attribute-specific inequalities for each health outcome in each county; and (3) Summary inequality in total morbidity: the weighted average of the overall inequalities across the four health outcomes in each county. Results The range of inequality across the counties differed considerably by health outcome; inequality in poor or fair health had the widest range and the highest median among inequalities in all health outcomes. In more than 70% of the counties, education-specific inequality was the largest in all health outcomes except for low birthweight. Conclusions It is feasible to extend population health reporting to include reporting of a subpopulation group breakdown of each indicator of the health of the population at a small jurisdictional level using publicly available data. No single group characteristic or health outcome represents the whole picture of health inequalities in a population. Examining multiple group characteristics and outcomes in a comparable manner is essential in reporting health inequalities. PMID:24927805
...Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders 243.204-71 Certification of requests for equitable adjustment. (a) A...
...Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders 243.204-71 Certification of requests for equitable adjustment. (a) A...
Parkhurst, Marcie Elizabeth
Equitable TOD is an integrated approach to community development that links affordable housing production and preservation strategies to regional transportation and economic development planning. This approach has strong ...
Teachers have many dilemmas when it comes to assessing a classroom of diverse students. Teachers need to find out what students really know while being fair to all students. They also need to learn how to alter assessments without watering down content. These challenges can be addressed by following five principles for equitable assessment. In this article, the authors describe the "McCes, Sounds Like Success" equity framework. They provide practical examples along with commentary from secondary preservice teachers who participated in a course through which they learned about and applied the framework.
Fuller, J; Ballantyne, A
In response to settlement patterns in Australia, most immigrant specialist services and programs have been developed in metropolitan locations and large provincial cities. However, immigrants have also settled in smaller numbers in country locations. It is of concern, therefore, to consider how responsive and equitable health-care services can be delivered in country regions when immigrants do not reach the critical mass that would warrant the development of specialist services. This paper draws on a consultation conducted in South Australia to propose a way forward in linking country health services with local immigrant communities and immigrant specialist services in cities. PMID:11894283
Pfiffner, Linda J; Villodas, Miguel; Kaiser, Nina; Rooney, Mary; McBurnett, Keith
This study evaluated educationally relevant outcomes from a newly developed collaborative school-home intervention (Collaborative Life Skills Program [CLS]) for youth with attention and/or behavior problems. Participants included 17 girls and 40 boys in second through fifth grades (mean age = 8.1 years) from diverse ethnic backgrounds. CLS was implemented by 10 school-based mental health professionals at their schools and included 3 integrated components over 12 weeks: group behavioral parent training, classroom behavioral intervention, and a child social and independence skills group. Parent and teacher ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, organizational skills, and homework problems, and teacher-rated academic skills, report card grades, academic achievement, and classroom observations of student engagement were measured before and after treatment. Significant pre-post improvement was found for all measures, with large effect sizes for ADHD symptoms, organizational skills, and homework problems, and medium to large effects for teacher-rated academic skills, report card grades, academic achievement, and student engagement. Improvements in organizational skills mediated the relationship between improvement in ADHD symptoms and academic skills. Significant improvement in both ratings and objective measures (achievement testing, report cards, classroom observations) suggests that improvement exceeded what might be accounted for by expectancy or passage of time. Findings support the focus of CLS on both ADHD symptom reduction and organizational skill improvement and support the feasibility of a model which utilizes school-based mental health professionals as providers. PMID:23506023
Jomaa, Lamis H; McDonnell, Elaine; Probart, Claudia
School feeding programs (SFPs) are intended to alleviate short-term hunger, improve nutrition and cognition of children, and transfer income to families. The present review explores the impact of SFPs on nutritional, health, and educational outcomes of school-aged children in developing countries. Peer-reviewed journal articles and reviews published in the past 20 years were identified and screened for inclusion. Analysis of the articles revealed relatively consistent positive effects of school feeding in its different modalities on energy intake, micronutrient status, school enrollment, and attendance of the children participating in SFPs compared to non-participants. However, the positive impact of school feeding on growth, cognition, and academic achievement of school-aged children receiving SFPs compared to non-school-fed children was less conclusive. This review identifies research gaps and challenges that need to be addressed in the design and implementation of SFPs and calls for theory-based impact evaluations to strengthen the scientific evidence behind designing, funding, and implementing SFPs. PMID:21294742
Objective To examine the results of an interactive curricular-based 3-month long pharmacy continuing professional education (CPE) program on short- and long-term learning outcomes and behavioral changes of current and potential preceptors. Methods A CPE program was developed that covered specific disease states and teaching skills. The goals of the course were to provide knowledge and skills needed to precept the College's new advanced rotations, and to attract more pharmacists to serve as preceptors. The course included pre-readings and 3-hour long workshops over a 3-month period of time. Learning and behavior were assessed by a pretest and posttest and follow-up survey. Results Ninety-nine pharmacists completed the course. Fifty participants completed the assessments and were included in the analysis, yielding a usable response rate of 52%. However, only 30 participants completed the follow-up survey instrument, resulting in a response rate of 30%. There was a significant increase in test scores between the pretest and posttest, but a significant decline in test scores between posttest and the follow-up survey. Conclusions An interactive, curricular-based pharmacy CPE program is effective in increasing learning, but participants may not maintain the acquired knowledge over time. The program was not an effective mechanism to attract pharmacists to serve as preceptors. PMID:17149405
Palmer, C. L.; Mayernik, M. S.; Weber, N.; Baker, K. S.; Kelly, K.; Marlino, M. R.; Thompson, C. A.
The need for data curation is being recognized in numerous institutional settings as national research funding agencies extend data archiving mandates to cover more types of research grants. Data curation, however, is not only a practical challenge. It presents many conceptual and theoretical challenges that must be investigated to design appropriate technical systems, social practices and institutions, policies, and services. This presentation reports on outcomes from an investigation of research problems in data curation conducted as part of the Data Curation Education in Research Centers (DCERC) program. DCERC is developing a new model for educating data professionals to contribute to scientific research. The program is organized around foundational courses and field experiences in research and data centers for both master's and doctoral students. The initiative is led by the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign, in collaboration with the School of Information Sciences at the University of Tennessee, and library and data professionals at the National Center for Atmospheric Research (NCAR). At the doctoral level DCERC is educating future faculty and researchers in data curation and establishing a research agenda to advance the field. The doctoral seminar, Research Problems in Data Curation, was developed and taught in 2012 by the DCERC principal investigator and two doctoral fellows at the University of Illinois. It was designed to define the problem space of data curation, examine relevant concepts and theories related to both technical and social perspectives, and articulate research questions that are either unexplored or under theorized in the current literature. There was a particular emphasis on the Earth and environmental sciences, with guest speakers brought in from NCAR, National Snow and Ice Data Center (NSIDC), and Rensselaer Polytechnic Institute. Through the assignments, students constructed dozens of research questions informed by class readings, presentations, and discussions. A technical report is in progress on the resulting research agenda covering: data standards; infrastructure; research context; data reuse; sharing and access; preservation; and conceptual foundations. This presentation will discuss the agenda and its importance for the geosciences, highlighting high priority research questions. It will also introduce the related research to be undertaken by two DCERC doctoral students at NCAR during the 2013-2014 academic year and other data curation research in progress by the doctoral DCERC team.
McDougall, Janette; Servais, Michelle; Meyer, Katherine; Case, Sheila; Dannenhold, Kara; Johnson, Sue; Riggin, Colleen
This is a preliminary evaluation of a program aimed at providing training, consultation, and resource materials to educators in public schools in order to build the capacity of those educators and schools to meet the needs of students with autism spectrum disorders. Educator and school level outcomes were evaluated and information about program…
This paper discusses the experiences of nonprofit managers with the outcomes-based funding model. Research findings highlight the complexities of implementing outcome measurement systems in social service organizations. The paradox, however, is best managed within an organizational learning framework. The paper explains how outcome measurement can be integrated into organizational life in a manner that is motivating and compatible with the
Sheth, Manali J.
Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices, they are constituted by but not reduced to practices in the initial dimensions. 2) Ideas from the foundational dimensions are filtered through teachers' stances on science. Thus, teachers' practices in the emergent dimensions and the foundational dimensions are mediated by teachers' pedagogical ideas about science and school science. 3) Teachers' articulations of practice influence the possibility of on-going work towards equitable science pedagogy.
Rüdiger C. Laugksch; Jill M. Aldridge; Barry J. Fraser
In this study, we developed and validated a questionnaire t o assess teachers' perceptions of their actual and preferred school-level environment, investi gated whether teachers involved with outcomes-based education perceive the school-level envir onment differently from those who are not, and investigated factors in the scho ol-level environment (such as resources and staff freedom) linked with a school's likeli hood
Martine Robinson Beachboard; John C. Beachboard; Wenling Li; Stephen R. Adkison
This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts)\\u000a improve learning outcomes in higher education. It applies Ryan and Deci’s Self-Determination Theory to an analysis of the\\u000a National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness\\u000a improve motivation, thereby positively influencing learning behavior. The authors propose
... Evidence you are an equitably adopted child. 404.734 Section 404.734 Employees...INSURANCE (1950- ) Evidence Evidence for Child's and Parent's Benefits § 404.734 Evidence you are an equitably adopted child. In many States, the law will...
Currency Systems for Efficient and Equitable Exchange Among Selfish Agents in the Air Traffic Systems for Efficient and Equitable Exchange Among Selfish Agents in the Air Traffic Management Domain and Computing Sciences Utrecht University February 14, 2008 Abstract We study collaboration among selfish agents
... Evidence you are an equitably adopted child. 404.734 Section 404.734 Employees...INSURANCE (1950- ) Evidence Evidence for Child's and Parent's Benefits § 404.734 Evidence you are an equitably adopted child. In many States, the law will...
Thompson-Brenner, Heather; Franko, Debra L.; Thompson, Douglas R.; Grilo, Carlos M.; Boisseau, Christina L.; Roehrig, James P.; Richards, Lauren K.; Bryson, Susan W.; Bulik, Cynthia M.; Crow, Scott J.; Devlin, Michael J.; Gorin, Amy A.; Kristeller, Jean L.; Masheb, Robin; Mitchell, James E.; Peterson, Carol B.; Safer, Debra L.; Striegel, Ruth H.; Wilfley, Denise E.; Wilson, G. Terence
Objective Binge eating disorder (BED) is prevalent among individuals from minority racial/ethnic groups and among individuals with lower levels of education, yet the efficacy of psychosocial treatments for these groups has not been examined in adequately powered analyses. This study investigated the relative variance in treatment retention and post-treatment symptom levels accounted for by demographic, clinical, and treatment variables as moderators and predictors of outcome. Method Data were aggregated from eleven randomized, controlled trials of psychosocial treatments for BED conducted at treatment sites across the United States. Participants were N = 1,073 individuals meeting criteria for BED including n = 946 Caucasian, n = 79 African American, and n = 48 Hispanic/Latino participants. Approximately 86% had some higher education; 85% were female. Multi-level regression analyses examined moderators and predictors of treatment retention, Eating Disorder Examination (EDE) global score, frequency of objective bulimic episodes (OBEs), and OBE remission. Results Moderator analyses of race/ethnicity and education were non-significant. Predictor analyses revealed African Americans were more likely to drop out of treatment than Caucasians, and lower level of education predicted greater post-treatment OBEs. African Americans showed a small but significantly greater reduction in EDE global score relative to Caucasians. Self-help treatment administered in a group showed negative outcomes relative to other treatment types, and longer treatment was associated with better outcome. Conclusions Observed lower treatment retention among African Americans and lesser treatment effects for individuals with lower levels of educational attainment are serious issues requiring attention. Reduced benefit was observed for shorter treatment length and self-help administered in groups. PMID:23647283
Comparative education as a field of study in universities (and "comparative education" as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of "transfer": that is, the movement of educational ideas, principles and practices, and institutions and…
Well-educated workers have higher wages, higher wage growth, and lower unemployment rates than workers with lower levels of educational attainment. While earnings have traditionally grown with educational attainment, the gaps have become more pronounced in recent years. While returns to education have increased, this research shows that…
P. T. M Marope
After half a decade of concerted government efforts to provide equal educational opportunity through comparable educational provisions, Botswana's basic education system is atypical of those studied in such developing countries as India, Swaziland, Nigeria, Egypt, Chile, Brazil and Thailand. The system defies conclusions of studies previously conducted in developing countries that, compared to student characteristics, school characteristics account for a
Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana
Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students. PMID:21713747
Gallagher, James J.
This paper examines gifted education in the context of current educational reform efforts. It offers a rationale for the differentiated education of gifted students based on American values and equitable allocation of educational resources. Examples are offered of curriculum content modification for math, science, language arts, and social studies…
Siegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L.
This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.
Beehner, Jacinta C.; Bergman, Thore J.; Crockford, Catherine; Engh, Anne L.; Moscovice, Liza R.; Wittig, Roman M.; Seyfarth, Robert M.; Cheney, Dorothy L.
Analyses of the pattern of associations, social interactions, coalitions, and aggression among chacma baboons (Papio hamadryas ursinus) in the Okavango Delta of Botswana over a 16-year period indicate that adult females form close, equitable, supportive, and enduring social relationships. They show strong and stable preferences for close kin, particularly their own mothers and daughters. Females also form strong attachments to unrelated females who are close to their own age and who are likely to be paternal half-sisters. Although absolute rates of aggression among kin are as high as rates of aggression among nonkin, females are more tolerant of close relatives than they are of others with whom they have comparable amounts of contact. These findings complement previous work which indicates that the strength of social bonds enhances the fitness of females in this population and support findings about the structure and function of social bonds in other primate groups. PMID:20976293
Vitullo, Elizabeth; Jones, Elizabeth A.
This research study investigated the assessment practices of five different undergraduate business programs. It examines the learning outcomes required for the business programs and their linkages with general education outcomes. Specific assessment methods, the results from assessments, and how business program faculty use assessment findings to…
Sulewski, Jennifer Sullivan; Zalewska, Agnes; Butterworth, John
This report summarizes available national data on educational, employment and economic outcomes for youth and young adults with intellectual disabilities (ID) over the years 2000-2010. These data can be used to benchmark progress in improving these outcomes for young adult population across the country and within individual states. Data is…
...2010-04-01 2010-04-01 false Fair and equitable representation...Section 17 of the Act § 170.3 Fair and equitable representation...futures association must assure fair and equitable representation...disciplinary and membership hearings. No single group or class of...
...2014-04-01 2014-04-01 false Fair and equitable representation...Section 17 of the Act § 170.3 Fair and equitable representation...futures association must assure fair and equitable representation...disciplinary and membership hearings. No single group or class of...
...2013-04-01 2013-04-01 false Fair and equitable representation...Section 17 of the Act § 170.3 Fair and equitable representation...futures association must assure fair and equitable representation...disciplinary and membership hearings. No single group or class of...
...2012-04-01 2012-04-01 false Fair and equitable representation...Section 17 of the Act § 170.3 Fair and equitable representation...futures association must assure fair and equitable representation...disciplinary and membership hearings. No single group or class of...
...2011-04-01 2011-04-01 false Fair and equitable representation...Section 17 of the Act § 170.3 Fair and equitable representation...futures association must assure fair and equitable representation...disciplinary and membership hearings. No single group or class of...
Learning Outcomes models, particularly constructive alignment, are the default 'theoretical' tool underpinning HE curriculum design in the UK despite continuing doubts as to their efficacy. With reference to the literature, this article summarises the history of the Learning Outcomes movement and charts the perceived benefits and…
Auger, Nathalie; Authier, Marie-Andree; Martinez, Jerome; Daniel, Mark
Context: Rural relative to urban area and low socioeconomic status (SES) are associated with adverse birth outcomes. Whether a graded association of increasing magnitude is present across the urban-rural continuum, accounting for SES, is unclear. We examined the association between rural-urban continuum, SES and adverse birth outcomes. Methods:…
Horwood, L; Mogridge, N.; Darlow, B.
AIMS—To examine cognitive, behavioural, and educational outcomes in middle childhood among a birth cohort of very low birthweight children.?METHODS—Two hundred and ninety eight survivors from a national birth cohort of 413 New Zealand very low birthweight (VLBW) children born in 1986 were assessed at 7 to 8 years of age on measures of behaviour, cognitive ability, school performance and the need for special education. These outcomes were compared with the same measures in a general population sample of over 1000 children studied at a similar age.?RESULTS—The VLBW children had significantly higher rates of problems and poorer levels of functioning across all outcome measures than the general child sample. These differences persisted even after control for variability in social, family, and other characteristics of the two samples and for the degree of sensorineural disability. There was evidence of a gradient of risk with birthweight, with extremely low birthweight children having generally higher rates of problems and difficulties than other VLBW children after covariate control.?CONCLUSIONS—The findings are consistent with a growing body of research evidence which suggests that premature and VLBW infants are at increased risk of longer term morbidity and functional impairment in middle childhood.?? PMID:9797619
Thornock, Susan B.
The future of distance and Web-enhanced education and the use of technology are becoming more advantageous to a growing population. Nursing education has been encouraged to incorporate these teaching-learning methods. Changes in nursing education and the teaching-learning environment have the potential to challenge the preservation of nursing…
The European Commission has long supported and helped further the cause of entrepreneurship education. Within the education and training agenda, the strategic framework for European cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhance creativity and innovation, including entrepreneurship, at all…
Stenhoff, Donald M.; Menlove, Ronda; Davey, Bryan; Alexander, Melina
A Web-based survey examined student rankings of teacher-student and student-technology interactions in distance education courses. Respondents were 61 students taking undergraduate or graduate distance education courses in special education at a Carnegie Research I university. Five instructors taught these courses. Three were full-time faculty…
Patterson, Margaret Becker; Zhang, Jizhi; Song, Wei; Guison-Dowdy, Anne
For most high school non-completers, the GED[R] credential provides a bridge to postsecondary education, but little is known about how successfully GED (General Educational Development) Test candidates make that transition and whether enrollment rates change with time. The American Council on Education (ACE) has begun a three-year longitudinal…
Callan, Patrick M.; Ewell, Peter T.; Finney, Joni E.; Jones, Dennis P.
This report describes a wide range of successful strategies that states can draw from to increase the educational attainment of their residents while holding down higher education costs. Part I offers examples of strategies, programs, and practices that the authors' research finds can raise educational productivity. Part II describes the levers…
Bowden, Curtis Todd
In 1973, the state of Florida implemented the Florida Education Finance Program (FEFP). The program was developed to distribute available funds to public school districts in a more equitable manner than the Minimum Foundation Plan it replaced. Almost immediately, the Florida Education Finance Program came under attack as less equitable and…
Brown, Alex; O'Shea, Rebekah L; Mott, Kathy; McBride, Katharine F; Lawson, Tony; Jennings, Garry L R
Cardiovascular diseases (CVD) constitute the largest cause of death for Aboriginal and Torres Strait Islander people and remain the primary contributor to life expectancy differentials between Aboriginal and Torres Strait Islander and non-Indigenous Australians. As such, CVD remains the most critical target for reducing the life expectancy gap. The Essential Service Standards for Equitable National Cardiovascular Care for Aboriginal and Torres Strait Islander people (ESSENCE) outline elements of care that are necessary to reduce disparity in access and outcomes for five critical cardiovascular conditions. The ESSENCE approach builds a foundation on which the gap in life expectancy between Aboriginal and Torres Strait Islander and non-Indigenous Australians can be reduced. The standards purposefully focus on the prevention and management of CVD extending across the continuum of risk and disease. Each of the agreed essential service standards are presented alongside the most critical targets for policy development and health system reform aimed at mitigating population disparity in CVD and related conditions. PMID:25459487
The challenges facing teacher educators to bridge the gap between theory and practice and to solve the problem of curricular fragmentation necessitate the creation of a more coherent program, the establishment of partnerships with schools, and the building of new educative spaces. In order to provide students with rich learning opportunities, and…
Smith, Carolyn A.; Park, Aely; Ireland, Timothy O.; Elwyn, Laura; Thornberry, Terence P.
This study investigates whether positive educational experiences in midadolescence mitigate the impact of exposure to substantiated maltreatment and reduces young adult antisocial behavior. While there is theoretical and empirical support for the mediating or moderating role of educational experiences on maltreatment and antisocial outcomes, few…
Pungello, Elizabeth P.; Kainz, Kirsten; Burchinal, Margaret; Wasik, Barbara H.; Sparling, Joseph J.; Ramey, Craig T.; Campbell, Frances A.
The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment,…
Grunes, Paul; Gudmundsson, Amanda; Irmer, Bernd
Researchers have found that transformational leadership is related to positive outcomes in educational institutions. Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in assessment and selection procedures. Several studies in non-educational settings have found…
Mount Hood Community Coll., Gresham, OR.
Three final reports on a competency-based computer-assisted nursing education program at Mt. Hood Community College include the following: (1) the examination and refinement of curricular outcomes; (2) cost analysis of the program relative to nursing education, learner benefits, and effectiveness; and (3) an examination of the relationship between…
Competency Profile Development for the (Supervisory) Management Curriculum. Marketing Education Teacher's Resource Guide. Competency Listing, Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.
Smith, Clifton L.
This resource guide for the marketing education teacher provides a competency listing, expected student learning outcomes, and cross-referenced instructional materials by competencies for supervisory management. The first section discusses 1991 revisions to the Missouri marketing education core curriculum for supervisory management. The processes…
Field, William E., Jr., Ed.
Thirty-five papers on the measurement of outcomes of nursing practice, education, and administration are presented from the 1981 research conference of the Southern Council on Collegiate Education for Nursing. Papers and authors include the following: "Why Nursing Research?" (Hildegard E. Peplau); "Job Satisfaction in Nurse Faculty: Test of a…
Holzer, Harry J.; Dunlop, Erin
In this paper, we provide a comprehensive and up-to-date snapshot of the most important postsecondary education and labor market outcomes in the United States using two nationally representative sources of data: the Survey of Income and Program Participation (SIPP) and the National Educational Longitudinal Survey (NELS). We find that postsecondary…
The following qualitative multicase study presents an examination of outcomes assessment adoption as it relates to Career and Technical Education faculty at community colleges and outlines recommendations for postsecondary education administration as they introduce innovations to faculty members. The purpose of this investigation was to explore…
Holland, Tracey; Wang, Lihua
Many microfinance advocates claim that micro-credit has a positive effect on the educational outcomes of the children of micro-credit borrowers, and that these educational improvements provide us with evidence that micro-credit institutions are serving the social function for which they have been designed. This paper draws attention to this area…
Jackson, Jerlando F. L.; Kile, Kimberly S.
Journal articles within the field of higher education that focus on college and university administrators, have for the most part, examined topics such as leadership, governance, and institutional effectiveness. Recently, internal and external critics have questioned the ability of college and universities to impact educational outcomes, more…
Emma Sciberras; Leslie E. Roos; Daryl Efron
Attention-deficit\\/hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder of childhood, resulting in\\u000a impairments in academic, mental health, and functional domains. Whereas the short-term effects of ADHD are well documented,\\u000a much less is understood about the adolescent and adult outcomes of children diagnosed with ADHD. This article attempts to\\u000a increase understanding of these outcomes by providing an integrated summary of
Buyl, Aafke; Housen, Alex
Although Belgium is characterized by a widespread consensus that a functional proficiency in the two major national languages, Dutch and French, as well as in English is desirable, educational provision to achieve such proficiency has long been constrained by an official language policy which mandates that education must be monolingual in Dutch,…
Kraus, Lewis E.; Henke, Robin R.; Nevill, Stephanie; Linnard, David; Pflueger, Jeff; Mattox, Tiffany
The Office of Postsecondary Education (OPE) in the U.S. Department of Education (ED) sponsors four graduate fellowship programs: the Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) fellowship program, the Foreign Language and Area Studies (FLAS) fellowship program, the Graduate Assistance in Areas of National Need (GAANN) fellowship …
Liu, Ou Lydia
As college tuitions and fees continue to grow, students, parents and public policymakers are interested in understanding how public universities operate and whether their investments are well-utilized. Accountability in public higher education has come into focus following the attention accountability has received in K-12 education. Against this…
Gleason, Brenda L.; Peeters, Michael J.; Resman-Targoff, Beth H.; Karr, Samantha; McBane, Sarah; Kelley, Kristi; Thomas, Tyan
Active learning is an important component of pharmacy education. By engaging students in the learning process, they are better able to apply the knowledge they gain. This paper describes evidence supporting the use of active-learning strategies in pharmacy education and also offers strategies for implementing active learning in pharmacy curricula in the classroom and during pharmacy practice experiences. PMID:22171114
Higher Education Funding Council for England, Bristol.
This document provides feedback on the second phase of the initiative to reward and develop staff in higher education. It includes a preliminary analysis of institutions' human resource (HR) strategies and lists the higher education institutions (HEIs) that have submitted strategies classified as full or full with conditions. In 2001, institutions…
Sigel, Irving E.; And Others
The Early Childhood Education Project (ECEP) is an experiment in the effects of educational intervention of two-year-old first-born children from impoverished black families. Twenty ECEP children were compared to a control group on the basis of a battery of pre- and post-tests after six months of intervention training. Teachers attempted to…
Gorhan, Meryem Fulya; Oncu, Semiral; Senturk, Aysan
It is planned that every student in all primary, middle, and high schools (public schools) under the administration of the Turkish Ministry of National Education receive a tablet through the FATIH Project. Research shows that many teachers hold reservations toward students using tablets for educational purposes. The purpose of this study is to…
Antia, Shirin D.; Jones, Patricia; Luckner, John; Kreimeyer, Kathryn H.; Reed, Susanne
Students with hearing loss attending general education classrooms have been reported to experience difficulties in social skills and relationships. This 5-year longitudinal study examined the social skills and problem behaviors of students who were deaf or hard of hearing, and who attended general education classrooms. Data were obtained from…
Raisman, Neal A., Ed.
The articles in this collection recommend ways of bringing greater direction and focus to community college general education and thereby enhancing the fulfillment of collegiate missions and augmenting student learning. The sourcebook contains: (1) "Toward a Second Wave of Reform," by Jerry G. Gaff, which reviews the general education reforms of…
Mann, Anthony; Percy, Christian
Since 2004, the devolved education systems of England, Scotland and Wales have introduced initiatives to increase contact between employers and young people, particularly aged 14-19, as a supplementary, co-curricular activity within mainstream education. The initiatives are motivated partly to increase wage-earning potential but studies to date…
This second research paper on science education in Maori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Maori. In…
Lopez-Perez, M. Victoria; Perez-Lopez, M. Carmen; Rodriguez-Ariza, Lazaro
New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended…
Valk, John-Harmen; Rashid, Ahmed T.; Elder, Laurent
Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies…
Uribe Correa, Lina
This research analyzes a set of national policy initiatives, 2002-2010, regularly referred to as Colombia's "Educational Revolution". Together these policies constitute a Colombian effort to increase access to higher education, an effort in partnership with the World Bank. The dissertation presents findings on policy goals, efforts,…
This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and for educational systems. Research evidence is presented in terms of children's development in a number of domains: physical, lifestyle, affective, social, and cognitive. The review suggests that PES have the potential to make
Furio, David; Gonzalez-Gancedo, Santiago; Juan, M.-Carmen; Segui, Ignacio; Rando, Noemi
In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established…
Cynthia Feliciano; Rubén G. Rumbaut
This article examines young adults’ educational and occupational trajectories over a ten-year period using panel data from the Children of Immigrants Longitudinal Study in California. While many of the young men and women in the study are on straightforward paths to socio-economic success, others are falling well short of their goals and imagined futures. Males begin with lower educational and
Salter, Irene; Atkins, Leslie
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in "Sci Educ" 84:287-312, 2000; Windschitl et al. in "Sci Educ" 87(1):112-143, 2008), others have argued that open-inquiry is impractical, ineffective,…
Contemporary educational evaluation policy and practice can be challenged by applying critical theory and hermeneutics perspectives in evaluation and by asking whose interests are being served through evaluation. Using educational evaluation in Sweden as the context, the author argues for an explanation-oriented evaluation approach that assumes…
MacVaugh, Jason; Jones, Anna; Auty, Stephanie
This paper reports the findings of a longitudinal investigation into the effectiveness of skills education programmes within business and management undergraduate degree courses. During the period between 2005 and 2011, a large business school in the south-west of England was developed and implemented two distinct approaches to skills education.…
Schultz, Tia R.; Stichter, Janine P.; Herzog, Melissa J.; McGhee, Stephanie D.; Lierheimer, Kristin
Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group (n = 16) or to the waitlist comparison group (n = 10). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents' well being. PMID:22934178
Lee, Ki Beom
The tension between the Equidistance-Special Circumstances rule (articulated in the 1958 Geneva Convention on the Continental Shelf) and the Equitable Principles-Relevant Circumstances rule (declared in the 1969 North ...
...271-85 Federal Acquisition Regulations System DEPARTMENT OF COMMERCE CLAUSES AND FORMS SOLICITATION PROVISIONS AND CONTRACT CLAUSES Text of Provisions and Clauses 1352.271-85 Documentation of requests for equitable...
...271-85 Federal Acquisition Regulations System DEPARTMENT OF COMMERCE CLAUSES AND FORMS SOLICITATION PROVISIONS AND CONTRACT CLAUSES Text of Provisions and Clauses 1352.271-85 Documentation of requests for equitable...
...271-85 Federal Acquisition Regulations System DEPARTMENT OF COMMERCE CLAUSES AND FORMS SOLICITATION PROVISIONS AND CONTRACT CLAUSES Text of Provisions and Clauses 1352.271-85 Documentation of requests for equitable...
... § 219.40 Evidence of relationship by equitable adoption—child...concerning the child's relationship to the adopting parents...evidence about the child's relationship to the adopting parents...and Budget under control number...
... § 219.40 Evidence of relationship by equitable adoption—child...concerning the child's relationship to the adopting parents...evidence about the child's relationship to the adopting parents...and Budget under control number...