Adolescents’ Sexual Wellbeing in Southwestern Uganda: A Cross-Sectional Assessment of Body Image, Self-Esteem and Gender Equitable Norms

PubMed Central

Kemigisha, Elizabeth; Nyakato, Viola N.; Bruce, Katharine; Ndaruhutse Ruzaaza, Gad; Mlahagwa, Wendo; Ninsiima, Anna B.; Coene, Gily; Leye, Els; Michielsen, Kristien

2018-01-01

Measures of sexual wellbeing and positive aspects of sexuality in the World Health Organization definition for sexual health are rarely studied and remain poorly understood, especially among adolescents in Sub-Saharan Africa. The objective of this study was to assess sexual wellbeing in its broad sense—i.e., body image, self-esteem, and gender equitable norms—and associated factors in young adolescents in Uganda. A cross-sectional survey of adolescents ages 10–14 years in schools was carried out between June and July 2016. Among 1096 adolescents analyzed, the median age was 12 (Inter-Quartile Range (IQR): 11, 13) and 58% were female. Self-esteem and body image scores were high with median 24 (IQR: 22, 26, possible range: 7–28) and median 22 (IQR: 19, 24, possible range: 5–25) respectively. Gender equitable norms mean score was 28.1 (SD 5.2: possible range 11–44). We noted high scores for self-esteem and body image but moderate scores on gender equitable norms. Girls had higher scores compared to boys for all outcomes. A higher age and being sexually active were associated with lower scores on gender equitable norms. Gender equitable norms scores decreased with increasing age of adolescents. Comprehensive and timely sexuality education programs focusing on gender differences and norms are recommended. PMID:29470388

34 CFR 300.137 - Equitable services determined.

Code of Federal Regulations, 2011 CFR

2011-07-01

... parentally-placed private school children with disabilities under §§ 300.130 through 300.144 must be made in... Private Schools § 300.137 Equitable services determined. (a) No individual right to special education and related services. No parentally-placed private school child with a disability has an individual right to...

Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

ERIC Educational Resources Information Center

Moschkovich, Judit

2013-01-01

In this essay, the author describes principles for equitable mathematics teaching practices for English Language Learners (ELLs) and outlines guidelines for materials to support such practices. Although research cannot provide a recipe for equitable teaching practices for ELLs, teachers, educators, and administrators can use this set of…

A Model of Equitable and Sustainable Redistribution of Knowledge

ERIC Educational Resources Information Center

Garcia, Ana Maria Delgado; Cuello, Rafael Oliver

2010-01-01

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…

34 CFR 200.64 - Factors for determining equitable participation of private school children.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false Factors for determining equitable participation of private school children. 200.64 Section 200.64 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

34 CFR 200.64 - Factors for determining equitable participation of private school children.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Factors for determining equitable participation of private school children. 200.64 Section 200.64 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

34 CFR 200.64 - Factors for determining equitable participation of private school children.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 1 2013-07-01 2013-07-01 false Factors for determining equitable participation of private school children. 200.64 Section 200.64 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

34 CFR 200.64 - Factors for determining equitable participation of private school children.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Factors for determining equitable participation of private school children. 200.64 Section 200.64 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

34 CFR 200.64 - Factors for determining equitable participation of private school children.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false Factors for determining equitable participation of private school children. 200.64 Section 200.64 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

7 CFR 1400.8 - Equitable treatment.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 10 2010-01-01 2010-01-01 false Equitable treatment. 1400.8 Section 1400.8... AND SUBSEQUENT CROP, PROGRAM, OR FISCAL YEARS General Provisions § 1400.8 Equitable treatment. (a... Administrator deems necessary to provide fair and equitable treatment to such person or legal entity. (b...

Public university entry in Ghana: Is it equitable?

NASA Astrophysics Data System (ADS)

Yusif, Hadrat; Yussof, Ishak; Osman, Zulkifly

2013-06-01

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.

Moving toward equitable, systemic science education reform: The synergy among science education and school-level reforms in an urban middle school

NASA Astrophysics Data System (ADS)

Kelly, Mary Kathryn

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, urban middle school in a large district that participated in several reform efforts. These reforms include both efforts focused on school-level change and efforts focused on change in science teaching and learning. Its program incorporates aspects of several school-level reforms---from the underlying Paideia philosophy, to structural characteristics of middle schools, to site-based decision-making, to its status as a magnet school, to its participation as a professional development school. Further, the participation of all science teachers in the intensive, standards-based professional development offered by Ohio's systemic reform of mathematics and science created a critical mass of reform-oriented teachers who supported one another as they incorporated reform-based practices into their teaching. The interplay of the reform efforts has manifested in a high level of science achievement in comparison to the school's district. Addressing the third component of O'Day and Smith's model for systemic reform, the need for school-level change to enable implementation of curriculum frameworks and aligned policies, this study illustrates two important points. First, the high-quality teacher professional development increased teachers' capacity to change their practices by enhancing their knowledge of and skills in implementing standards-based teaching practices. Second, because of the synchrony among the school-level reforms and between the school-level and science education reforms, the context of Webster provided a supportive environment in which lasting changes in science teaching

Finding pathways to more equitable and meaningful public-scientist partnerships

Treesearch

Daniela Soleri; Jonathan W. Long; Monica D. Ramirez-Andreotta; Ruth Eitemiller; Rajul Pandyaǁ

2016-01-01

For many, citizen science is exciting because of the possibility for more diverse, equitable partnerships in scientific research with outcomes considered meaningful and useful by all, including public participants. This was the focus of a symposium we organized at the 2015 conference of the Citizen Science Association. Here we synthesize points made by symposium...

India's Educational Policy--Moving into the 21st Century: Education for Equality with Specific Reference to Women.

ERIC Educational Resources Information Center

Ghosh, Ratna

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…

Equitability, mutual information, and the maximal information coefficient.

PubMed

Kinney, Justin B; Atwal, Gurinder S

2014-03-04

How should one quantify the strength of association between two random variables without bias for relationships of a specific form? Despite its conceptual simplicity, this notion of statistical "equitability" has yet to receive a definitive mathematical formalization. Here we argue that equitability is properly formalized by a self-consistency condition closely related to Data Processing Inequality. Mutual information, a fundamental quantity in information theory, is shown to satisfy this equitability criterion. These findings are at odds with the recent work of Reshef et al. [Reshef DN, et al. (2011) Science 334(6062):1518-1524], which proposed an alternative definition of equitability and introduced a new statistic, the "maximal information coefficient" (MIC), said to satisfy equitability in contradistinction to mutual information. These conclusions, however, were supported only with limited simulation evidence, not with mathematical arguments. Upon revisiting these claims, we prove that the mathematical definition of equitability proposed by Reshef et al. cannot be satisfied by any (nontrivial) dependence measure. We also identify artifacts in the reported simulation evidence. When these artifacts are removed, estimates of mutual information are found to be more equitable than estimates of MIC. Mutual information is also observed to have consistently higher statistical power than MIC. We conclude that estimating mutual information provides a natural (and often practical) way to equitably quantify statistical associations in large datasets.

7 CFR 636.20 - Equitable relief.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 6 2010-01-01 2010-01-01 false Equitable relief. 636.20 Section 636.20 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE LONG TERM CONTRACTING WILDLIFE HABITAT INCENTIVES PROGRAM § 636.20 Equitable relief. (a) If a...

7 CFR 636.20 - Equitable relief.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 6 2011-01-01 2011-01-01 false Equitable relief. 636.20 Section 636.20 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE LONG TERM CONTRACTING WILDLIFE HABITAT INCENTIVE PROGRAM § 636.20 Equitable relief. (a) If a...

7 CFR 636.20 - Equitable relief.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 6 2014-01-01 2014-01-01 false Equitable relief. 636.20 Section 636.20 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE LONG TERM CONTRACTING WILDLIFE HABITAT INCENTIVE PROGRAM § 636.20 Equitable relief. (a) If a...

7 CFR 636.20 - Equitable relief.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 6 2012-01-01 2012-01-01 false Equitable relief. 636.20 Section 636.20 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE LONG TERM CONTRACTING WILDLIFE HABITAT INCENTIVE PROGRAM § 636.20 Equitable relief. (a) If a...

7 CFR 636.20 - Equitable relief.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 6 2013-01-01 2013-01-01 false Equitable relief. 636.20 Section 636.20 Agriculture Regulations of the Department of Agriculture (Continued) NATURAL RESOURCES CONSERVATION SERVICE, DEPARTMENT OF AGRICULTURE LONG TERM CONTRACTING WILDLIFE HABITAT INCENTIVE PROGRAM § 636.20 Equitable relief. (a) If a...

Achieving Equitable Access to Strong Teachers: A Guide for District Leaders

ERIC Educational Resources Information Center

Bromberg, Marni

2016-01-01

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide…

The implementation of equitable teaching strategies by high school biology student teachers

NASA Astrophysics Data System (ADS)

Scantlebury, Kate; Butler Kahle, Jane

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.

The Case for Evaluating Student Outcomes and Equity Gaps to Improve Pathways and Programs of Study

ERIC Educational Resources Information Center

Bragg, Debra D.

2017-01-01

When linked to program review and improvement, program evaluation can help practitioners to ensure that career-technical education (CTE) and science, technology, engineering, and mathematics (STEM) programs offer equitable access and outcomes for underserved student groups.

The Role of Higher Education in Equitable Human Development

ERIC Educational Resources Information Center

Peercy, Chavanne; Svenson, Nanette

2016-01-01

As developing countries continue to battle poverty despite strong economic growth, understanding the relationship between equity and human development becomes increasingly important. In this context, equity is not equivalent to equality for any specific outcome such as health status, education or income. It is an objective ideal whereby people's…

34 CFR 299.7 - What are the factors for determining equitable participation of children and teachers in private...

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 1 2013-07-01 2013-07-01 false What are the factors for determining equitable participation of children and teachers in private schools? 299.7 Section 299.7 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

34 CFR 299.7 - What are the factors for determining equitable participation of children and teachers in private...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false What are the factors for determining equitable participation of children and teachers in private schools? 299.7 Section 299.7 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

34 CFR 299.7 - What are the factors for determining equitable participation of children and teachers in private...

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false What are the factors for determining equitable participation of children and teachers in private schools? 299.7 Section 299.7 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

34 CFR 299.7 - What are the factors for determining equitable participation of children and teachers in private...

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false What are the factors for determining equitable participation of children and teachers in private schools? 299.7 Section 299.7 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

34 CFR 299.7 - What are the factors for determining equitable participation of children and teachers in private...

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false What are the factors for determining equitable participation of children and teachers in private schools? 299.7 Section 299.7 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

Why Can't Ohio Equitably Fund Public Education? Education Reform Stifling Equitable Education Funding

ERIC Educational Resources Information Center

Simon, Carlee Escue

2015-01-01

Ohio has a long history of school funding inequity. This manuscript provides a brief history of Ohio education funding, the equity and adequacy concerns. Education reform efforts have been expanding while the appropriate management of the funding mechanism has been underfunded or entirely ignored. The researcher examines the negative impact of…

School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166.

ERIC Educational Resources Information Center

Schwartz, Wendy, Ed.

Many schools employ varied strategies to ensure equitable treatment of African American students and fair and educative disciplinary procedures. This digest reviews successful disciplinary practices. Cross-cultural competence has a role in student-school relationships. Many negative perceptions of difference exist in today's society. Schools can…

Quality Matters in Early Childhood Education and Care: Finland

ERIC Educational Resources Information Center

Taguma, Miho; Litjens, Ineke; Makowiecki, Kelly

2012-01-01

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…

Gender Equity in Middle School Science Teaching: Being "Equitable" Should Be the Goal.

ERIC Educational Resources Information Center

Subrahmanyan, Lalita; Bozonie, Heath

1996-01-01

Examines level at which gender issues are addressed in middle school science classes. Argues that in the crucial area of science education, particularly for girls at the middle school level, "equal" rather than "equitable" as a dominant teacher attitude may be inadequate to ensure that gender imbalances are rectified. (SD)

Smart Growth and Equitable Development

EPA Pesticide Factsheets

This page discusses how smart growth, environmental justice, and equitable development can improve communities and provide economic, environmental, health, and social benefits to underserved communities.

Human capital flight challenges within an equitable health system.

PubMed

Udonwa, N E

2007-01-01

The issue of human capital flight has been discussed at different forums with a consensus opinion that it has its merits and demerits to equitable health system. Most often one nation becomes a substantial net exporter of talent, leaving the provider nation at risk of depleting its natural supply of talent. This paper looks into the historical perspective of human capital flight or "brain drain", and its burden. It attempts to elucidate the various causes and suggested solutions. The paper's objective is to educate colleagues on the conceptual and contextual imperatives of the issue. Using a convenient sample of key informants who were medical colleagues in Nigeria relevant information was sourced from these colleagues, documents from the postgraduate medical college of Nigeria and the internet on maters relating to human capital flight and brain drain. Every year, thousands of qualified doctors, and other professionals leave Nigeria tempted by significantly higher wages, brighter prospects for employment and education, stability, food security. It appears that the potential exposure to different working conditions, resources and professional environments can be of advantage to the country, should Nigeria be able to recall these professionals. It also appears that necessary economic reforms that make staying at home rewarding, that is--good leadership, and policy planning that seriously looks into rural development, among other issues, are keys ingredients to reversing the trend in order to ensure a more equitable health system.

Equitable Prices of Single-Source Drugs in Thailand.

PubMed

Ngorsuraches, Surachat; Chaiyakan, Kanokkan

2015-08-01

In Thailand, total drug expenditure has grown rapidly. Recently, the Thai government has addressed the issue of drug pricing, but the prices of single-source drugs remain a major challenge. To examine equitable prices of single-source drugs in Thailand. A total of 98 single-source and high-expenditure drugs were examined. Unit prices from the Drug and Medical Supplies Information Center (DMSIC) and National Average Drug Acquisition Cost (NADAC) were used to represent drug prices at the provider level in Thailand and the U.S., respectively. Data for measuring drug affordability, e.g., dose and poverty line, were obtained from Micromedex online and the National Statistical Office (NSO). The U.S. drug prices were adjusted by the Human Development Index (HDI) to be equitable prices for Thailand. Purchasing Power Parity (PPP) was used to convert US currency into Thai baht. All prices in this study were based on the year 2012. Catastrophic, Impoverishment, and WHO/Health Action International (HAI) approaches were used to determine Thai citizens' ability to afford the study drugs. Finally, uncertainty analyses were conducted. From all study drugs, 55 single-source drugs were priced higher than their equitable prices, ranging from 0.38 to 422.36% higher. Among these, 28 items were antineoplastic drugs. The prices of drugs outside the National List of Essential Medicines (NLEM), as well as the country's newer drugs, tended to be higher than their calculated equitable prices. The majority of drugs in Thailand priced higher than equitable prices were unaffordable for most Thai citizens. The uncertainty analyses revealed that almost all results were relatively robust. Most single-source drug prices in Thailand were higher than their equitable prices, and were likely to be unaffordable to Thai citizens.

78 FR 8601 - AXA Equitable Life Insurance Company, et al; Notice of Application

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-06

... SECURITIES AND EXCHANGE COMMISSION [Release No. IC-30373; File No. 812-14036] AXA Equitable Life... the Act. Applicants: AXA Equitable Life Insurance Company (``AXA Equitable''), Separate Account 45 of...: Steven M. Joenk, Senior Vice President, AXA Equitable Life Insurance Company, 1290 Avenue of Americas...

Equitable Estoppel: Its Genesis, Development, and Application in Government Contracting

DTIC Science & Technology

1988-09-30

NO. CCESSION NO. ,1. T:ITLE (include Security Classification) (UNCLASSIFIED) Equitable Estoppel : Its Genesis, Development, and Application in...sE.UkRm/ CLASSIFICATION OF THIS PAGE AFIT/CI’ "OVERPRINT" Equitable Estoppel : Its Genesis, Development, and Application in Government CoritractingQ By...John Cibinic,Jr. and Ralph C. Nash,Jr. Professors of Law 90 02 12 031 -Table of Contents 1. The Doctrine of Equitable Estoppel -................... 1

Education Policy Reform in Sri Lanka: The Double-Edged Sword of Political Will

ERIC Educational Resources Information Center

Little, Angela W.

2011-01-01

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…

20 CFR 404.365 - When an equitably adopted child is dependent.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false When an equitably adopted child is dependent...; Period of Disability Child's Benefits § 404.365 When an equitably adopted child is dependent. If you are the insured's equitably adopted child, as defined in § 404.359, you are considered dependent upon him...

20 CFR 222.34 - Relationship resulting from equitable adoption.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 1 2014-04-01 2012-04-01 true Relationship resulting from equitable adoption. 222.34 Section 222.34 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Relationship as Child § 222.34 Relationship resulting from equitable...

20 CFR 222.34 - Relationship resulting from equitable adoption.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 1 2013-04-01 2012-04-01 true Relationship resulting from equitable adoption. 222.34 Section 222.34 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Relationship as Child § 222.34 Relationship resulting from equitable...

20 CFR 404.359 - Who is the insured's equitably adopted child?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Who is the insured's equitably adopted child...; Period of Disability Child's Benefits § 404.359 Who is the insured's equitably adopted child? You may be eligible for benefits as an equitably adopted child if the insured had agreed to adopt you as his or her...

Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners.

ERIC Educational Resources Information Center

LaCelle-Peterson, Mark W.; Rivera, Charlene

1994-01-01

Educational reforms will not automatically have the same effects for native English speakers and English language learners (ELLs). Equitable assessment for ELLs must consider equity issues of assessment technologies, provide information on ELLs' developing language abilities and content-area achievement, and be comprehensive, flexible, progress…

Examining Deaf Students' Equitable Access to Science vis-a-vis Contemporary Pedagogical Practices

ERIC Educational Resources Information Center

Ross, Annemarie D.

2017-01-01

As a Deaf individual, it is important to ensure the growth of the Deaf community as science-literate members of society. While many predecessors have contributed to the body of research in Deaf pedagogy, there is still much to be done in safeguarding Deaf learners' equitable access to science education. One area of concern is in narrowing the…

Equitable Partnerships for Mutual Learning or Perpetuator of North-South Power Imbalances? Ireland-South Africa School Links

ERIC Educational Resources Information Center

Gallwey, Susan Kresky; Wilgus, Gay

2014-01-01

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…

A Multimodal Intervention for Children with ADHD Reduces Inequity in Health and Education Outcomes

PubMed Central

Enns, Jennifer E.; Randall, Jason R.; Chateau, Dan; Taylor, Carole; Brownell, Marni; Bolton, James M.; Burland, Elaine; Katz, Alan; Katz, Laurence Y.; Nickel, Nathan C.

2017-01-01

Objective: To evaluate whether a multimodal intervention for children with attention-deficit hyperactivity disorder (ADHD) resulted in better long-term health and education outcomes and reduced inequity across the socioeconomic gradient. Method: We analyzed administrative data held in the Manitoba Population Research Data Repository describing recipients of a combined pharmacological/behavioural intervention for ADHD. The study cohort included children aged 5 to 17 years who visited the Manitoba Adolescent Treatment Centre’s ADHD intervention service at least 3 times (2007-2012). Controls were matched on age, sex, year of ADHD diagnosis, and income quintile. We compared rates of hospital and emergency department visits, medication use and adherence, contact with child welfare services, and whether children were in their age-appropriate grade. We used concentration curves to estimate differences in outcomes between children from high- and low-income families. Results: Children who received the intervention (n = 485) had higher rates of medication use (rate ratio [RR], 1.21; 95% CI, 1.08 to 1.36) and adherence (RR, 1.42; 95% CI, 1.03 to 1.96) and were more likely to be in their age-appropriate grade (RR, 1.33; 95% CI, 1.09 to 1.63) compared with controls (n = 1884). The intervention was also associated with reduced inequity in these outcomes across income deciles. There was no difference in the rates of hospital or emergency department visits or contacts with child welfare services. Conclusions: A multimodal ADHD intervention was associated with increased medication use and adherence and higher academic achievement. It was also related to lower inequity across the socioeconomic gradient. These results suggest that multimodal approaches may provide more equitable health and education outcomes for children with ADHD. PMID:28146649

31 CFR 391.2 - Equitable considerations.

Code of Federal Regulations, 2010 CFR

2010-07-01

..., AND PENALTIES § 391.2 Equitable considerations. For reasons of equity and good conscience, late charges may be waived under the circumstances identified in this section. (a) Where, without fault or bad...

75 FR 39994 - AXA Equitable Life Insurance Company, et al.; Notice of Application

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-13

... SECURITIES AND EXCHANGE COMMISSION [Release No. IC-29338; File No. 812-13686] AXA Equitable Life... securities and for an order of exemption pursuant to Section 17(b) of the Act. APPLICANTS: AXA Equitable Life... Equitable Separate Accounts''), MONY Life Insurance Company of America (``MLOA'') and MONY America Variable...

Spectral partitioning in equitable graphs.

PubMed

Barucca, Paolo

2017-06-01

Graph partitioning problems emerge in a wide variety of complex systems, ranging from biology to finance, but can be rigorously analyzed and solved only for a few graph ensembles. Here, an ensemble of equitable graphs, i.e., random graphs with a block-regular structure, is studied, for which analytical results can be obtained. In particular, the spectral density of this ensemble is computed exactly for a modular and bipartite structure. Kesten-McKay's law for random regular graphs is found analytically to apply also for modular and bipartite structures when blocks are homogeneous. An exact solution to graph partitioning for two equal-sized communities is proposed and verified numerically, and a conjecture on the absence of an efficient recovery detectability transition in equitable graphs is suggested. A final discussion summarizes results and outlines their relevance for the solution of graph partitioning problems in other graph ensembles, in particular for the study of detectability thresholds and resolution limits in stochastic block models.

Spectral partitioning in equitable graphs

NASA Astrophysics Data System (ADS)

Barucca, Paolo

2017-06-01

Graph partitioning problems emerge in a wide variety of complex systems, ranging from biology to finance, but can be rigorously analyzed and solved only for a few graph ensembles. Here, an ensemble of equitable graphs, i.e., random graphs with a block-regular structure, is studied, for which analytical results can be obtained. In particular, the spectral density of this ensemble is computed exactly for a modular and bipartite structure. Kesten-McKay's law for random regular graphs is found analytically to apply also for modular and bipartite structures when blocks are homogeneous. An exact solution to graph partitioning for two equal-sized communities is proposed and verified numerically, and a conjecture on the absence of an efficient recovery detectability transition in equitable graphs is suggested. A final discussion summarizes results and outlines their relevance for the solution of graph partitioning problems in other graph ensembles, in particular for the study of detectability thresholds and resolution limits in stochastic block models.

The Contribution of Equitation Science to Minimising Horse-Related Risks to Humans.

PubMed

Starling, Melissa; McLean, Andrew; McGreevy, Paul

2016-02-23

Equitation science is an evidence-based approach to horse training and riding that focuses on a thorough understanding of both equine ethology and learning theory. This combination leads to more effective horse training, but also plays a role in keeping horse riders and trainers safe around horses. Equitation science underpins ethical equitation, and recognises the limits of the horse's cognitive and physical abilities. Equitation is an ancient practice that has benefited from a rich tradition that sees it flourishing in contemporary sporting pursuits. Despite its history, horse-riding is an activity for which neither horses nor humans evolved, and it brings with it significant risks to the safety of both species. This review outlines the reasons horses may behave in ways that endanger humans and how training choices can exacerbate this. It then discusses the recently introduced 10 Principles of Equitation Science and explains how following these principles can minimise horse-related risk to humans and enhance horse welfare.

Creating an Equitable Learning Environment

ERIC Educational Resources Information Center

Bayles, Taryn; Morrell, Claudia

2018-01-01

To better understand the components that create an equitable learning environment, we have analyzed a number of highly successful programs that we developed and conducted targeting K-12 students, their teachers, and university students. We identified four criteria experienced by the student that are essential for his or her recruitment,…

Talking Circles Promote Equitable Discourse

ERIC Educational Resources Information Center

Hung, Marcus

2015-01-01

Teachers facilitate math talk in the classroom, but introducing a structured discussion format called the "talking circle" can influence opportunities for equitable student participation. Drawing on his reflections over the 2013-14 academic year and reviewing his detailed teaching notes and lesson plans, Marcus Hung takes a close look at…

7 CFR 760.106 - Equitable relief.

Code of Federal Regulations, 2010 CFR

2010-01-01

... accordance with the FCIA (7 U.S.C. 1501-1524) or (ii) Application closing date for NAP. (b) Equitable relief... intent of defeating the purposes of a program of insurance, NAP, or any other program administered under...

Education in a Diverse Society Necessitates the Implementation of an Equitable Language Policy: The Russian Experience

ERIC Educational Resources Information Center

Sinagatullin, Ilghiz M.

2013-01-01

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 Russia as…

20 CFR 222.57 - When an equitably adopted child is dependent.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 1 2014-04-01 2012-04-01 true When an equitably adopted child is dependent. 222.57 Section 222.57 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Child Support and Dependency § 222.57 When an equitably adopted child is...

20 CFR 222.57 - When an equitably adopted child is dependent.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 1 2011-04-01 2011-04-01 false When an equitably adopted child is dependent. 222.57 Section 222.57 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Child Support and Dependency § 222.57 When an equitably adopted child is...

20 CFR 222.57 - When an equitably adopted child is dependent.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false When an equitably adopted child is dependent. 222.57 Section 222.57 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Child Support and Dependency § 222.57 When an equitably adopted child is...

20 CFR 222.57 - When an equitably adopted child is dependent.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 1 2013-04-01 2012-04-01 true When an equitably adopted child is dependent. 222.57 Section 222.57 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Child Support and Dependency § 222.57 When an equitably adopted child is...

20 CFR 222.57 - When an equitably adopted child is dependent.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 1 2012-04-01 2012-04-01 false When an equitably adopted child is dependent. 222.57 Section 222.57 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Child Support and Dependency § 222.57 When an equitably adopted child is...

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

PubMed

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, p<.001; equity γ=-0.05, p=.007; and engagement γ=-0.05, p<.001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, p<.001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

NASA Astrophysics Data System (ADS)

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

Center for the Advancement of Pharmacy Education 2013 Educational Outcomes

PubMed Central

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

2013-01-01

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

We've Come a Long Way--Maybe: New Challenges for Gender Equity in Education

ERIC Educational Resources Information Center

Spencer, Renee; Porche, Michelle V.; Tolman, Deborah L.

2003-01-01

The purpose of this study was to examine the relationship between school-wide gender equity efforts and seventh grade girls' and boys' educational outcomes and psychological functioning. In this paper, we detail the components of the study, which included documenting that this school did in fact have a gender equitable environment; measuring…

20 CFR 404.734 - Evidence you are an equitably adopted child.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Evidence you are an equitably adopted child... Evidence you are an equitably adopted child. In many States, the law will treat someone as a child of another if he or she agreed to adopt the child, the natural parents or the person caring for the child...

Gender-Biased Communication in Physical Education

ERIC Educational Resources Information Center

Valley, Julia A.; Graber, Kim C.

2017-01-01

Purpose: This study examined physical education teachers' awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how…

The Significance of the Interculturally Competent School Psychologist for Achieving Equitable Education Outcomes for Migrant Students

ERIC Educational Resources Information Center

Lanfranchi, Andrea

2014-01-01

This article examines procedures and processes that result in the over-referral of migrant students to separate special education programmes and, as a consequence, their exclusion from general education. The particular focus is on the role of the school psychologist in this process. The empirical study is a comparison of Swiss teachers' and school…

Answering the Call for Equitable Access to Effective Teachers: Lessons Learned from State-Based Teacher Preparation Efforts in Georgia, Indiana, Michigan, New Jersey, and Ohio

ERIC Educational Resources Information Center

Woodrow Wilson National Fellowship Foundation, 2015

2015-01-01

The nation's teacher education programs are not producing the quantity or quality of teachers needed, particularly in needed subjects. The only way to ensure a strong enough pipeline of effective teachers to ensure equitable access is to dramatically increase how states are preparing prospective educators. The Woodrow Wilson National Fellowship…

Community Science: creating equitable partnerships for the advancement of scientific knowledge for action.

NASA Astrophysics Data System (ADS)

Lewis, E. S.; Gehrke, G. E.

2017-12-01

In a historical moment where the legitimacy of science is being questioned, it is essential to make science more accessible to the public. Active participation increases the legitimacy of projects within communities (Sidaway 2009). Creating collaborations in research strengthens not only the work by adding new dimensions, but also the social capital of communities through increased knowledge, connections, and decision making power. In this talk, Lewis will discuss how engagement at different stages of the scientific process is possible, and how researchers can actively develop opportunities that are open and inviting. Genuine co-production in research pushes scientists to work in new ways, and with people from different backgrounds, expertise, and lived experiences. This approach requires a flexible and dynamic balance of learning, sharing, and creating for all parties involved to ensure more meaningful and equitable participation. For example, in community science such as that by Public Lab, the community is at the center of scientific exploration. The research is place-based and is grounded in the desired outcomes of community members. Researchers are able to see themselves as active participants in this work alongside community members. Participating in active listening, developing plans together, and using a shared language built through learning can be helpful tools in all co-production processes. Generating knowledge is powerful. Through genuine collaboration and co-creation, science becomes more relevant. When community members are equitable stakeholders in the scientific process, they are better able to engage and advocate for the changes they want to see in their communities. Through this talk, session attendees will learn about practices that promote equitable participation in science, and hear examples of how the community science process engages people in both the knowledge production, and in the application of science.

Mind-Sets and Equitable Education

ERIC Educational Resources Information Center

Dweck, Carol S.

2010-01-01

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'…

48 CFR 552.243-71 - Equitable Adjustments.

Code of Federal Regulations, 2011 CFR

2011-10-01

... (exclusive of employer's overhead, profit, and any labor cost burdens carried in employer's overhead rate... condition giving rise to entitlement to an equitable adjustment, including increases or decreases to... site, unless separately itemized); (2) Labor cost broken down by trade, employer, occupation, quantity...

34 CFR 300.138 - Equitable services provided.

Code of Federal Regulations, 2014 CFR

2014-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... parentally-placed private school children with disabilities must be provided by personnel meeting the same... secondary school teachers who are providing equitable services to parentally-placed private school children...

34 CFR 300.138 - Equitable services provided.

Code of Federal Regulations, 2012 CFR

2012-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... parentally-placed private school children with disabilities must be provided by personnel meeting the same... secondary school teachers who are providing equitable services to parentally-placed private school children...

34 CFR 300.138 - Equitable services provided.

Code of Federal Regulations, 2013 CFR

2013-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... parentally-placed private school children with disabilities must be provided by personnel meeting the same... secondary school teachers who are providing equitable services to parentally-placed private school children...

Is health care financing in Uganda equitable?

PubMed

Zikusooka, C M; Kyomuhang, R; Orem, J N; Tumwine, M

2009-10-01

Health care financing provides the resources and economic incentives for operating health systems and is a key determinant of health system performance. Equitable financing is based on: financial protection, progressive financing and cross-subsidies. This paper describes Uganda's health care financing landscape and documents the key equity issues associated with the current financing mechanisms. We extensively reviewed government documents and relevant literature and conducted key informant interviews, with the aim of assessing whether Uganda's health care financing mechanisms exhibited the key principles of fair financing. Uganda's health sector remains significantly under-funded, mainly relying on private sources of financing, especially out-of-pocket spending. At 9.6 % of total government expenditure, public spending on health is far below the Abuja target of 15% that GoU committed to. Prepayments form a small proportion of funding for Uganda's health sector. There is limited cross-subsidisation and high fragmentation within and between health financing mechanisms, mainly due to high reliance on out-of-pocket payments and limited prepayment mechanisms. Without compulsory health insurance and low coverage of private health insurance, Uganda has limited pooling of resources, and hence minimal cross-subsidisation. Although tax revenue is equitable, the remaining financing mechanisms for Uganda are inequitable due to their regressive nature, their lack of financial protection and limited cross-subsidisation. Overall, Uganda's current health financing is inequitable and fragmented. The government should take explicit action to promote equitable health care financing by establishing pre-payment schemes, enhancing cross-subsidisation mechanisms and through appropriate integration of financing mechanisms.

The problem with outcomes-based curricula in medical education: insights from educational theory.

PubMed

Rees, Charlotte E

2004-06-01

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. This paper aims to discuss the problems surrounding outcomes-based curricula in medical education, using insights from educational theory. The paper begins with a discussion of the traditions, values and ideologies of medical curricula. It continues by analysing the issue of control within the curriculum and argues that curriculum designers and teachers control product-orientated curricula, leading to student disempowerment. The paper debates outcomes-based curricula from an ideological perspective and argues that learning outcomes cannot specify exactly what is to be achieved as a result of learning. The paper argues that medical schools should adopt a model for co-operative control of the curriculum, thus empowering learners. The paper also suggests that medical educators should determine the value of precise learning outcomes before blindly adopting an outcomes-based model.

The Role of System Alignment in Care and Education of Children from Birth to Grade 3

ERIC Educational Resources Information Center

Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Yuan, Jing; Hu, Shanshan

2015-01-01

The emerging concept of system alignment refers to how different systems in care and education of young children can be integrated to work together as a whole system that is more effective, efficient, and equitable to produce excellent outcomes in children. The purpose of this article is to provide a review of the existing literature on system…

FINANCIAL LITERACY, FINANCIAL EDUCATION AND ECONOMIC OUTCOMES

PubMed Central

Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

2013-01-01

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

FINANCIAL LITERACY, FINANCIAL EDUCATION AND ECONOMIC OUTCOMES.

PubMed

Hastings, Justine S; Madrian, Brigitte C; Skimmyhorn, William L

2013-05-01

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.

Contextual Problem Defining: Learning to Think and Act from the Standpoint of Equity

ERIC Educational Resources Information Center

Pena, Edlyn Vallejo; Bensimon, Estela Mara; Colyar, Julia

2006-01-01

One of the most critical challenges facing institutions of higher education in the twenty-first century is the need to be more accountable for producing equitable educational outcomes for students of color. Although access to higher education has increased significantly over the past two decades, it has not translated into equitable educational…

Childhood Maltreatment and Educational Outcomes.

PubMed

Romano, Elisa; Babchishin, Lyzon; Marquis, Robyn; Fréchette, Sabrina

2015-10-01

Children (0-18 years) with maltreatment histories are vulnerable to experiencing difficulties across multiple domains of functioning, including educational outcomes that encompass not only academic achievement but also mental well-being. The current literature review adopted Slade and Wissow's model to examine (1) the link between childhood maltreatment and academic achievement, (2) the link between childhood maltreatment and mental health outcomes (i.e., emotional and behavioral difficulties), and (3) the bidirectional relationship between childhood academic achievement and mental health. In addition, we reviewed variables that might influence or help explain the link between childhood maltreatment and educational outcomes, drawing on developmental perspectives and Bronfenbrenner's ecological model. Finally, whenever possible, we presented findings specific to maltreated children in out-of-home care to highlight the unique challenges experienced by this population. Results indicated that children with maltreatment histories often experience impairments in both their academic performance (e.g., special education, grade retention, lower grades) and mental well-being (e.g., anxiety, low mood, aggression, social skills deficits, poor interpersonal relationships). These impairments appeared to be particularly pronounced among maltreated children in out-of-home care. Findings, albeit sparse, also indicated that mental health difficulties are negatively associated with children's academic achievement and, similarly, that academic achievement deficits are linked with mental health problems. The link between childhood maltreatment and educational outcomes may be partly explained through the disruption of key developmental processes in children, such as attachment, emotion regulation, and sense of agency. As well, maltreatment characteristics and the functioning of various systems in which children are embedded (e.g., family, school, child welfare) can serve to positively

Does Integrating Family Planning into HIV Services Improve Gender Equitable Attitudes? Results from a Cluster Randomized Trial in Nyanza, Kenya.

PubMed

Newmann, Sara J; Rocca, Corinne H; Zakaras, Jennifer M; Onono, Maricianah; Bukusi, Elizabeth A; Grossman, Daniel; Cohen, Craig R

2016-09-01

This study investigated whether integrating family planning (FP) services into HIV care was associated with gender equitable attitudes among HIV-positive adults in western Kenya. Surveys were conducted with 480 women and 480 men obtaining HIV services from 18 clinics 1 year after the sites were randomized to integrated FP/HIV services (N = 12) or standard referral for FP (N = 6). We used multivariable regression, with generalized estimating equations to account for clustering, to assess whether gender attitudes (range 0-12) were associated with integrated care and with contraceptive use. Men at intervention sites had stronger gender equitable attitudes than those at control sites (adjusted mean difference in scores = 0.89, 95 % CI 0.03-1.74). Among women, attitudes did not differ by study arm. Gender equitable attitudes were not associated with contraceptive use among men (AOR = 1.06, 95 % CI 0.93-1.21) or women (AOR = 1.03, 95 % CI 0.94-1.13). Further work is needed to understand how integrating FP into HIV care affects gender relations, and how improved gender equity among men might be leveraged to improve contraceptive use and other reproductive health outcomes.

Sex Education and Sex Stereotypes: Theory and Practice. Working Paper No. 198.

ERIC Educational Resources Information Center

Stubbs, Margaret L.

This paper presents an explanation of practitioners' reactions to sex equitable sex education. Several constraints can prohibit practitioners from engaging in sex equitable sex education: (1) lack of community support; (2) lack of expertise in human sexuality education; (3) vagueness of school committee views; and (4) lack of answers to logistical…

Assessing Outcomes in Optometric Education: A Commentary by the Council on Optometric Education.

ERIC Educational Resources Information Center

Optometric Education, 1998

1998-01-01

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…

The Equitable Distribution of High-Quality Teachers

ERIC Educational Resources Information Center

Bumgardner, Stan

2010-01-01

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…

Education in Chile. Reviews of National Policies for Education

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

Chile's education system can foster stronger economic, democratic and social development in the country. There are significant macroeconomic benefits to education, such as increased productivity. That said, individuals tend to benefit the most from high-quality, equitable education systems. In 2004, the Organisation for Economic Cooperation and…

Financial Literacy, Financial Education, and Economic Outcomes

ERIC Educational Resources Information Center

Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

2013-01-01

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…

Using Education Diplomacy to Help 15 Learning Champions Rethink Educational Assessment

ERIC Educational Resources Information Center

Anderson, Kate

2018-01-01

Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being…

Institutionalizing Equitable Policies and Practices for Contingent Faculty

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2013-01-01

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…

Measuring Inclusive Education Outcomes in Alberta, Canada

ERIC Educational Resources Information Center

Loreman, Tim

2014-01-01

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…

How equitable are community health worker programmes and which programme features influence equity of community health worker services? A systematic review.

PubMed

McCollum, Rosalind; Gomez, Woedem; Theobald, Sally; Taegtmeyer, Miriam

2016-05-20

Community health workers (CHWs) are uniquely placed to link communities with the health system, playing a role in improving the reach of health systems and bringing health services closer to hard-to-reach and marginalised groups. A systematic review was conducted to determine the extent of equity of CHW programmes and to identify intervention design factors which influence equity of health outcomes. In accordance with our published protocol, we systematically searched eight databases from 2004 to 2014 for quantitative and qualitative studies which assessed access, utilisation, quality or community empowerment following introduction of a CHW programme according to equity stratifiers (place of residence, gender, socio-economic position and disability). Thirty four papers met inclusion criteria. A thematic framework was applied and data extracted and managed, prior to charting and thematic analysis. To our knowledge this is the first systematic review that describes the extent of equity within CHW programmes and identifies CHW intervention design features which influence equity. CHW programmes were found to promote equity of access and utilisation for community health by reducing inequities relating to place of residence, gender, education and socio-economic position. CHWs can also contribute towards more equitable uptake of referrals at health facility level. There was no clear evidence for equitable quality of services provided by CHWs and limited information regarding the role of the CHW in generating community empowerment to respond to social determinants of health. Factors promoting greater equity of CHW services include recruitment of most poor community members as CHWs, close proximity of services to households, pre-existing social relationship with CHW, provision of home-based services, free service delivery, targeting of poor households, strengthened referral to facility, sensitisation and mobilisation of community. However, if CHW programmes are not well

What Matters in Education: A Decomposition of Educational Outcomes with Multiple Measures

ERIC Educational Resources Information Center

Li, Jinjing; Miranti, Riyana; Vidyattama, Yogi

2017-01-01

Significant variations in educational outcomes across both the spatial and socioeconomic spectra in Australia have been widely debated by policymakers in recent years. This paper examines these variations and decomposes educational outcomes into 3 major input factors: availability of school resources, socioeconomic background, and a latent factor…

Changing Systems to Improve Outcomes: A Midterm Review of PTR Implementation Partnerships. Insights on Equity and Outcomes. Issue 17

ERIC Educational Resources Information Center

Graham, Edmund; McCambly, Heather

2016-01-01

One of the driving forces behind the design of the Pathways to Results (PTR) initiative is to dismantle and redesign systems to produce equitable outcomes. This notion of systems producing the exact outcomes for which they were designed can also be applied to the Pathways to Results methodology itself. After five years of leading PTR initiatives…

48 CFR 49.208 - Equitable adjustment after partial termination.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Equitable adjustment after partial termination. 49.208 Section 49.208 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACT MANAGEMENT TERMINATION OF CONTRACTS Additional Principles for Fixed-Price Contracts...

Multidimensional outcome considerations in assessing the efficacy of medical educational programs.

PubMed

Blumberg, Phyllis

2003-01-01

To be accredited, schools must evaluate the effectiveness of their programs. Educators are looking for specific indicators beyond the traditional measures. Data from multiple methods, including indicators of student performance and of the institutional environment, can be used to determine if educational program goals are met. This article outlines specific ways to consider three types of efficacy outcomes that are consistent with accreditation guidelines: educational, clinical career, and environmental outcomes. Specific measurable outcomes for each of these categories are derived from higher education literature: for example, learning approaches and information acquisition for education; professional behaviors and interpersonal dimensions for clinical career, and scholarship of teaching and teaching itself as a shared and valued activity for environmental outcomes. These outcomes address student assessment and program evaluation. Data from problem-based learning programs illustrate these outcomes. Educators can determine if educational program innovations have met their goals by collecting efficacy outcome data.

20 CFR 222.34 - Relationship resulting from equitable adoption.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 1 2011-04-01 2011-04-01 false Relationship resulting from equitable adoption. 222.34 Section 222.34 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Relationship as Child § 222.34 Relationship resulting from...

20 CFR 222.34 - Relationship resulting from equitable adoption.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Relationship resulting from equitable adoption. 222.34 Section 222.34 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Relationship as Child § 222.34 Relationship resulting from...

20 CFR 222.34 - Relationship resulting from equitable adoption.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 1 2012-04-01 2012-04-01 false Relationship resulting from equitable adoption. 222.34 Section 222.34 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT FAMILY RELATIONSHIPS Relationship as Child § 222.34 Relationship resulting from...

Desegregation, the Attack on Public Education, and the Inadvertent Critiques of Social Justice Educators: Implications for Teacher Education

ERIC Educational Resources Information Center

Philip, Thomas M.

2012-01-01

There is a growing recognition in teacher education that in order to work toward a more equitable and just society, programs of teacher education must explicitly engage with the political commitments of teachers and teacher educators (Cochran-Smith, 2005). They must prepare prospective teachers to address "societal structures that perpetuate…

48 CFR 243.205-71 - Requests for equitable adjustment.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Requests for equitable adjustment. 243.205-71 Section 243.205-71 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders 243.205-71...

48 CFR 243.205-71 - Requests for equitable adjustment.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 3 2011-10-01 2011-10-01 false Requests for equitable adjustment. 243.205-71 Section 243.205-71 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders 243.205-71...

Model Learner Outcomes for Agriculture/Agribusiness Education.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

Chapter 1 of this document contains sets of statements adopted by the Minnesota State Board of Education or Minnesota State Legislature. They represent the hierarchy used by Department of Education staff to develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy of education,…

Physical Education Performance Outcomes and Cognitive Function

ERIC Educational Resources Information Center

Castelli, Darla M.; Hillman, Charles H.

2007-01-01

This article intends to inform physical education teachers about the current research describing the relationship between physical education performance outcomes as identified by the national physical education standards (i.e., regular participation in physical activity, physical fitness, motor competence; National Association of Physical…

Borrowing from Business and Equitable Transformation in Education.

ERIC Educational Resources Information Center

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…

Assessing Baccalaureate Advertising Education Outcome Utilizing Marketing Education Curriculum Development Strategies.

ERIC Educational Resources Information Center

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…

How fair is an equitable distribution?

NASA Astrophysics Data System (ADS)

Ramírez Barrios, Elena; Díaz Ochoa, Juan G.; Schneider, Johannes J.

2007-01-01

Envy is a rather complex and irrational emotion. In general, it is very difficult to obtain a measure of this feeling, but in an economical context envy becomes an observable which can be measured. When various individuals compare their possessions, envy arises due to the inequality of their different allocations of commodities and different preferences. In this paper, we show that an equitable distribution of goods does not guarantee a state of fairness between agents and in general that envy cannot be controlled by tuning the distribution of goods.

Longitudinal Associations between Physical Activity and Educational Outcomes.

PubMed

Kari, Jaana T; Pehkonen, Jaakko; Hutri-Kähönen, Nina; Raitakari, Olli T; Tammelin, Tuija H

2017-11-01

This longitudinal study examined the role of leisure-time physical activity in academic achievement at the end of compulsory basic education and educational attainment in adulthood. The data were drawn from the ongoing longitudinal Cardiovascular Risk in Young Finns Study, which was combined with register-based data from Statistics Finland. The study consisted of children who were 12 yr (n = 1723, 49% boys) and 15 yr (n = 2445, 48% boys) of age at the time when physical activity was measured. The children were followed up until 2010, when their mean age was 40 yr. Physical activity was self-reported and included several measurements: overall leisure-time physical activity outside school hours, participation in sports club training sessions, and participation in sports competitions. Individuals' educational outcomes were measured with the self-reported grade point average at age 15 yr and register-based information on the years of completed postcompulsory education in adulthood. Ordinary least squares models and the instrumental variable approach were used to analyze the relationship between physical activity and educational outcomes. Physical activity in adolescence was positively associated with educational outcomes. Both the physical activity level at age 15 yr and an increase in the physical activity level between the ages of 12 and 15 yr were positively related to the grade point average at age 15 yr and the years of postcompulsory education in adulthood. The results were robust to the inclusion of several individual and family background factors, including health endowments, family income, and parents' education. The results provide evidence that physical activity in adolescence may not only predict academic success during compulsory basic education but also boost educational outcomes later in life.

Measuring the General Education Outcomes: Practical Strategies.

ERIC Educational Resources Information Center

Peterson, Anne; And Others

Prepared in an effort to more clearly define and measure general education outcomes at Columbus State Community College, in Ohio, this handbook describes outcomes and associated student behaviors and provides suggestions for assessing the outcomes. Following introductory materials, a list is provided of the college's six general education…

Application of Matrix Outcome Mapping to Constructively Align Program Outcomes and Course Outcomes in Higher Education

ERIC Educational Resources Information Center

Mazouz, Abdelkader; Crane, Keenan

2013-01-01

Establishing a link between Course Learning Outcomes (LOs) and Program Outcomes (POs) while assessing the course contents and delivery are among the most challenging issues in Higher Education. In the present study two forms were generated based on specific Course Learning Outcomes identified in the syllabus at the beginning of the teaching term:…

Baccalaureate education in nursing and patient outcomes.

PubMed

Blegen, Mary A; Goode, Colleen J; Park, Shin Hye; Vaughn, Thomas; Spetz, Joanne

2013-02-01

The aim of this study was to examine the effects of registered nurse (RN) education by determining whether nurse-sensitive patient outcomes were better in hospitals with a higher proportion of RNs with baccalaureate degrees. The Future of Nursing report recommends increasing the percentage of RNs with baccalaureate degrees from 50% to 80% by 2020. Research has linked RN education levels to hospital mortality rates but not with other nurse-sensitive outcomes. This was a cross-sectional study that, with the use of data from 21 University HealthSystem Consortium hospitals, analyzed the association between RN education and patient outcomes (risk-adjusted patient safety and quality of care indicators), controlling for nurse staffing and hospital characteristics. Hospitals with a higher percentage of RNs with baccalaureate or higher degrees had lower congestive heart failure mortality, decubitus ulcers, failure to rescue, and postoperative deep vein thrombosis or pulmonary embolism and shorter length of stay. The recommendation of the Future of Nursing report to increase RN education levels is supported by these findings.

Species richness, equitability, and abundance of ants in disturbed landscapes

USGS Publications Warehouse

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.

2009-01-01

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.

Longitudinal Associations between Physical Activity and Educational Outcomes

PubMed Central

KARI, JAANA T.; PEHKONEN, JAAKKO; HUTRI-KÄHÖNEN, NINA; RAITAKARI, OLLI T.; TAMMELIN, TUIJA H.

2017-01-01

ABSTRACT Purpose This longitudinal study examined the role of leisure-time physical activity in academic achievement at the end of compulsory basic education and educational attainment in adulthood. Methods The data were drawn from the ongoing longitudinal Cardiovascular Risk in Young Finns Study, which was combined with register-based data from Statistics Finland. The study consisted of children who were 12 yr (n = 1723, 49% boys) and 15 yr (n = 2445, 48% boys) of age at the time when physical activity was measured. The children were followed up until 2010, when their mean age was 40 yr. Physical activity was self-reported and included several measurements: overall leisure-time physical activity outside school hours, participation in sports club training sessions, and participation in sports competitions. Individuals’ educational outcomes were measured with the self-reported grade point average at age 15 yr and register-based information on the years of completed postcompulsory education in adulthood. Ordinary least squares models and the instrumental variable approach were used to analyze the relationship between physical activity and educational outcomes. Results Physical activity in adolescence was positively associated with educational outcomes. Both the physical activity level at age 15 yr and an increase in the physical activity level between the ages of 12 and 15 yr were positively related to the grade point average at age 15 yr and the years of postcompulsory education in adulthood. The results were robust to the inclusion of several individual and family background factors, including health endowments, family income, and parents’ education. Conclusion The results provide evidence that physical activity in adolescence may not only predict academic success during compulsory basic education but also boost educational outcomes later in life. PMID:29045322

Association of education level with dialysis outcome.

PubMed

Khattak, Muhammad; Sandhu, Gurprataap S; Desilva, Ranil; Goldfarb-Rumyantzev, Alexander S

2012-01-01

The impact of education on health care outcome has been studied in the past, but its role in the dialysis population is unclear. In this report, we evaluated this association. We used the United States Renal Data System data of end-stage renal disease patients aged 18 years. Education level at the time of end-stage renal disease onset was the primary variable of interest. The outcome of the study was patient mortality. We used four categories of education level: 0 = less than 12 years of education; 1 = high school graduate; 2 = some college; 3 = college graduate. Subgroups based on age, race, sex, donor type, and diabetic status were also analyzed. After adjustments for covariates in the Cox model, using individuals with less than 12 years of education as a reference, patients with college education showed decreased mortality with hazard ratio of 0.81 (95% confidence interval 0.69–0.95), P = 0.010. In conclusion, we showed that higher education level is associated with improved survival of patients on dialysis.

CETA: Is It Equitable for Women? A Rand Note.

ERIC Educational Resources Information Center

Berryman, Sue E.; And Others

A study assessed whether the Comprehensive Employment and Training Act (CETA) equitably allocates its training, employment, occupational, and wage benefits by sex. To analyze the sex equity of CETA's resource distribution, researchers used data from the Continuous Longitudinal Manpower Survey (CLMS) for fiscal 1976, 1977, and 1978 CETA enrollees.…

Girls' Education and Gender Equality. Factsheet

ERIC Educational Resources Information Center

Global Partnership for Education, 2016

2016-01-01

This brief fact sheet presents benefits of investing in gender equality, how the Global Partnership for Education (GPE) supports inclusive and equitable quality education, as well as the results it has achieved.

48 CFR 52.250-5 - SAFETY Act-Equitable Adjustment.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Act—Equitable Adjustment (FEB 2009) (a) Definitions. As used in this clause— Act of terrorism means..., to a person, property, or entity, in the United States, or in the case of a domestic United States air carrier or a United States-flag vessel (or a vessel based principally in the United States on...

Model Learner Outcomes for Home Economics Education.

ERIC Educational Resources Information Center

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…

Paternal education and adverse birth outcomes in Canada.

PubMed

Shapiro, Gabriel D; Bushnik, Tracey; Sheppard, Amanda J; Kramer, Michael S; Kaufman, Jay S; Yang, Seungmi

2017-01-01

Research on predictors of adverse birth outcomes has focused on maternal characteristics. Much less is known about the role of paternal factors. Paternal education is an important socioeconomic marker that may predict birth outcomes over and above maternal socioeconomic indicators. Using data from the 2006 Canadian Birth-Census Cohort, we estimated the associations between paternal education and preterm birth, small-for-gestational-age (SGA) birth, stillbirth and infant mortality in Canada, controlling for maternal characteristics. Binomial regression was used to estimate risk ratios and risk differences for adverse birth outcomes associated with paternal education, after controlling for maternal education, age, marital status, parity, ethnicity and nativity. A total of 131 285 singleton births were included in the present study. Comparing the lowest to the highest paternal education category, adjusted risk ratios (95% CIs) were 1.22 (1.10 to 1.35) for preterm birth, 1.13 (1.03 to 1.23) for SGA birth, 1.92 (1.28 to 2.86) for stillbirth and 1.67 (1.01 to 2.75) for infant mortality. Consistent patterns of associations were observed for absolute risk differences. Our study suggests that low paternal education increases the risk of adverse birth outcomes, and especially of fetal and infant mortality, independently from maternal characteristics. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Sexual Outcomes and Satisfaction with Hysterectomy: Influence of Patient Education

PubMed Central

Bradford, Andrea; Meston, Cindy

2010-01-01

Introduction Many women experience improved sexual function after hysterectomy. However, a sizeable minority of women report worsened sexual function after the surgery, and concerns about the effect of surgery on sexual function are common among women planning to undergo hysterectomy. Aim The present study examined the role of education about the potential sexual consequences of hysterectomy in predicting self-reported outcomes and satisfaction with the procedure. Methods We conducted a cross-sectional survey of 204 women who had undergone simple hysterectomy in the preceding 3–12 months. Participants volunteered in response to a Web-based advertisement. Main Outcome Measures Participants indicated their current sexual function using the Female Sexual Function Index (FSFI), and reported positive and negative sexual outcomes experienced after hysterectomy using a checklist. Participants also completed questionnaire items regarding satisfaction with hysterectomy and education from their physicians about sexual risks and benefits prior to surgery. Results Current sexual function scores were related to self-reports of positive and negative sexual outcomes following hysterectomy and overall satisfaction with hysterectomy. Education from a physician about possible adverse sexual outcomes was largely unrelated to self-reports of having experienced those outcomes. However, education about possible negative sexual outcomes predicted overall satisfaction with hysterectomy when controlling for self-reports of positive and negative sexual outcomes. Conclusion Education about potential negative sexual outcomes after surgery may enhance satisfaction with hysterectomy, independent of whether negative sexual outcomes were experienced. Including a discussion of potential sexual changes after surgery may enhance the benefits of presurgical counseling prior to hysterectomy. PMID:17087803

Educational Outcomes for Secondary Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Bouck, Emily C.

2017-01-01

Attention to the educational programming of secondary students with mild intellectual disability has declined in recent decades, although the need for the attention has not, particularly when considering the postschool outcomes of this population. This paper discusses the current state postschool outcomes and secondary education services for…

Using AMLO to Improve the Quality of Teacher Education Outcomes

ERIC Educational Resources Information Center

Al-Shammari, Zaid

2012-01-01

This study aims to find ways to improve learning outcomes in teacher education courses by using an Analysis Model for Learning Outcomes (AMLO). It addresses the improvement of the quality of teacher education by analyzing learning outcomes and implementing curriculum modifications related to specific learning objectives and their effects on…

Selected Evidence Supporting or Rejecting Eighteen Outcomes for Vocational Education.

ERIC Educational Resources Information Center

McKinney, Floyd L.; Fornash, Patricia

This study was conducted to identify outcomes and to produce information to support them for vocational education selected from the myriad of outcomes ascribed to it by various publics. From a list of 252 outcome questions, the project staff, selected personnel from the National Center for Research in Vocational Education, and vocational educators…

Beyond Traditional Outcome-Based Education.

ERIC Educational Resources Information Center

Spady, William G.; Marshall, Kit J.

1991-01-01

Transitional outcome-based education lies in the twilight zone between traditional subject matter curriculum structures and planning processes and the future-role priorities inherent in transformational OBE. Districts go through incorporation, integration, and redefinition stages in implementing transitional OBE. Transformational OBE's guiding…

Female Technology Education Teachers' Experiences of Finnish Craft Education

ERIC Educational Resources Information Center

Niiranen, Sonja; Hilmola, Antti

2016-01-01

In order to introduce a more equitable gender balance in education and consequently in the labour market, it is highly relevant to continue to expand our knowledge of technology education and to give attention to gender related issues. The ultimate purpose of this study was to contribute to efforts to get more women to study technology and pursue…

Equitable Representation of Deaf People in Mainstream Academia: Why Not?

ERIC Educational Resources Information Center

Woodcock, Kathryn; Rohan, Meg J.; Campbell, Linda

2007-01-01

Approximately 5% of people in most countries have deafness or significant hearing loss. This significant minority is underrepresented in mainstream universities across the world. Background information about deafness, relevant technology and its drawbacks, and the use of interpreters are discussed. The barriers to equitable representation of…

Examining the Relationship between Creativity and Equitable Thinking in Schools

ERIC Educational Resources Information Center

Luria, Sarah R.; Kaufman, James C.

2017-01-01

This paper reviews the relationship between creativity and equitable thinking and the individual differences in personality, demographic, and experiential factors that influence both concepts as they affect each other. Given the nationwide push to increase equity in public schools, interventions beyond teaching about equity are becoming…

A model to begin to use clinical outcomes in medical education.

PubMed

Haan, Constance K; Edwards, Fred H; Poole, Betty; Godley, Melissa; Genuardi, Frank J; Zenni, Elisa A

2008-06-01

The latest phase of the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project challenges graduate medical education (GME) programs to select meaningful clinical quality indicators by which to measure trainee performance and progress, as well as to assess and improve educational effectiveness of programs. The authors describe efforts to measure educational quality, incorporating measurable patient-care outcomes to guide improvement. University of Florida College of Medicine-Jacksonville education leaders developed a tiered framework for selecting clinical indicators whose outcomes would illustrate integration of the ACGME competencies and their assessment with learning and clinical care. In order of preference, indicators selected should align with a specialty's (1) national benchmarked consensus standards, (2) national specialty society standards, (3) standards of local, institutional, or regional quality initiatives, or (4) top-priority diagnostic and/or therapeutic categories for the specialty, based on areas of high frequency, impact, or cost. All programs successfully applied the tiered process to clinical indicator selection and then identified data sources to track clinical outcomes. Using clinical outcomes in resident evaluation assesses the resident's performance as reflective of his or her participation in the health care delivery team. Programmatic improvements are driven by clinical outcomes that are shown to be below benchmark across the residents. Selecting appropriate clinical indicators-representative of quality of care and of graduate medical education-is the first step toward tracking educational outcomes using clinical data as the basis for evaluation and improvement. This effort is an important aspect of orienting trainees to using data for monitoring and improving care processes and outcomes throughout their careers.

Assessing Education Program Learning Outcomes

ERIC Educational Resources Information Center

Bahous, Rima; Nabhani, Mona

2011-01-01

Teacher education programs help teachers gain knowledge and skills, develop "new" attitudes, and impact their beliefs about teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon of existing teacher preparation programs, findings of this study could greatly contribute…

Status of Indian Women in Higher Education

ERIC Educational Resources Information Center

Ghara, Tushar Kanti

2016-01-01

Women education and empowerment are the indicators of development. Women education ensures the holistic and long development. It includes equitable and increased access to technical and vocational education and training, higher education and research with due attention to quality assurance. This communication has taken a look on women…

The Development of NOAA Education Common Outcome Performance Measures (Invited)

NASA Astrophysics Data System (ADS)

Baek, J.

2013-12-01

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

Ascertaining educational outcomes after assessment in children with learning disorders.

PubMed

Waber, Deborah P; Boiselle, Ellen C; Girard, Jonathan M; Amaral, Joseph L; Forbes, Peter W

2017-01-01

To survey educational outcomes after an interdisciplinary, neuropsychologically based team assessment for learning disorders. Parents of 137 children who underwent a comprehensive interdisciplinary neuropsychologically based assessment for learning problems completed an online survey one to four years later. Questions pertained broadly to school outcomes: positive or negative school responses, changes in special education services, and parental perceptions about the helpfulness of those services. These outcomes were examined in relation to demographic characteristics and parent satisfaction with the evaluation. We also obtained recent performance on state-based academic testing for descriptive purposes. Parents reported that schools generally responded positively (78%), and 70% reported that their children had access to more or different special education services after the evaluation. Parents nearly uniformly (98%) viewed these services as helpful. Positive changes in education services were related to income (lower income received more services, p < .05) and parent satisfaction with the evaluation (p < .05). The intensity of special education services was strongly related to performance on state-based testing (p < .0001-p < .01). School response is a relatively objective and meaningful metric of educational outcome after neuropsychologically based evaluation for children with learning problems.

Assessing Higher Education Learning Outcomes in Brazil

ERIC Educational Resources Information Center

Pedrosa, Renato H. L.; Amaral, Eliana; Knobel, Marcelo

2013-01-01

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…

Family, Community, and Educational Outcomes in South Asia

ERIC Educational Resources Information Center

Chudgar, Amita; Shafiq, M. Najeeb

2010-01-01

In this article, we review research on the economics and sociology of education to assess the relationships between family and community variables and children's educational outcomes in South Asia. At the family level, we examine the variables of family socioeconomic status (SES), parental education, family structure, and religion and caste. At…

The Power of "We" Language in Creating Equitable Learning Environments

ERIC Educational Resources Information Center

Erb, Cathy Smeltzer

2010-01-01

Effective teaching values the classroom as a learning community in which instructional approaches optimize learning for all students. Contrary to the principles of an equitable learning environment is the use of "me" language by teachers, a practice that promotes the role of teacher as high status and inadvertently excludes students from the…

48 CFR 243.204-71 - Certification of requests for equitable adjustment.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Certification of requests for equitable adjustment. 243.204-71 Section 243.204-71 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders...

48 CFR 243.204-71 - Certification of requests for equitable adjustment.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 3 2011-10-01 2011-10-01 false Certification of requests for equitable adjustment. 243.204-71 Section 243.204-71 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT CONTRACT MODIFICATIONS Change Orders...

The Need for an Interdisciplinary Approach to Norm Diffusion: The Case of Fair and Equitable Benefit-sharing.

PubMed

Parks, Louisa; Morgera, Elisa

2015-11-01

No systematic study discusses the evolution of fair and equitable benefit-sharing across various areas of international law (environment, human rights, oceans), as well as at different levels of regulation (regional and national laws and guidelines, private law contracts, transboundary codes of conduct, customary laws of indigenous peoples and local communities). This article explores the usefulness of an interdisciplinary approach to the study of norm diffusion for understanding how and why fair and equitable benefit-sharing is articulated in different sites. The article discusses mechanisms, actors and frames in norm diffusion, drawing on literature from sociology, international relations and law. The article uncovers underlying similarities in scholarship on norm diffusion across the disciplines considered. It also reflects on the value of an interdisciplinary approach that encourages legal scholars to consider the implications of power structures in the diffusion of law, while the nuances of legal knowledge may lead other social scientists to revisit accepted findings on norm diffusion. These findings appear particularly useful for informing an assessment of the potential of fair and equitable benefit-sharing to promote the conservation and sustainable use of natural resources in a fair and equitable manner in the face of power asymmetries.

Technology in Education. IDRA Focus.

ERIC Educational Resources Information Center

IDRA Newsletter, 1995

1995-01-01

This theme issue includes four articles on the effective use of computers and electronic technology in education, and on equitable access to educational technologies for Hispanics and other minority groups. "Teachers and Instructional Technology: Wise or Foolish Choices" (Laura Chris Green) describes three unproductive roles for computer…

Influences of Mastery Goal and Perceived Competence on Educational Outcomes

ERIC Educational Resources Information Center

Yeung, Alexander Seeshing; Craven, Rhonda G.; Kaur, Gurvinder

2014-01-01

Motivation research has shown significant relations of students' mastery goal orientation and perceived competence to educational outcomes, but has not simultaneously scrutinized their relative influences on various educational outcomes. In the present investigation, a sample of Australian students from 6 secondary schools in Western Sydney (N =…

Species dominance and equitability: patterns in Cenozoic foraminifera of eastern North America

USGS Publications Warehouse

Gibson, T.G.; Hill, E.E.

1992-01-01

Species dominance in benthonic foraminifera, represented by percent of the assemblage composed of the single most abundant species, shows little change in observed range of values from shallow into deep-marine waters in 1005 samples from the Gulf of Mexico, Atlantic, and Arctic margins of North America. This finding contrasts with the model that species dominance is highest in shallow-marine environments and decreases offshore into deeper marine waters. Equitability, the relation of all species abundances within an assemblage, also shows little change between the values found in shallow-marine assemblages and those found in assemblages from deeper water environments. Equitability and dominance values found in 421 assemblages from Palaeocene, Eocene, Miocene, and Pleistocene strata of the Atlantic and E Gulf of Mexico coastal plains are similar to the modern values. -from Authors

Making Education Equitable in Rural China through Distance Learning

ERIC Educational Resources Information Center

McQuaide, Shiling

2009-01-01

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…

The Technologies of Education, Communication and Distance Education.

ERIC Educational Resources Information Center

Dunnett, Colin W.

1986-01-01

Distance education has become important as both geographic isolation and need outstrip available resources. New technologies such as Australia's Diverse Use of Communications Technology system help bridge the financial gap and spread resources more equitably. Future success depends heavily on proper management of emerging technologies. (8…

Comparability of outcome frameworks in medical education: Implications for framework development.

PubMed

Hautz, Stefanie C; Hautz, Wolf E; Feufel, Markus A; Spies, Claudia D

2015-01-01

Given the increasing mobility of medical students and practitioners, there is a growing need for harmonization of medical education and qualifications. Although several initiatives have sought to compare national outcome frameworks, this task has proven a challenge. Drawing on an analysis of existing outcome frameworks, we identify factors that hinder comparability and suggest ways of facilitating comparability during framework development and revisions. We searched MedLine, EmBase and the Internet for outcome frameworks in medical education published by national or governmental organizations. We analyzed these frameworks for differences and similarities that influence comparability. Of 1816 search results, 13 outcome frameworks met our inclusion criteria. These frameworks differ in five core features: history and origins, formal structure, medical education system, target audience and key terms. Many frameworks reference other frameworks without acknowledging these differences. Importantly, the level of detail of the outcomes specified differs both within and between frameworks. The differences identified explain some of the challenges involved in comparing outcome frameworks and medical qualifications. We propose a two-level model distinguishing between "core" competencies and culture-specific "secondary" competencies. This approach could strike a balance between local specifics and cross-national comparability of outcome frameworks and medical education.

Education Outcomes and Poverty: A Reassessment. Education, Poverty and International Development

ERIC Educational Resources Information Center

Colclough, Christopher, Ed.

2012-01-01

What do we know about the outcomes of education in developing countries? Where are the gaps in our knowledge, and why are they important to fill? What are the policy challenges that underlie these knowledge gaps, and how can education best contribute to eliminating the problem of widespread poverty in the developing world? This book arises out of…

Perceptions of employment-based discrimination among newly arrived foreign-educated nurses.

PubMed

Pittman, Patricia; Davis, Catherine; Shaffer, Franklin; Herrera, Carolina-Nicole; Bennett, Cudjoe

2014-01-01

To determine whether foreign-educated nurses (FENs) perceived they were treated equitably in the U.S. workplace during the last period of high international recruitment from 2003 to 2007. With experts predicting that isolated nursing shortages could return as soon as 2015, it is important to examine the lessons learned during the last period of high international recruitment in order to anticipate and address problems that may be endemic to such periods. In this baseline study, we asked FENs who were recruited to work in the United States between 2003 and 2007 about their hourly wages; clinical and cultural orientation to the United States; wages, benefits, and shift or unit assignments; and job satisfaction. In 2008, we administered a survey to FENs who were issued VisaScreen certificates by the Commission on Graduates of Foreign Nursing Schools International between 2003 and 2007. We measured four outcomes of interest (hourly wages, job satisfaction, adequacy of orientation, and perceived discrimination) and conducted descriptive and regression analyses to determine if country of education and recruitment model were correlated with the outcomes. We found that 51% of respondents reported receiving insufficient orientation and 40% reported at least one discriminatory practice with regard to wages, benefits, or shift or unit assignments. FENs educated in low-income countries and those recruited by staffing agencies were significantly more likely than other FENs to report that they receive inequitable treatment compared with their U.S. counterparts. These findings raise both practical and ethical concerns that should interest those striving to create positive health care workplace environments and to ensure staff retention. Health care leaders should take steps to ensure that FENs are, and perceive that they are, treated equitably.

Educational Opportunity for All: Overcoming Inequality throughout the Life Course. Educational Research and Innovation

ERIC Educational Resources Information Center

Chung, Ji Eun

2017-01-01

Equitable educational opportunities can help to promote long-lasting, inclusive economic growth and social cohesion. Successful education and skills policies can empower individuals reach their full potential and enjoy the fruits of their labour, regardless of their circumstances at birth. However, as this report shows, far too many children,…

Completing the Special Education J-50 Report.

ERIC Educational Resources Information Center

California Association of School Business Officials, Sacramento.

The J-50 Report, one of the most complicated entitlement reports that any state agency requires, provides information for funding and monitoring special education services and operations throughout California and for making special education funding allocations equitable. This manual was developed to assist local educational agency (LEA) and…

Racism, Equity, and Quality of Education for International Students in South Korean Higher Education Institutes

ERIC Educational Resources Information Center

Kim, Jin-Hee

2016-01-01

This study aims to understand equity issues of international students' learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a…

Education and Telecommunications: Partners in Progress.

ERIC Educational Resources Information Center

Kitchen, Will

America's rural communities are facing increasing challenges to the provision of equitable services and economic stability. Two major rural concerns are the lack of educational opportunities and resources and potentially inadequate telecommunications infrastructures for economic development. In order to attain economic and educational parity with…

Towards an Education for Social Justice: Ethics Applied to Education. New International Studies in Applied Ethics. Volume 7

ERIC Educational Resources Information Center

Cotton, Tony, Ed.

2012-01-01

This book challenges educators to envisage an education system which sees as its goal a more socially just world. It explores the question of how education, both formal and informal, can positively impact on all pupils' life chances and life experiences. The contributors to the book take the view that access to an equitable education for all is a…

Ramadan, Fasting and Educational Outcomes

ERIC Educational Resources Information Center

Oosterbeek, Hessel; van der Klaauw, Bas

2013-01-01

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…

Student outcomes of distance learning in nursing education: an integrative review.

PubMed

Patterson, Barbara J; Krouse, Anne M; Roy, Linda

2012-09-01

Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.

Race and Special Educational Needs in the 1990s.

ERIC Educational Resources Information Center

Diniz, Fernando Almeida

1999-01-01

Discussion of effects of "institutionalized racism" on the education of black and minority children with special educational needs in the United Kingdom focuses on a Scottish study which raised issues concerning: racism in special education research; over and under representation in special education; equitable assessment, curriculum and…

The Need for an Interdisciplinary Approach to Norm Diffusion: The Case of Fair and Equitable Benefit‐sharing

PubMed Central

Morgera, Elisa

2015-01-01

No systematic study discusses the evolution of fair and equitable benefit‐sharing across various areas of international law (environment, human rights, oceans), as well as at different levels of regulation (regional and national laws and guidelines, private law contracts, transboundary codes of conduct, customary laws of indigenous peoples and local communities). This article explores the usefulness of an interdisciplinary approach to the study of norm diffusion for understanding how and why fair and equitable benefit‐sharing is articulated in different sites. The article discusses mechanisms, actors and frames in norm diffusion, drawing on literature from sociology, international relations and law. The article uncovers underlying similarities in scholarship on norm diffusion across the disciplines considered. It also reflects on the value of an interdisciplinary approach that encourages legal scholars to consider the implications of power structures in the diffusion of law, while the nuances of legal knowledge may lead other social scientists to revisit accepted findings on norm diffusion. These findings appear particularly useful for informing an assessment of the potential of fair and equitable benefit‐sharing to promote the conservation and sustainable use of natural resources in a fair and equitable manner in the face of power asymmetries. PMID:28018594

[Educational and social outcome after childhood cancer].

PubMed

Bonneau, Jacinthe; Dugas, Karyn; Louis, Aurélien; Morel, Laëtitia; Toughza, Jihane; Frappaz, Didier

2015-01-01

The survival rate improvement of childhood cancer survivors lead to question about their educational and social outcome. Authors suggest an international review in order to find risk factors of school or social failure after cancer experience. Principal cohort is studied in USA (the Children Cancer Survivor Study). Nevertheless, European studies are also published. The results vary, depending on subpopulation studied and on control choice (siblings or general population). Treatment improvement and supportive care make difficult to compare studies with current situations. Moreover, there are not international standard of education or social outcome. School and social behaviour are influenced by: types of tumor (cerebral tumor but also sometimes hemopathy and osteosarcoma), age at diagnosis (very young children and adolescent), treatments (neurotoxical treatments, hematopoietic stem cell transplant), and social or educational status of the parents. Copyright © 2015 Société Française du Cancer. Published by Elsevier Masson SAS. All rights reserved.

Strategies for Supporting Inclusive Education for Students with Disabilities

ERIC Educational Resources Information Center

Mumford, Vincent E.; Chandler, Judy Potter

2009-01-01

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 supports equitable access to educational opportunities for all children who have disabilities. IDEA requires that students who receive services for special needs receive a free appropriate public education, and have access to the general education curriculum, which includes…

Student Identification with Business Education Models: Measurement and Relationship to Educational Outcomes

ERIC Educational Resources Information Center

Halbesleben, Jonathon R. B.; Wheeler, Anthony R.

2009-01-01

Although management scholars have provided a variety of metaphors to describe the role of students in management courses, researchers have yet to explore students' identification with the models and how they are linked to educational outcomes. This article develops a measurement tool for students' identification with business education models and…

Identifying, Measuring, and Defining Equitable Mathematics Instruction

ERIC Educational Resources Information Center

Goffney, Imani Dominique

2010-01-01

Many scholars have studied the problem of persistent inequitable educational opportunities and outcomes in the U.S. They have presented analyses of the causes of these inequities and proposed solutions ranging from increasing school funding to studying participation structures in classrooms. This dissertation takes the perspective that inequities…

Recomposing consumption: defining necessities for sustainable and equitable well-being

NASA Astrophysics Data System (ADS)

Gough, Ian

2017-05-01

This paper focuses on consumption in the affluent world and the resulting level, composition and distribution of consumption-based emissions. It argues that public policy should foster the recomposition of consumption, while not disadvantaging poorer groups in the population. To combine these two imperatives entails making a distinction between goods and services that are necessary for a basic level of well-being, and those that are surplus to this requirement. The argument proceeds in six stages. First, the paper outlines a theory of universal need, as an alternative conception of well-being to consumer preference satisfaction. Second, it proposes a dual strategy methodology for identifying need satisfiers or necessities in a given social context. Then, it applies this methodology to identify a minimum bundle of necessary consumption items in the UK and speculates how it might be used to identify a maximum bundle for sustainable consumption. The next part looks at corporate barriers and structural obstacles in the path of sustainable consumption. The following part reveals a further problem: mitigation policies can result in perverse distributional outcomes when operating in contexts of great inequality. The final section suggests four ecosocial public policies that would simultaneously advance sustainable and equitable consumption in rich nations. This article is part of the themed issue 'Material demand reduction'.

Engaging youth of color in applied science education and public health promotion

NASA Astrophysics Data System (ADS)

Sprague Martinez, Linda; Bowers, Edmond; Reich, Amanda J.; Ndulue, Uchenna J.; Le, Albert An; Peréa, Flavia C.

2016-03-01

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to 'think' like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.

20 CFR 219.40 - Evidence of relationship by equitable adoption-child.

Code of Federal Regulations, 2010 CFR

2010-04-01

... the equitably adopted child of the employee (or of the employee's wife, widow, widower, or husband), as defined in part 222 of this chapter, the Board will ask for evidence of the agreement to adopt if... well as adopting parents concerning the child's relationship to the adopting parents. (b) Other...

Equity Issues in Teaching and Teacher Education

ERIC Educational Resources Information Center

Burke, Penny Jane; Whitty, Geoff

2018-01-01

Concerns about creating greater equity in education are often projected outside of teaching. Yet the creation by teachers of more equitable and inclusive educational experiences and opportunities can play an important part in wider struggles for social justice. We argue that equity must become a central dimension of teacher education to challenge…

Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

ERIC Educational Resources Information Center

McCoy, Dana Charles; Yoshikawa, Hirokazu; Ziol-Guest, Kathleen M.; Duncan, Greg J.; Schindler, Holly S.; Magnuson, Katherine; Yang, Rui; Koepp, Andrew; Shonkoff, Jack P.

2017-01-01

Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically…

Generating Outcome Measurements: Economic and Societal. A Guide to Educational Outcomes Measurements and Their Uses. Seminar No. 4.

ERIC Educational Resources Information Center

Mushkin, Selma J.; Billings, Bradley B.

This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministires, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with generating outcome measurements:…

A Review of Educational Outcomes in the Children's Mental Health Treatment Literature

ERIC Educational Resources Information Center

Becker, Kimberly D.; Brandt, Nicole Evangelista; Stephan, Sharon H.; Chorpita, Bruce F.

2014-01-01

We examined the measurement of educational outcomes related to children's mental health treatments. A total of 85 papers describing 88 randomized controlled trials that included at least one educational outcome and one mental health outcome were included in these analyses. Forty-five different measures were identified as the primary educational…

Young Adult Educational and Vocational Outcomes of Children Diagnosed with ADHD

PubMed Central

Kuriyan, Aparajita B.; Pelham, William E.; 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.

2012-01-01

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 adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment. PMID:22752720

Young adult educational and vocational outcomes of children diagnosed with ADHD.

PubMed

Kuriyan, Aparajita B; Pelham, William E; 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

2013-01-01

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 adults with and without a childhood diagnosis of ADHD on educational and occupational outcomes and the predictors of these outcomes. Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), a prospective study with yearly data collection. Significant group differences were found for nearly all variables such that educational and occupational attainment was lower for adults with compared to adults without histories of childhood ADHD. Despite the mean difference, educational functioning was wide-ranging. High school academic achievement significantly predicted enrollment in post-high school education and academic and disciplinary problems mediated the relationship between childhood ADHD and post-high school education. Interestingly, ADHD diagnosis and disciplinary problems negatively predicted occupational status while enrollment in post-high school education was a positive predictor. Job loss was positively predicted by a higher rate of academic problems and diagnosis of ADHD. This study supports the need for interventions that target the child and adolescent predictors of later educational and occupational outcomes in addition to continuing treatment of ADHD in young adulthood targeting developmentally appropriate milestones, such as completing post-high school education and gaining and maintaining stable employment.

Modularized and Outcomes-Led Planning of Higher Education in Post-Apartheid South Africa.

ERIC Educational Resources Information Center

Ntshoe, I. M.

1999-01-01

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…

From Special Education to an Inclusive, Outcomes-Based System.

ERIC Educational Resources Information Center

Naicker, Sigamoney

2001-01-01

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…

Gender Issues in Art Education.

ERIC Educational Resources Information Center

McCoubrey, Sharon, Ed.

2000-01-01

The expectation of educators for more than a decade has been that they would be aware of and attend to gender issues. The British Columbia Visual Arts Curricula states "Gender-equitable education will initially focus on girls in order to redress historical inequities." However, it is important to be informed about the issues that…

Model Learner Outcomes for Technology Education/Industrial Technology.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide provides model learner outcomes used by communities and schools to improve learning experiences in trade and industrial education. It contains a mission statement for public education in Minnesota and 13 learner goals that must be incorporated into each district's goal statements. The bulk of this document contains model learner…

Equitable service provision for inclusive education and effective early intervention.

PubMed

Wicks, K M

1998-01-01

This paper illustrates one model of providing an integrated paediatric speech and language therapy service which attempts to meet the demands of both inclusive education and effective early intervention. A move has been made from location-oriented therapy provision to offering children and their families equal opportunities to have appropriate intervention according to need. The model incorporates the philosophy of inclusive education and supports the development of current specialist educational establishments into resource bases of expertise for children with special needs in mainstream schools.

Outcomes Based Education Re-Examined: From Structural Functionalism to Poststructuralism.

ERIC Educational Resources Information Center

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…

Affordable antiretroviral drugs for the under-served markets: how to expand equitable access against the backdrop of challenging scenarios?

PubMed

Dionisio, Daniele; Cao, Yunzhen; Hongzhou, Lu; Kraisintu, Krisana; Messeri, Daniela

2006-01-01

Threats by enforced Intellectual Property (IP) rights to equitable HIV treatment access by poor populations are impending. India and China's policy directions in the field will be crucial in ultimately affecting the affordability and accessibility of antiretroviral (ARV) therapy in the under-served markets. These directions, together with the exploitation level of IP-bound flexibilities and the evolutionary modelling in partnerships and trade agreements between research-based and generic pharmaceutical industry, will also affect the outcomes of self-sufficiency efforts now at their beginning in the developing world as far as domestic manufacturing of generic ARV drugs is concerned. This paper explores key issues, implications and interaction dynamics across these challenging scenarios while attempting to provide equitable solution glimpses into the near future. Access-oriented long-term drug policy strategies entitled to pass muster of governments, research-based as well as generic industries in both developed and developing countries are needed if equitable access to affordable ARV treatments by poor people has to be achieved despite enforced IP rights. Predictable dynamics between western multinationals and transitional country generic corporations let regard IP-bound Voluntary License flexibilities as a fitting measure into just mentioned needs especially if substantial incentives to generic corporations are concurrently secured. Efforts to equitably expand ARV drug access through exploiting IP opportunities should encompass attainment of self-sufficiency in domestic drug manufacturing whenever basic requirements are in place in the developing world as a whole. A credible industrial potential would act, indeed, as a boosting factor for drawing branded drug producers into technology transfer agreements, the terms of which would let all contractors enjoy substantial advantages. These perspectives consistently bind up with the foreseeable long-term trade and drug

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

Postgraduate Outcomes in American Higher Education

ERIC Educational Resources Information Center

Coughlin, Mary Ann; Laguilles, Jerold S.; Kelly, Heather A.; Walters, Allison M.

2016-01-01

This chapter provides a big-picture view of the postgraduate outcomes landscape. In an effort to promote understanding and to communicate the value of a higher education credential to various stakeholders, five national efforts are described, each of which provides a different perspective for defining, measuring, and collecting postgraduate…

The role of academic health centres in building equitable health systems: a systematic review protocol

PubMed Central

Edelman, Alexandra; Taylor, Judy; Ovseiko, Pavel V; Topp, Stephanie M

2017-01-01

Introduction Academic health centres (AHCs) are complex organisations often defined by their ‘tripartite’ mission: to achieve high standards of clinical care, undertake clinical and laboratory research and educate health professionals. In the last decade, AHCs have moved away from what was a dominant focus on high impact (clinical) interventions for individuals, towards a more population-oriented paradigm requiring networked institutions and responsiveness to a range of issues including distribution of health outcomes and health determinants. Reflective of this paradigm shift is a growing interest in the role of AHCs in addressing health disparities and improving health system equity. This protocol outlines a systematic review that seeks to synthesise and critically appraise the current state of evidence on the role of AHCs in contributing to equitable health systems locally and globally. Methods and analysis Electronic searches will be conducted on a pilot list of bibliographic databases, including Google Scholar, Scopus, MEDLINE, PsycInfo, CINAHL, ERIC, ProQuest Dissertations & Theses, Cochrane Library, Evidence Based Medicine Reviews, Campbell Library and A+ Education, from 1 January 2000 to 31 December 2016. Apart from studies reporting clinical interventions or trials, all types of published peer-reviewed and grey literature will be included in the review. The single screening method will be employed in selecting studies, with two additional reviewers consulted where allocation is unclear. Quality and relevance appraisal utilising Joanna Briggs Institute critical appraisal tools will follow data extraction to a preprepared template. Thematic synthesis will be undertaken to develop descriptive themes and inform analysis. Ethics and dissemination As the review is focused on the analysis of secondary data, it does not require ethics approval. The results of the study will be disseminated through articles in peer-reviewed journals and trade publications as

The role of academic health centres in building equitable health systems: a systematic review protocol.

PubMed

Edelman, Alexandra; Taylor, Judy; Ovseiko, Pavel V; Topp, Stephanie M

2017-05-29

Academic health centres (AHCs) are complex organisations often defined by their 'tripartite' mission: to achieve high standards of clinical care, undertake clinical and laboratory research and educate health professionals. In the last decade, AHCs have moved away from what was a dominant focus on high impact (clinical) interventions for individuals, towards a more population-oriented paradigm requiring networked institutions and responsiveness to a range of issues including distribution of health outcomes and health determinants. Reflective of this paradigm shift is a growing interest in the role of AHCs in addressing health disparities and improving health system equity. This protocol outlines a systematic review that seeks to synthesise and critically appraise the current state of evidence on the role of AHCs in contributing to equitable health systems locally and globally. Electronic searches will be conducted on a pilot list of bibliographic databases, including Google Scholar, Scopus, MEDLINE, PsycInfo, CINAHL, ERIC, ProQuest Dissertations & Theses, Cochrane Library, Evidence Based Medicine Reviews, Campbell Library and A+ Education, from 1 January 2000 to 31 December 2016. Apart from studies reporting clinical interventions or trials, all types of published peer-reviewed and grey literature will be included in the review. The single screening method will be employed in selecting studies, with two additional reviewers consulted where allocation is unclear. Quality and relevance appraisal utilising Joanna Briggs Institute critical appraisal tools will follow data extraction to a preprepared template. Thematic synthesis will be undertaken to develop descriptive themes and inform analysis. As the review is focused on the analysis of secondary data, it does not require ethics approval. The results of the study will be disseminated through articles in peer-reviewed journals and trade publications as well as presentations at relevant national and international

Outcome-Based Education and Student Learning in Managerial Accounting in Hong Kong

ERIC Educational Resources Information Center

Lui, Gladie; Shum, Connie

2012-01-01

Although Outcome-based Education has not been successful in public education in several countries, it has been successful in the medical fields in higher education in the U.S. The author implemented OBE in her Managerial Accounting course in H.K. Intended learning outcomes were mapped again Bloom's Cognitive Domain. Teaching and learning…

Implications of Outcomes-Based Education for Children with Disabilities. Synthesis Report 6.

ERIC Educational Resources Information Center

Thurlow, Martha L.

This paper examines the concept of "outcomes-based education" (OBE), how it was developed, how it relates to other current reforms that encompass the notion of outcomes, and how it relates to students with disabilities in theory and in practice. Outcomes-based education holds that all children can learn and succeed and that schools are…

Education for All: National Plan of Action, 2003-2015

ERIC Educational Resources Information Center

Online Submission, 2005

2005-01-01

Background: The Lao People's Democratic Republic (PDR) Education for All National Plan of Action (EFA NPA) for 2003-2015 seeks to accomplish three major tasks: equitable access, improved quality and relevance and strengthened education management. Purpose: To design a National Education For All Action Plan for basic education in Lao PDR which…

The Economics of MOOCs and Their Interrelationship to Competitiveness and Cohesiveness: The Case of Israel

ERIC Educational Resources Information Center

BenDavid-Hadar, Iris

2015-01-01

Higher education contributes to state competitiveness via human capital development that provides future returns to the economy through increases in labour productivity. Additionally, higher education is an infrastructure for future state-level social cohesiveness. Those countries where the education system produces more equitable outcomes are…

Ethnicity, Inequality, and Higher Education in Malaysia.

ERIC Educational Resources Information Center

Selvaratnam, Viswanathan

1988-01-01

Traces the development since 1957 of Malaysian education policies aimed at providing equitable access to higher education. Suggests that these policies have increased representation of the Malay underclass in tertiary institutions and the professions, but have had little effect on intraethnic class inequalities. 46 references. (SV)

Higher Education Structure and Education Outcomes: Evidence from the USA

ERIC Educational Resources Information Center

Koedel, Cory

2014-01-01

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…

Sex Education Attitudes and Outcomes among North American Women

ERIC Educational Resources Information Center

Williams, Monnica T.; Bonner, Laura

2006-01-01

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…

Equity in Higher Education and Graduate Labour Market Outcomes in Australia

ERIC Educational Resources Information Center

Li, Ian W.; Mahuteau, Stephane; Dockery, Alfred M.; Junankar, P. N.

2017-01-01

The rate of higher education participation in Australia has increased over the past decade for individuals from disadvantaged backgrounds. This study contributes to the knowledge on the outcomes of disadvantaged individuals who complete higher education by looking at the labour market outcomes of university graduates from equity groups. The number…

Educational attainment has a limited impact on disease management outcomes in heart failure.

PubMed

Smith, Brad; Forkner, Emma; Krasuski, Richard A; Galbreath, Autumn Dawn; Freeman, Gregory L

2006-06-01

The objective of this study was to assess whether educational attainment moderates outcomes in the intervention group in a trial of disease management in heart failure (HF). Data were collected from a sample of 654 patients enrolled in the disease management arm of a community- based study of HF patients. The full sample was used to analyze two primary outcomes- all-cause mortality and cardiac event-free survival. Two other primary outcomes- rates of HF-related emergency department (ED) visits and inpatient admissions-and secondary outcomes (patient self-confidence in managing HF symptoms and daily dietary sodium intake in milligrams) were analyzed in a smaller sample of 602 patients who completed at least 6 months of disease management. One-way analysis of variance and chi (2) tests were used to assess differences in baseline demographic and clinical characteristics. Survival analyses were conducted with proportional hazards regression, while negative binomial regression was used to assess educational differences in ED usage and inpatient admissions. Repeated measures analysis of variance models were used to assess whether secondary outcomes differed across educational strata and/or over time. All outcome analyses were adjusted for confounders. Patients with the least education fared the poorest for all-cause mortality, but education- related differences failed to achieve statistical significance. No education-related differences were observed for cardiac event-free survival, or for the rates of inpatient admission and ED usage. For secondary outcomes, sodium intake differed significantly by education (p = 0.04), with the largest drop (-838 mg/day) observed in the least well-educated group. Confidence increased an approximately equal amount (2.1-3.0 points on a 100-point scale) across all educational strata (p = ns). Low educational attainment may not be a barrier to effective disease management.

Older Men's and Women's Relationships with Adult Kin: How Equitable Are They?

ERIC Educational Resources Information Center

Peterson, Candida C.; Peterson, James L.

1988-01-01

Sought global assessments of marital equitability from 62 older adults, and compared men's and women's global equity feelings concerning their relationships with spouses, aged parents, and adult children. Forty younger adults rated equity of their marriages and relationships with parents and grandparents. Majority of both generations' involvements…

Delivery of affordable and equitable cancer care in India.

PubMed

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

2014-05-01

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. Copyright © 2014 Elsevier Ltd. All rights reserved.

Educational Adequacy Litigation in the American South: 1973-2009

ERIC Educational Resources Information Center

Dishman, Mike; Redish, Traci

2010-01-01

Prior to the United States Supreme Court's decision in "Brown v. Board of Education" (1954), educational finance litigation focused almost entirely on the equitable distribution of state educational financing, ending preferential disbursement of state funds. This ended in 1973, with the United States Supreme Court's decision in "San…

Well-Being: An Essential Outcome for Higher Education

ERIC Educational Resources Information Center

Finley, Ashley

2016-01-01

For over a decade, the national Bringing Theory to Practice (BTtoP) project has promoted the idea that well-being is an essential outcome of college students' learning and civic engagement. The project emphasizes the full promise of a liberal education: to be liberally educated is to possess the complex skills and abilities necessary for…

Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

Deriving Appropriate Educational Program Costs in Illinois.

ERIC Educational Resources Information Center

Parrish, Thomas B.; Chambers, Jay G.

This document describes the comprehensive analytical framework for school finance used by the Illinois State Board of Education to assist policymakers in their decisions about equitable distribution of state aid and appropriate levels of resources to meet the varying educational requirements of differing student populations. This framework, the…

Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa.

PubMed

Orkin, Mark; Boyes, Mark E; Cluver, Lucie D; Zhang, Yuning

2014-01-01

A recent systematic review of studies in the developing world has critically examined linkages from familial HIV/AIDS and associated factors such as poverty and child mental health to negative child educational outcomes. In line with several recommendations in the review, the current study modelled relationships between familial HIV/AIDS, poverty, child internalising problems, gender and four educational outcomes: non-enrolment at school, non-attendance, deficits in grade progression and concentration problems. Path analyses reveal no direct associations between familial HIV/AIDS and any of the educational outcomes. Instead, HIV/AIDS-orphanhood or caregiver HIV/AIDS-sickness impacted indirectly on educational outcomes via the poverty and internalising problems that they occasioned. This has implications for evidence-based policy inferences. For instance, by addressing such intervening variables generally, rather than by seeking to target families affected by HIV/AIDS, interventions could avoid exacerbating stigmatisation, while having a more direct and stronger impact on children's educational outcomes. This analytic approach also suggests that future research should seek to identify causal paths, and may include other intervening variables related to poverty (such as child housework and caring responsibilities) or to child mental health (such as stigma and abuse), that are linked to both familial HIV/AIDS and educational outcomes.

Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes

ERIC Educational Resources Information Center

Arens, A. Katrin; Morin, Alexandre J. S.

2016-01-01

Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes…

Recomposing consumption: defining necessities for sustainable and equitable well-being.

PubMed

Gough, Ian

2017-06-13

This paper focuses on consumption in the affluent world and the resulting level, composition and distribution of consumption-based emissions. It argues that public policy should foster the recomposition of consumption, while not disadvantaging poorer groups in the population. To combine these two imperatives entails making a distinction between goods and services that are necessary for a basic level of well-being, and those that are surplus to this requirement. The argument proceeds in six stages. First, the paper outlines a theory of universal need, as an alternative conception of well-being to consumer preference satisfaction. Second, it proposes a dual strategy methodology for identifying need satisfiers or necessities in a given social context. Then, it applies this methodology to identify a minimum bundle of necessary consumption items in the UK and speculates how it might be used to identify a maximum bundle for sustainable consumption. The next part looks at corporate barriers and structural obstacles in the path of sustainable consumption. The following part reveals a further problem: mitigation policies can result in perverse distributional outcomes when operating in contexts of great inequality. The final section suggests four ecosocial public policies that would simultaneously advance sustainable and equitable consumption in rich nations.This article is part of the themed issue 'Material demand reduction'. © 2017 The Author(s).

Gendered Barriers to Educational Opportunities: Resettlement of Sudanese Refugees in Australia

ERIC Educational Resources Information Center

Hatoss, Aniko; Huijser, Henk

2010-01-01

This paper argues that whilst equitable educational pathways are integrated into educational policy discourses in Australia, there are significant gendered barriers to educational participation among members of the Sudanese refugee groups. The specific conditions of forced migration reinforce disadvantage and further limit opportunities. Cultural…

Promoting equitable global health research: a policy analysis of the Canadian funding landscape.

PubMed

Plamondon, Katrina; Walters, Dylan; Campbell, Sandy; Hatfield, Jennifer

2017-08-29

Recognising radical shifts in the global health research (GHR) environment, participants in a 2013 deliberative dialogue called for careful consideration of equity-centred principles that should inform Canadian funding polices. This study examined the existing funding structures and policies of Canadian and international funders to inform the future design of a responsive GHR funding landscape. We used a three-pronged analytical framework to review the ideas, interests and institutions implicated in publically accessible documents relevant to GHR funding. These data included published literature and organisational documents (e.g. strategic plans, progress reports, granting policies) from Canadian and other comparator funders. We then used a deliberative approach to develop recommendations with the research team, advisors, industry informants and low- and middle-income country (LMIC) partners. In Canada, major GHR funders invest an estimated CA$90 M per annum; however, the post-2008 re-organization of funding structures and policies resulted in an uncoordinated and inefficient Canadian strategy. Australia, Denmark, the European Union, Norway, Sweden, the United Kingdom and the United States of America invest proportionately more in GHR than Canada. Each of these countries has a national strategic plan for global health, some of which have dedicated benchmarks for GHR funding and policy to allow funds to be held by partners outside of Canada. Key constraints to equitable GHR funding included (1) funding policies that restrict financial and cost burden aspects of partnering for GHR in LMICs; and (2) challenges associated with the development of effective governance mechanisms. There were, however, some Canadian innovations in funding research that demonstrated both unconventional and equitable approaches to supporting GHR in Canada and abroad. Among the most promising were found in the International Development Research Centre and the (no longer active) Global Health

Applying Outcome Measurements: A Guide to Educational Outcome Measurements and Their Uses. Seminar No. 5.

ERIC Educational Resources Information Center

Glaser, Ezra

This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministries, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with the application of outcome…

Claiming "Educative Outcomes" in HPE: The Potential for "Pedagogic Action"

ERIC Educational Resources Information Center

DinanThompson, Maree

2013-01-01

This paper will propose and privilege "educative outcomes" in Health and Physical Education (HPE), reflecting that one of the five propositions in the "Draft Shape of Australian Curriculum: Health and Physical Education" (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding…

Educational Value Units: A Mission-Based Approach to Assigning and Monitoring Faculty Teaching Activities in an Academic Medical Department.

PubMed

Regan, Linda; Jung, Julianna; Kelen, Gabor D

2016-12-01

Increasing emphasis on revenue generation could jeopardize the fundamental notion of what it means to be faculty. Despite being a core mission, education is often marginalized in academic medical departments, and expectations of faculty effort in this area are often vague. A potential solution is mission-based budgeting (MBB), which refers to the allocation of resources based on core-mission-related priorities. From December 2012 to March 2013, the authors developed an educational value unit (EVU) system (using an MBB approach) to assign and monitor teaching activities related to the core departmental educational mission at the Department of Emergency Medicine, Johns Hopkins Medicine. EVUs were based on learner contact time, with one EVU equal to roughly one hour of in-person time with medical students or residents. Core education faculty vetted the proposed system; educational leaders determined the total EVUs needed and assessed the impact of their equitable distribution among faculty; and faculty members selected preferences and were assigned EVU obligations. For academic year 2013-2014, 5,896 EVUs were distributed among 54 faculty. At the end of the year, complete EVU data were available for 47 faculty. Of these, only 6 failed to complete their assigned EVU obligations. All core teaching activities were covered, and educational efforts were distributed more equitably across faculty. The system is being refined, with an emphasis on incorporating learner outcome metrics, refining the teaching grid, incorporating failure to meet EVU obligations into yearly faculty evaluations, and disseminating the system to other departments and institutions.

Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

PubMed

Bond, G R; Drake, R E; Luciano, A

2015-10-01

Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

Interprofessional Education and the Basic Sciences: Rationale and Outcomes

ERIC Educational Resources Information Center

Thistlethwaite, Jill E.

2015-01-01

Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on…

GPE's Engagement on Domestic Financing for Education. Policy Brief

ERIC Educational Resources Information Center

Martinez, Raphaelle; Terway, Arushi

2016-01-01

The Global Partnership for Education (GPE) is a global, multi-stakeholder partnership that seeks to strengthen education systems in low- and lower-middle-income countries and in countries affected by fragility and conflict to ensure equitable, quality education for all. GPE plays a unique role in helping governments to develop and finance the…

Aboriginal Post-Secondary Education and Labour Market Outcomes: Canada, 1996.

ERIC Educational Resources Information Center

Hull, Jeremy

This report presents data from the 1996 Census of Canada concerning educational attainment, educational success, and labor market outcomes among Aboriginal people and others in Canada. There has been clear educational progress among registered Indians over the past decade, particularly in high school completion and postsecondary participation.…

Educational outcomes and leadership to meet the needs of modern health care

PubMed Central

Spencer, J; Jordan, R

2001-01-01

If professionals are to be equipped better to meet the needs of modern health care systems and the standards of practice required, significant educational change is still required. Educational change requires leadership, and lack of educational leadership may have impeded change in the past. In practical terms standards refer to outcomes, and thus an outcome based approach to clinical education is advocated as the one most likely to provide an appropriate framework for organisational and system change. The provision of explicit statements of learning intent, an educational process enabling acquisition and demonstration of these, and criteria for ensuring their achievement are the key features of such a framework. The derivation of an appropriate outcome set should emphasise what the learners will be able to do following the learning experience, how they will subsequently approach these tasks, and what, as a professional, they will bring to their practice. Once defined, the learning outcomes should determine, in turn, the nature of the learning experience enabling their achievement and the assessment processes to certify that they have been met. Provision of the necessary educational environment requires an understanding of the close interrelationship between learning style, learning theory, and methods whereby active and deep learning may be fostered. If desired change is to prevail, a conducive educational culture which values learning as well as evaluation, review, and enhancement must be engendered. It is the responsibility of all who teach to foster such an environment and culture, for all practitioners involved in health care have a leadership role in education. Quality in Health Care(Quality in Health Care 2001;10(Suppl II):ii38–ii45) Key Words: leadership; learning; outcome based education PMID:11700378

The Purpose of the Cataloging for Matters of Equitable Access: Spanish-Language Cataloging and "Everyday" Approaches of Non-Native English Speakers

ERIC Educational Resources Information Center

Adamich, Tom

2009-01-01

While teacher-librarians embrace the concept of equitable access when they select "multicultural" materials to include in their collections, plan special programs, and teach lessons on a variety of topics, what do they do to make equitable access a part of their online catalogs? Have they achieved (or nearly achieved) a consistent level of…

Leadership in Education Transformation as Reshaping the Organisational Discourse

ERIC Educational Resources Information Center

Berkhout, Sarie

2007-01-01

The restructuring of South African education poses continuous challenges for educational leaders to contribute towards constituting a just and equitable society. Competing discourses, however, create ongoing tensions that have to be negotiated and meaningfully mediated. The widely diverse, often conflicting, local discourses shaped by particular…

A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

ERIC Educational Resources Information Center

Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing

2016-01-01

This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…

Unfinished Business: Addressing Unequal Opportunities in Education

ERIC Educational Resources Information Center

Cookson, Peter W., Jr.

2015-01-01

In October 2014, the US Department of Education's Office of Civil Rights issued a clarion call to school districts and states to review their policies and practices in order to ensure they are equitably providing educational resources to their schools. The quality of classroom instruction and the quality of the organizational systems supporting…

Fundamental resource dis/advantages, youth health and adult educational outcomes.

PubMed

Elman, Cheryl; Wray, Linda A; Xi, Juan

2014-01-01

Recent studies find lasting effects of poor youth health on educational attainment but use young samples and narrow life course windows of observation to explore outcomes. We apply a life course framework to three sets of Health and Retirement Study birth cohorts to examine early health status effects on education and skills attainment measured late in life. The older cohorts that we study were the earliest recipients of U.S. policies promoting continuing education through the GI Bill, community college expansions and new credentials such as the GED. We examine a wide range of outcomes but focus on GEDs, postsecondary school entry and adult human capital as job-related training. We find that older U.S. cohorts had considerable exposure to these forms of attainment and that the effects of youth health on them vary by outcome: health selection and ascription group effects are weak or fade, respectively, in outcomes associated with delayed or adult attainment. However, poorer health and social disadvantage in youth and barriers associated with ascription carry forward to limit attainment of key credentials such as diplomas and college degrees. We find that the human capital - health gradient is dynamic and that narrow windows of observation in existing studies miss much of it. National context also matters for studying health-education linkages over the life course. Copyright © 2013 Elsevier Inc. All rights reserved.

Fulfilling an Ethical Obligation: An Educative Research Assistantship

ERIC Educational Resources Information Center

McGinn, Michelle K.; Niemczyk, Ewelina K.; Saudelli, Mary Gene

2013-01-01

Scant research evidence is available about the day-to-day workings of research assistantships or the educational possibilities they provide for research assistants and their academic supervisors. This case study documents the equitable, educative, and ethical nature of one research assistantship at a Canadian university. Data sources include audio…

Open Education and the Sustainable Development Goals: Making Change Happen

ERIC Educational Resources Information Center

Lane, Andy

2017-01-01

Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Open education, in the form of resources and…

The Effects of Competition on Educational Outcomes. ERIC Digest.

ERIC Educational Resources Information Center

Belfield, Clive R.

Competition exists when vendors of a service are available to meet the demands of customers. In the education sector, parents and children are consumers, and schools and districts are the suppliers. Theoretically, more competition should translate into higher quality schooling and enhanced educational outcomes. This digest reviews the literature…

Education as an Ethical Concern in the Global Era

ERIC Educational Resources Information Center

Arnove, Robert; Bull, Barry L.

2015-01-01

This article examines the issue of the ethical status of education, particularly as related to individual dignity and freedom. We select cases that have been described in fine detail by social science--the education of girls and the education of all children within counter-hegemonic movements. These cases involve issues of access to equitable and…

A Model for the Determination of the Costs of Special Education as Compared with That for General Education. Reading Draft.

ERIC Educational Resources Information Center

Ernst and Ernst, Chicago, IL.

Proposed in the report is a model quantitative cost accounting system designed to help school districts gather and report data useful in determining equitable reimbursement formulas for special education as compared with general education. Included are sections on the approach and methodology used to construct a hypothetical school district,…

Financial Literacy, Financial Education and Economic Outcomes. NBER Working Paper No. 18412

ERIC Educational Resources Information Center

Hastings, Justine S.; Madrian, Brigitte C.; Skimmyhorn, William L.

2012-01-01

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…

Educational attainment moderates the associations of diabetes education with health outcomes.

PubMed

Kim, Su Hyun

2016-10-01

Diabetes education is a critical element of care for people with diabetes. However, the associations between diabetes education and self-care or health outcomes have not been clearly demonstrated at a national level. The aims of this study were to examine the associations of attendance of diabetes education classes with health behaviours and glycaemic control, and to understand whether these associations were moderated by level of educational attainment. Data were analysed for 456 adults from the 2012 Korea National Health and Nutrition Examination Survey V, collected from January 2010 to December 2012. No significant differences were observed between patients who had attended diabetes education classes and those who had never attended for factors such as smoking, drinking, exercise, nutrition therapy or glycaemic control. There was a significant interaction effect between receiving diabetes education and level of educational attainment on obtaining optimal glycaemic control. Attending diabetes education was positively associated with optimal glycaemic control among patients with more than a high school education but was negatively associated with it among those with less than middle school education. Diabetes education programmes need to be tailored to the needs and cognitive capacities of the target population. © 2016 John Wiley & Sons Australia, Ltd.

Health(y) Education in Health and Physical Education

ERIC Educational Resources Information Center

Schenker, Katarina

2018-01-01

Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies)…

Examining Deaf Students' Equitable Access to Science vis-a-vis Contemporary Pedagogical Practices

NASA Astrophysics Data System (ADS)

Ross, Annemarie D.

As a Deaf individual, it is important to ensure the growth of the Deaf community as science-literate members of society. While many predecessors have contributed to the body of research in Deaf pedagogy, there is still much to be done in safeguarding Deaf learners' equitable access to science education. One area of concern is in narrowing the statistically significant gap in Climate Change knowledge between Deaf students' and Hearing students' at the Rochester Institute of Technology. It is within this topic that the writing-to-learn-science framework is practiced and Deaf students in the Laboratory Science Technology program at the National Technical Institute for the Deaf participate in a study to assess whether or not the use of writing-to-learn-science strategies help them become better scientists, writers and learners. In this study, the social constructivist framework (Vygotsky, 1987) is used to study the impact of the use of the Berland and Reiser (2009) argumentation framework, so that they write-to-learn-science through the steps of sense-making, articulation and persuasion.

Interprofessional education and the basic sciences: Rationale and outcomes.

PubMed

Thistlethwaite, Jill E

2015-01-01

Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. © 2015 American Association of Anatomists.

Intended Consequences: Challenging White Teachers' Habitus and Its Influence in Urban Schools Implementing an Arts-Based Educational Reform

ERIC Educational Resources Information Center

Woollen, Susan; Otto, Stacy

2014-01-01

Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students' learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their…

Linkages between Total Quality Management and the Outcomes-Based Approach in an Education Environment

ERIC Educational Resources Information Center

de Jager, H. J.; Nieuwenhuis, F. J.

2005-01-01

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…

How Should Organizations Promote Equitable Distribution of Benefits from Technological Innovation in Health Care?

PubMed

Nambisan, Satish; Nambisan, Priya

2017-11-01

Technological innovations typically benefit those who have good access to and an understanding of the underlying technologies. As such, technology-centered health care innovations are likely to preferentially benefit users of privileged socioeconomic backgrounds. Which policies and strategies should health care organizations adopt to promote equitable distribution of the benefits from technological innovations? In this essay, we draw on two important concepts-co-creation (the joint creation of value by multiple parties such as a company and its customers) and digitalization (the application of new digital technologies and the ensuing changes in sociotechnical structures and relationships)-and propose a set of policies and strategies that health care organizations could adopt to ensure that benefits from technological innovations are more equitably distributed among all target populations, including resource-poor communities and individuals. © 2017 American Medical Association. All Rights Reserved.

Reclaiming Teacher Intellectualism through and for Inclusive Education

ERIC Educational Resources Information Center

Schlessinger, Sarah L.

2018-01-01

Inclusive education, understood as a pedagogical commitment to schooling experiences that value diversity and promote equitable participation for all students, has not been broadly taken up in practice in the United States. Much of the research in this field suggests that teachers' attitudes towards inclusive education are the primary barrier to…

Alabama's Foundation Program: An Adequate and Equitable School Funding Mechanism?

ERIC Educational Resources Information Center

Coe, Dennis Randal

2016-01-01

The purpose of this study was to determine the extent to which the foundation program was an adequate and equitable funding mechanism for public schools in the state of Alabama. This study analyzed funding and academic data and evaluated adequacy and equity through the lenses of poverty, geographic location, local tax effort, and type of school…

Coverage and equitability of interventions to prevent child mortality in rural Jimma and West Hararghe Zones, Oromia Region, Ethiopia.

PubMed

Miller, Nathan P; Degefie, Tedbabe; Hazel, Elizabeth; Legesse, Hailemariam; Tolera, Taye; Amouzou, Agbessi

2014-10-01

Interventions to prevent childhood illnesses are important components of the Ethiopian Health Extension Program (HEP). Although the HEP was designed to reduce inequities in access to health care, there is little evidence on equitability of preventive interventions in Ethiopia. This article describes coverage of preventive interventions and how many interventions individual children received We also examined which factors were associated with the number of preventive interventions received, and assessed the extent to which interventions were equitably distributed. We conducted a cross-sectional survey in 3,200 randomly selected households in the rural Jimma and West Hararghe Zones of Ethiopia's Oromia Region. We calculated coverage of 10 preventive interventions and a composite of eight interventions (co-coverage) representing the number of interventions received by children. Mul- tiple linear regressions were used to assess associations between co-coverage and explanatory variables. Finally, we assessed the equitability of preventive interventions by comparing coverage among children in the poorest and the least poor wealth quintiles. Coverage was less than 50% for six of the 10 interventions. Children received on average only three of the eight interventions included in the co-coverage calculation. Zone, gender, caretaker age, religion, and household wealth were all significantly associated with co-coverage, controlling for key covariates. Exclusive breastfeeding, vaccine uptake, and vitamin A supplementation were all relatively equitable. On the other hand, coverage of insecticide-treated nets or indoor residual spraying (ITN/IRS) and access to safe water were significantly higher among the least poor children compared to children in the poorest quintile. Coverage of key interventions to prevent childhood illnesses is generally low in Jimma and West Hararghe. Although a number of interventions were equitably distributed, there were marked wealth-based inequities

Curriculum Trends, Special Education, and Reform: Refocusing the Conversation. Special Education Series.

ERIC Educational Resources Information Center

Pugach, Marleen C., Ed.; Warger, Cynthia L., Ed.

This book describes curriculum trends and the impact of the trends on providing equitable educational programs to all students, especially students with mild disabilities. The text begins by describing current curriculum renewal efforts and common themes that have emerged. The impact of major trends is considered in the context of special…

Research on the Outcomes of Elementary School Physical Education

ERIC Educational Resources Information Center

Shephard, Roy J.; Trudeau, Francois

2008-01-01

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…

Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms

ERIC Educational Resources Information Center

Samuels, Amy J.

2018-01-01

This article examines perspectives of in-service teachers related to culturally responsive pedagogy and possible strategies for employing the framework in the K-12 setting. Benefits and barriers to facilitating a culturally responsive framework are explored, as well as approaches and pedagogical tools for fostering equitable and inclusive…

Mathematics Teacher Educators Focusing on Equity: Potential Challenges and Resolutions

ERIC Educational Resources Information Center

Vomvoridi-Ivanovic, Eugenia; McLeman, Laura

2015-01-01

Teacher education is critical in preparing teachers to implement equitable instructional practices and thus contributes to improving educational and social conditions for underserved children and youths (Jacobsen, Mistele, & Srirman, 2012; Zeichner, 2009). Although the preparation of teachers to work with diverse student populations has been…

Does Family Structure Affect Children's Educational Outcomes? NBER Working Paper Series.

ERIC Educational Resources Information Center

Pollak, Robert A.; Ginther, Donna K.

This paper examines correlations between children's educational outcomes and family structure. Although popular discussions focus on distinctions between two-parent and single-parent families, earlier research shows that outcomes for stepchildren are similar to outcomes for children in single-parent families, and earlier researchers suggested that…

Snips and Snails and Puppy Dogs' Tails: Genderism and Mathematics Education

ERIC Educational Resources Information Center

Esmonde, Indigo

2011-01-01

This paper contrasts public discussions about the educational troubles of boys and girls to consider what a gender equitable mathematics education might look like. Both public discussions and mathematics education research typically do not carefully define or theorize gender, tend to essentialize gender, and have narrow or unclear definitions of…

Culturally Proficient Coaching: Supporting Educators to Create Equitable Schools

ERIC Educational Resources Information Center

Lindsey, Delores B.; Martinez, Richard S.; Lindsey, Randall B.

2006-01-01

Multicultural classrooms require a multifaceted approach to creating inclusive, learning-rich environments that empower all students. To meet this growing need, "Culturally Proficient Coaching" provides educators with a simple, yet comprehensive, new framework: a powerful fusion of the field-tested and respected Cognitive Coaching and Cultural…

Studies of educational interventions and outcomes in diabetic adults: a meta-analysis revisited.

PubMed

Brown, S A

1990-12-01

This paper reports a follow-up of previous meta-analysis research conducted by the author on the effects of diabetes patient education on patient outcomes. An expanded sample of studies and psychological outcome variables were added to the previously studied variables of patient knowledge, self-care behaviors (compliance and skill performance) and metabolic control. The purpose was to determine: (1) the effects of patient education on specific outcome variables; and (2) the relationships between effects of education and characteristics of the studies and/or subjects. Following an extensive literature search, a total of 82 studies were found which met the inclusion criteria for this analysis; 68% were published and 32% were unpublished. Homogeneity analyses of specific patient outcome variables yielded the following results: knowledge effects ranged from 0.49 to 1.05; self-care behavior effects from 0.17 to 0.57, with insulin injection and weight loss associated with the smallest effect sizes; metabolic control from 0.16 to 0.41; and psychological outcomes 0.27. Mean age of the subjects was negatively correlated with knowledge and cholesterol, indicating that the older the mean age of the subjects, the lower the effects of patient education on these variables. Findings of this meta-analysis on the expanded data set were consistent with the previous meta-analysis and lend support to the effectiveness of diabetes patient education in improving patient outcomes.

Conceptualising Gender Equality in Research on Education Quality

ERIC Educational Resources Information Center

Aikman, Sheila; Halai, Anjum; Rubagiza, Jolly

2011-01-01

This article sets out to re-conceptualise gender equality in education quality. Four approaches to conceptualising gender equitable education quality are identified in the literature: human capital theory with a focus on parity and sameness for all; a human rights and power perspective, within which gender equality is viewed as transforming unjust…

How Data Use for Accountability Undermines Equitable Science Education

ERIC Educational Resources Information Center

Braaten, Melissa; Bradford, Chris; Kirchgasler, Kathryn L.; Barocas, Sadie Fox

2017-01-01

Purpose: When school leaders advance strategic plans focused on improving educational equity through data-driven decision making, how do policies-as-practiced unfold in the daily work of science teachers? The paper aims to discuss this issue. Design/methodology/approach: This ethnographic study examines how data-centric accountability and…

Is community-based health insurance an equitable strategy for paying for healthcare? Experiences from southeast Nigeria.

PubMed

Onwujekwe, Obinna; Onoka, Chima; Uzochukwu, Benjamin; Okoli, Chijioke; Obikeze, Eric; Eze, Soludo

2009-09-01

To determine how equitable enrolment and utilization of community-based health insurance is in two communities with varying levels of success in implementing the scheme. The study was undertaken in two communities in Anambra state, southeast Nigeria. Data was collected using a questionnaire that was administered to 971 respondents in two communities selected by simple random sampling. Data analysis examined socio-economic status (SES) differences in enrolment levels, utilization, willingness to renew registration and payments. Enrolment level was 15.5% in the non-successful community and 48.4% in the successful community (p<0.0001). However, there was no inequity in enrolment, willingness to renew registration and utilization of services. Equal amounts of money were paid as registration fee and premium by all SES quartiles. There were no exemptions and no subsidies. Enrolment was generally low and contributions were retrogressive. The average premiums were also small. However, there was equitable enrolment and utilization of services. Efforts need to be made to increase the number of enrolees, so as to increase the pool of funds and risks. Payments by enrolees especially in poor and rural communities should be supplemented by subsidies from government and donors in order to ensure equitable financial risk protection.

Using the SAQA Critical Outcomes to Empower Learners and Transform Education

ERIC Educational Resources Information Center

Spady, William

2004-01-01

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…

Process-outcome interrelationship and standard setting in medical education: the need for a comprehensive approach.

PubMed

Christensen, Leif; Karle, Hans; Nystrup, Jørgen

2007-09-01

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.

Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes.

PubMed

Hoffmann, Mauricio Scopel; Leibenluft, Ellen; Stringaris, Argyris; Laporte, Paola Paganella; Pan, Pedro Mario; Gadelha, Ary; Manfro, Gisele Gus; Miguel, Eurípedes Constantino; Rohde, Luis Augusto; Salum, Giovanni Abrahão

2016-01-01

This study examines the extent to which children's positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or "buffer" the impact of low intelligence and high psychopathology on negative educational outcomes. In a community sample of 2,240 children (6-14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes. According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance. Children's positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems. Copyright © 2016 American Academy of Child and Adolescent Psychiatry. All rights reserved.

Defining, Valuing, and Teaching Clinical Outcomes Assessment in Professional and Post-Professional Athletic Training Education Programs

ERIC Educational Resources Information Center

Snyder, Alison R.; McLeod, Tamara C. Valovich; Sauers, Eric L.

2007-01-01

Objective: To provide a basic introduction for athletic training educators about the importance of clinical outcomes measures and to recommend strategies for implementing clinical outcomes assessment education in professional and post-professional athletic training education programs. Background: Outcomes is a frequently used term amongst…

12 CFR 614.4590 - Equitable treatment of OFIs and Farm Credit System associations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... differences in credit risk and administrative costs to the Farm Credit Bank or agricultural credit bank. (c... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Equitable treatment of OFIs and Farm Credit System associations. 614.4590 Section 614.4590 Banks and Banking FARM CREDIT ADMINISTRATION FARM CREDIT...

Viewing equitable practices through the lens of intersecting identities

NASA Astrophysics Data System (ADS)

Lyons, Renée; Dsouza, Nikeetha; Quigley, Cassie

2016-12-01

This review explores Archer, Dawson, Seakins, and Wong's "Disorienting, fun or meaningful? Disadvantaged families' experiences of a science museum visit" by examining the analytic frameworks guiding this study. To expand on Archer et al.'s use of feminist post-structuralist theories of identity we draw from the theory of intersectionality to provide a more robust framework for analyzing barriers to engagement within an informal learning space. Our response to this work ends by exploring the types of solutions generated from an intersectionality framework—solutions aimed at transforming institutional programs and practices to create more equitable spaces for learning.

Physical Education PLC: Neoliberalism, Curriculum and Governance. New Directions for PESP Research

ERIC Educational Resources Information Center

Evans, John; Davies, Brian

2014-01-01

How might Physical Education and Sport Pedagogy (PESP) communities in the UK, Europe, Australasia and elsewhere go about researching the implications of neoliberalism and increasing privatisation of Education for the entitlements of young people to a common, comprehensive, high quality, equitable Physical Education (PE)? Our analyses suggest that…

Improving Education Outcomes in the Slovak Republic. OECD Economics Department Working Papers, No. 578

ERIC Educational Resources Information Center

Carey, David

2007-01-01

Improving education outcomes is vital for achieving convergence with GDP per capita levels in Western European countries and for reducing income inequality. While some education outcomes are favourable, such as the low secondary-school drop-out rate, others have room for improvement: education achievement is below the OECD average and strongly…

Outcome-Based Education: Its Relevance to State and National Decision Making. Synthesis Report 9.

ERIC Educational Resources Information Center

Massanari, Carol B.

This paper on identifying education outcomes for students with disabilities proposes a framework for applying an outcome-based approach throughout the education system, by looking at the needs of the three major levels of the system (local, state, and national); defining different uses for the term "outcome" in order to achieve consensus…

Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

ERIC Educational Resources Information Center

Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

2010-01-01

This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

Sex education attitudes and outcomes among North American women.

PubMed

Williams, Monnica T; Bonner, Laura

2006-01-01

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 or schools reported fewer pregnancies and abortions. In school, women receiving a combination of contraceptive and abstinence education and those receiving primarily abstinence education were least likely to experience unplanned pregnancy. Religious identification was significantly related to unplanned pregnancy and type of sex education received from parents. These factors seem to play a significant role in reducing unplanned pregnancy and abortion.

Critical Change for the Greater Good: Multicultural Perceptions in Educational Leadership toward Social Justice and Equity

ERIC Educational Resources Information Center

Santamaría, Lorri J.

2014-01-01

Background: Educational leadership for social justice and equity is the primary leadership response to inclusive and equitable education. This inquiry builds on multicultural education and educational leadership to explore an alternative approach to mainstream leadership practice. Purpose: To examine ways in which educational leaders of color in…

Higher Education Value Added Using Multiple Outcomes

ERIC Educational Resources Information Center

Milla, Joniada; Martín, Ernesto San; Van Bellegem, Sébastien

2016-01-01

In this article we develop a methodology for the joint value added analysis of multiple outcomes that takes into account the inherent correlation between them. This is especially crucial in the analysis of higher education institutions. We use a unique Colombian database on universities, which contains scores in five domains tested in a…

Reflections from the GPE Financing Conference in Dakar: A Model of Education Diplomacy

ERIC Educational Resources Information Center

Golden, April Michelle

2018-01-01

Providing inclusive and equitable quality education for all children will require sustained cooperation and investment from donor and partner nations worldwide. As a multi-stakeholder funding mechanism, the Global Partnership for Education (GPE) is an important Education Diplomacy model. The 2018 Dakar Financing Conference is a vibrant…

Financing a College Education: How It Works, How It's Changing. American Council on Education/Oryx Press Series on Higher Education.

ERIC Educational Resources Information Center

King, Jacqueline E., Ed.

This collection of 15 essays by policy analysts and higher education specialists examines student financial aid, how policy and practice have changed, how student costs at U.S. colleges and universities are currently being met, and why and how enhancements to current programs would make the system more equitable. Following an introduction by D.…

Consequences of sex education on teen and young adult sexual behaviors and outcomes.

PubMed

Lindberg, Laura Duberstein; Maddow-Zimet, Isaac

2012-10-01

This study examined whether formal sex education is associated with sexual health behaviors and outcomes using recent nationally representative survey data. Data used were from 4,691 male and female individuals aged 15-24 years from the 2006-2008 National Survey of Family Growth. Weighted bivariate and multivariate analyses were conducted by gender, estimating the associations of sex education by type (only abstinence, abstinence and birth control, or neither) before first sexual intercourse, and sexual behaviors and outcomes. Receipt of sex education, regardless of type, was associated with delays in first sex for both genders, as compared with receiving no sex education. Respondents receiving instruction about abstinence and birth control were significantly more likely at first sex to use any contraception (odds ratio [OR] = 1.73, females; OR = 1.91, males) or a condom (OR = 1.69, females; OR = 1.90, males), and less likely to have an age-discrepant partner (OR = .67, females; OR = .48, males). Receipt of only abstinence education was not statistically distinguishable in most models from receipt of either both or neither topics. Among female subjects, condom use at first sex was significantly more likely among those receiving instruction in both topics as compared with only abstinence education. The associations between sex education and all longer-term outcomes were mediated by older age at first sex. Sex education about abstinence and birth control was associated with healthier sexual behaviors and outcomes as compared with no instruction. The protective influence of sex education is not limited to if or when to have sex, but extends to issues of contraception, partner selection, and reproductive health outcomes. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Vocational Education Outcomes: An Evaluative Bibliography of Empirical Studies. Bibliography Series No. 49.

ERIC Educational Resources Information Center

Bolland, Kathleen A.

As part of a project designed to identify appropriate and feasible methods of evaluating vocational education with respect to its outcomes, this bibliography contains descriptive and evaluative annotations of a selection of empirical studies of vocational education outcomes. Following a technical introduction discussing the methodological issues…

Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea

ERIC Educational Resources Information Center

Tekle, Tesfu; Njihia, Mukirae; Ogeta, Norbert; Habtu, Michael

2015-01-01

Background: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far less from the national average. To boost enrolment among the nomads and to meet the…

Keeping Kids Moving: How Equitable Transportation Policy Can Prevent Childhood Obesity Toolkit--Resource List

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2012

2012-01-01

This list of resources offers promising strategies that communities and policymakers can use to make sustainable advances in achieving equitable transportation systems. Resources are organized into seven categories: transportation equity, Safe Routes to School, school siting, complete streets, non-motorized transportation, community design, and…

Transition Literature Review on Educational, Employment, and Independent Living Outcomes.

ERIC Educational Resources Information Center

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,…

Missionary Zeal: Some Problems with the Rhetoric, Vision and Approach of the AHELO Project

ERIC Educational Resources Information Center

Ashwin, Paul

2015-01-01

The OECD's Assessment of Higher Education Learning Outcomes (AHELO) project is an important contribution to discussions of how to define and measure the quality of global higher education. There is a genuine need for quality measures that can help to ensure students have equitable access to high-quality higher education wherever they study but do…

Maternal educational status at birth, maternal educational advancement, and neurocognitive outcomes at age 10 years among children born extremely preterm.

PubMed

Joseph, Robert M; O'Shea, Thomas M; Allred, Elizabeth N; Heeren, Tim; Kuban, Karl K

2018-04-01

BackgroundTo determine if a key marker of socioeconomic status, maternal education, is associated with later neurocognitive and academic outcomes among children born extremely preterm (EP).MethodEight hundred and seventy-three children born at 23 to 27 weeks of gestation were assessed for cognitive and academic ability at age 10 years. With adjustments for gestational age (GA) and potential confounders, outcomes of children whose mothers had fewer years of education at the time of delivery and children whose mother advanced in education between birth and 10 years were examined.ResultsChildren of mothers in the lowest education stratum at birth were significantly more likely to score ≥2 SDs below normative expectation on 17 of 18 tests administered. Children of mothers who advanced in education (n=199) were at reduced risk for scoring ≥2 SDs on 15 of 18 measures, but this reduction was statistically significant on only 2 of 18 measures.ConclusionAmong EP children, socioeconomic disadvantage at birth, indexed by maternal education, is associated with significantly poorer neurocognitive and academic outcomes at 10 years of age, independently of GA. Maternal educational advancement during the child's first 10 years of life is associated with modestly improved neurocognitive outcomes.

Geography for Life and Standards-Based Education in the Commonwealth of Kentucky

ERIC Educational Resources Information Center

Howarth, David A.; Mountain, Keith R.

2004-01-01

Public education in Kentucky schools was fundamentally changed in 1990 with the passage of the Kentucky Education Reform Act (KERA). This educational reform--mandated by the Kentucky Supreme Court ruling that funding for Kentucky public school districts was neither adequate nor equitably distributed--established a platform on which standards-based…

A Call to Investigate the Relationship Between Education and Health Outcomes Using Big Data.

PubMed

Chahine, Saad; Kulasegaram, Kulamakan Mahan; Wright, Sarah; Monteiro, Sandra; Grierson, Lawrence E M; Barber, Cassandra; Sebok-Syer, Stefanie S; McConnell, Meghan; Yen, Wendy; De Champlain, Andre; Touchie, Claire

2018-06-01

There exists an assumption that improving medical education will improve patient care. While seemingly logical, this premise has rarely been investigated. In this Invited Commentary, the authors propose the use of big data to test this assumption. The authors present a few example research studies linking education and patient care outcomes and argue that using big data may more easily facilitate the process needed to investigate this assumption. The authors also propose that collaboration is needed to link educational and health care data. They then introduce a grassroots initiative, inclusive of universities in one Canadian province and national licensing organizations that are working together to collect, organize, link, and analyze big data to study the relationship between pedagogical approaches to medical training and patient care outcomes. While the authors acknowledge the possible challenges and issues associated with harnessing big data, they believe that the benefits supersede these. There is a need for medical education research to go beyond the outcomes of training to study practice and clinical outcomes as well. Without a coordinated effort to harness big data, policy makers, regulators, medical educators, and researchers are left with sometimes costly guesses and assumptions about what works and what does not. As the social, time, and financial investments in medical education continue to increase, it is imperative to understand the relationship between education and health outcomes.

Does the Type of Higher Education Affect Labor Market Outcomes? Evidence from Egypt and Jordan.

PubMed

Assaad, Ragui; Krafft, Caroline; Salehi-Isfahani, Djavad

2018-06-01

In Egypt and Jordan there is a substantial mismatch between the output of the higher education system and the needs of the labor market. Both demand and supply-side factors could be driving this mismatch. This paper tests a key supply-side issue, whether differences in the institutional structures and incentives in higher education affect the labor market outcomes of graduates. Specifically, we ask if the stronger alignment of incentives in private relative to public higher education institutions produces more employable human capital and better labor market outcomes. We examine the impact of the type of higher education institution a person attends on several labor market outcomes while controlling for his or her pre-enrollment characteristics. The results demonstrate that supply-side issues and institutional incentives have little impact on labor market outcomes while family background plays by far the largest role. Proposed reforms for higher education often suggest increasing the role of the private sector in provision of higher education. Our findings indicate that this approach is unlikely to improve labor market outcomes.

Does the Type of Higher Education Affect Labor Market Outcomes? Evidence from Egypt and Jordan

PubMed Central

Assaad, Ragui; Krafft, Caroline; Salehi-Isfahani, Djavad

2018-01-01

In Egypt and Jordan there is a substantial mismatch between the output of the higher education system and the needs of the labor market. Both demand and supply-side factors could be driving this mismatch. This paper tests a key supply-side issue, whether differences in the institutional structures and incentives in higher education affect the labor market outcomes of graduates. Specifically, we ask if the stronger alignment of incentives in private relative to public higher education institutions produces more employable human capital and better labor market outcomes. We examine the impact of the type of higher education institution a person attends on several labor market outcomes while controlling for his or her pre-enrollment characteristics. The results demonstrate that supply-side issues and institutional incentives have little impact on labor market outcomes while family background plays by far the largest role. Proposed reforms for higher education often suggest increasing the role of the private sector in provision of higher education. Our findings indicate that this approach is unlikely to improve labor market outcomes. PMID:29937553

Multimodality and interactivity: connecting properties of serious games with educational outcomes.

PubMed

Ritterfeld, Ute; Shen, Cuihua; Wang, Hua; Nocera, Luciano; Wong, Wee Ling

2009-12-01

Serious games have become an important genre of digital media and are often acclaimed for their potential to enhance deeper learning because of their unique technological properties. Yet the discourse has largely remained at a conceptual level. For an empirical evaluation of educational games, extra effort is needed to separate intertwined and confounding factors in order to manipulate and thus attribute the outcome to one property independent of another. This study represents one of the first attempts to empirically test the educational impact of two important properties of serious games, multimodality and interactivity, through a partial 2 x 3 (interactive, noninteractive by high, moderate, low in multimodality) factorial between-participants follow-up experiment. Results indicate that both multimodality and interactivity contribute to educational outcomes individually. Implications for educational strategies and future research directions are discussed.

Outcomes-Based Education Integration in Home Economics Program: An Evaluative Study

ERIC Educational Resources Information Center

Limon, Mark Raguindin; Castillo Vallente, John Paul

2016-01-01

This study examined the factors that affect the integration of Outcomes-Based Education (OBE) in the Home Economics (HE) education curriculum of the Technology and Livelihood Education (TLE) program of a State University in the northern part of the Philippines. Descriptive survey and qualitative design were deployed to gather, analyze, and…

School Choice and Competitive Incentives: Mapping the Distribution of Educational Opportunities across Local Education Markets

ERIC Educational Resources Information Center

Lubienski, Christopher; Gulosino, Charisse; Weitzel, Peter

2009-01-01

Competition sparked by school choice is expected to generate greater educational opportunities, particularly for disadvantaged students. The premise is that competitive incentives will change the organizational behavior of schools (and districts, dioceses, etc.) in ways that will lead to more equitable access for students across varied and often…

Subnational Variations in Educational Attainment and Labour Market Outcomes. Education Indicators in Focus. No. 43

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

Significant variations in educational attainment and labour market outcomes exist not only across OECD countries but also within them. Some regions concentrate the human capital of a country. In particular, many countries' capital regions stand out for their high share of tertiary-educated people. However, overall employment prospects are often…

The Development of an Educational and Career Outcome Expectancy Scale.

ERIC Educational Resources Information Center

Springer, Shauna H.; Larson, Lisa M.; Tilley, Brian P.; Gasser, Courtney E.; Quinn, Aaron C.

The development of an educational outcome expectations scale was prompted by a need for a measure tailored to college students' expected level of educational attainment. Studies were conducted in an undergraduate psychology course at a midwestern university. Participants (383 women, 276 males) attending a group counseling session completed a…

Equitable access to elective hospital services: the introduction of patient choice in a decentralised healthcare system.

PubMed

Ringard, Ånen

2012-02-01

During the 1980s and 1990s, increased waiting times for elective surgery was perceived to be a major accessibility problem in many countries. In an attempt to improve access, hospital choice reforms were introduced in a number of countries. In Norway, a nationwide reform to improve access came into effect in 2001. At the same time, renewed support was expressed for the long-standing political aim of ensuring equal access to healthcare services for all citizens regardless of their social position. The current aim is to analyse the relationship of the hospital choice reform and the goal of equitable access to hospital services. A survey conducted among Norwegian patients in 2004 provided information about whether a choice of hospital had been made. Information from the survey was merged with administrative data from the hospital that performed the treatment. The survey provided data on patients' socioeconomic position. Demographics, medical need, and prior use of healthcare services were controlled for to determine the effect of socioeconomic position on hospital choice. The patient's socioeconomic position, measured by education, was found to be significantly associated with hospital choice. The relationship resembled that of a social gradient. Patients with a primary education were less likely to have made a choice, followed by those with secondary education or a lower university degree. Patients with higher university education were most likely to have chosen. Hospital selection is a demanding task for many patients. Policymakers should therefore focus on crafting and implementing tools necessary for supporting uptake of choice in disadvantaged groups.

The Intersection of Race, Culture, Language, and Disability: Implications for Urban Education

ERIC Educational Resources Information Center

Blanchett, Wanda J.; Klingner, Janette K.; Harry, Beth

2009-01-01

To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color's access to an equitable education. Thus, this article will…

Marital Dissolution and Child Educational Outcomes in San Borja, Bolivia.

PubMed

Snopkowski, Kristin

2016-12-01

Serial monogamy is likely an adaptive mating strategy for women when the expected future fitness gains with a different partner are greater than expected future fitness with one's current partner. Using interview data from more than 400 women in San Borja, Bolivia, discrete-time event history analyses and random effects regression analyses were conducted to examine predictors of marital dissolution, separated by remarriage status, and child educational outcomes. Male income was found to be inversely associated with women's risk of "divorce and remarriage," whereas female income is positively associated with women's risk of "divorce, but not remarriage." Children of women who divorce and remarry tend to have significantly lower educational outcomes than children of married parents, but women with higher incomes are able to buffer their children from the negative educational outcomes of divorce and remarriage. Counter to predictions, there is no evidence that women with kin in the community have a significant difference in likelihood of divorce or a buffering effect of child outcomes. In conclusion, predictors of divorce differ depending on whether the woman goes on to remarry, suggesting that male income may be a better predictor of a serial monogamy strategy whereas female income predicts marital dissolution only. Thus, women who are relatively autonomous because of greater income may not benefit from remarriage.

Cooperative Education and Employment Outcomes for Post-Graduation Business Students

ERIC Educational Resources Information Center

Sprandel, Heather

2009-01-01

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…

Racial and Regional Inequalities in School Resources Relative to Their Educational Outcomes.

ERIC Educational Resources Information Center

McPartland, James M.; Sprehe, J. Timothy

This paper uses the data from the 1966 Educational Opportunities Survey (EOS) to investigate regional and racial inequalities in education by applying a definition of inequalities that incorporates both school inputs and educational outcomes. Inequalities in school inputs are weighted by their importance for educational outputs, in order to…

Education attainment is associated with patient-reported outcomes: findings from the Swedish Hip Arthroplasty Register.

PubMed

Greene, Meridith E; Rolfson, Ola; Nemes, Szilard; Gordon, Max; Malchau, Henrik; Garellick, Göran

2014-06-01

Age, sex, and medical comorbidities may be associated with differences in patient-reported outcome scores after THA. Highest level of education may be a surrogate for socioeconomic status, but the degree to which this is associated with patient-reported outcomes after THA is not known. We investigated the national Swedish Hip Arthroplasty Register for the association of education attainment on patient-reported outcomes 1 year after THA; specifically, we evaluated level of education attainment against health-related quality of life (HRQoL), pain reduction, and satisfaction with treatment 1 year after THA. All THAs for osteoarthritis performed from 2005 through 2007 with complete patient-reported outcome measures (representing 49% of the THAs performed for this diagnosis) were selected from the Swedish Hip Arthroplasty Register. These cases were merged with national databases containing education attainment, marital status, and comorbidities (n = 11,464; mean age of patients, 64 years). The patient-reported outcome measure protocol included the HRQoL measure EuroQol five-dimension scale (EQ-5D), a VAS for pain, the Charnley classification survey, and a VAS addressing THA satisfaction. Linear regression analyses determined the association of preoperative patient factors with patient-reported outcomes. High education attainment was associated with higher HRQoL (EQ-5D index ß(high) = 0.03 ± 0.01; EQ VAS ß(high) = 2.6 ± 0.5) after THA, whereas those with low and medium education were at risk for lower HRQoL. High education was associated with less pain after treatment (ß(high) = -3.3 ± 0.05). Individuals with low or medium education were at risk for less satisfaction with THA (p < 0.001). Our results suggest clinicians should support patients with low and medium education to a greater extent. Identification of patients who will benefit most from THA and educating those at risk for poorer outcomes, like patients with low and medium education, ultimately may improve

Initial group dietary education compared to individual education in gestational diabetes mellitus management: Do outcomes differ?

PubMed

Barnes, Robyn A; Ross, Glynis P; Jalaludin, Bin B; Flack, Jeff R

2018-03-29

To assess the effectiveness of Initial Group versus Initial Individual GDM dietary education in terms of insulin requirements and pregnancy outcomes. A retrospective audit of clinical data was conducted where English speaking women who received initial education in a group setting (01-2-2012 to 01-2-2014) (Group), were compared to women who received initial individual education with a dietitian (1-2-2010 to 31-1-2012) (Individual), all followed by one individual dietitian appointment. The same dietary information was provided in both settings. Data collected included: attendance rates, insulin requirements, maternal weight gain, and rates of adverse birth outcomes. Data were compared by t-test or Chi-squared test. Multivariable logistic regression analysis was conducted to determine independent predictors of insulin therapy. Of 743 women; (362 Group and 381 Individual), Group women had a lower HbA1c at GDM diagnosis 5.3 ± 0.6% versus 5.5 ± 0.5% (34 ± 6.6 mmol/mol versus 37 ± 5.5 mmol/mol p < 0.0001). There were no other differences in baseline characteristics. More Group women required insulin (42.0% versus 34.6%, p = 0.048). Group education was found to be an independent predictor of insulin therapy (OR = 1.9 [1.29, 2.75] p < 0.001). Despite adjusting for all known potential confounders, unlike Individual education, Group education remained a significant predictor of insulin therapy (but resulted in similar therapeutic and pregnancy outcomes to Individual education). Copyright © 2018 Elsevier B.V. All rights reserved.

Investigating ESL Students' Performance on Outcomes Assessments in Higher Education

ERIC Educational Resources Information Center

Lakin, Joni M.; Elliott, Diane Cardenas; Liu, Ou Lydia

2012-01-01

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…

34 CFR 200.65 - Determining equitable participation of teachers and families of participating private school...

Code of Federal Regulations, 2010 CFR

2010-07-01

...) From applicable funds reserved for parent involvement and professional development under § 200.77, an... equitable basis in professional development and parent involvement activities, respectively. (2) The amount... LEA must conduct professional development and parent involvement activities for the teachers and...

34 CFR 200.65 - Determining equitable participation of teachers and families of participating private school...

Code of Federal Regulations, 2011 CFR

2011-07-01

...) From applicable funds reserved for parent involvement and professional development under § 200.77, an... equitable basis in professional development and parent involvement activities, respectively. (2) The amount... LEA must conduct professional development and parent involvement activities for the teachers and...

VET Student Outcomes 2017. Australian Vocational Education and Training Statistics

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2017

2017-01-01

This publication provides a summary of the outcomes of students who completed their vocational education and training (VET) in Australia during 2016. The outcomes are reported for students in receipt of Commonwealth or state funding and those who paid for their training by other means. The figures are derived from the National Student Outcomes…

Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

PubMed Central

Hoffmann, Mauricio Scopel; Leibenluft, Ellen; Stringaris, Argyris; Laporte, Paola Paganella; Pan, Pedro Mario; Gadelha, Ary; Manfro, Gisele Gus; Miguel, Eurípedes Constantino; Rohde, Luis Augusto; Salum, Giovanni Abrahão

2016-01-01

Objective This study examines the extent to which children’s positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or “buffer” the impact of low intelligence and high psychopathology on negative educational outcomes. Method In a community sample of 2,240 children (6–14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes. Results According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance. Conclusion Children’s positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems. PMID:26703909

Optimizing community case management strategies to achieve equitable reduction of childhood pneumonia mortality: An application of Equitable Impact Sensitive Tool (EQUIST) in five low- and middle-income countries.

PubMed

Waters, Donald; Theodoratou, Evropi; Campbell, Harry; Rudan, Igor; Chopra, Mickey

2012-12-01

The aim of this study was to populate the Equitable Impact Sensitive Tool (EQUIST) framework with all necessary data and conduct the first implementation of EQUIST in studying cost-effectiveness of community case management of childhood pneumonia in 5 low- and middle-income countries with relation to equity impact. Wealth quintile-specific data were gathered or modelled for all contributory determinants of the EQUIST framework, namely: under-five mortality rate, cost of intervention, intervention effectiveness, current coverage of intervention and relative disease distribution. These were then combined statistically to calculate the final outcome of the EQUIST model for community case management of childhood pneumonia: US$ per life saved, in several different approaches to scaling-up. The current 'mainstream' approach to scaling-up of interventions is never the most cost-effective. Community-case management appears to strongly support an 'equity-promoting' approach to scaling-up, displaying the highest levels of cost-effectiveness in interventions targeted at the poorest quintile of each study country, although absolute cost differences vary by context. The relationship between cost-effectiveness and equity impact is complex, with many determinants to consider. One important way to increase intervention cost-effectiveness in poorer quintiles is to improve the efficiency and quality of delivery. More data are needed in all areas to increase the accuracy of EQUIST-based estimates.

Optimizing community case management strategies to achieve equitable reduction of childhood pneumonia mortality: An application of Equitable Impact Sensitive Tool (EQUIST) in five low– and middle–income countries

PubMed Central

Waters, Donald; Theodoratou, Evropi; Campbell, Harry; Rudan, Igor; Chopra, Mickey

2012-01-01

Background The aim of this study was to populate the Equitable Impact Sensitive Tool (EQUIST) framework with all necessary data and conduct the first implementation of EQUIST in studying cost–effectiveness of community case management of childhood pneumonia in 5 low– and middle–income countries with relation to equity impact. Methods Wealth quintile–specific data were gathered or modelled for all contributory determinants of the EQUIST framework, namely: under–five mortality rate, cost of intervention, intervention effectiveness, current coverage of intervention and relative disease distribution. These were then combined statistically to calculate the final outcome of the EQUIST model for community case management of childhood pneumonia: US$ per life saved, in several different approaches to scaling–up. Results The current ‘mainstream’ approach to scaling–up of interventions is never the most cost–effective. Community–case management appears to strongly support an ‘equity–promoting’ approach to scaling–up, displaying the highest levels of cost–effectiveness in interventions targeted at the poorest quintile of each study country, although absolute cost differences vary by context. Conclusions The relationship between cost–effectiveness and equity impact is complex, with many determinants to consider. One important way to increase intervention cost–effectiveness in poorer quintiles is to improve the efficiency and quality of delivery. More data are needed in all areas to increase the accuracy of EQUIST–based estimates. PMID:23289077

How equitable is vocational rehabilitation in Sweden? A review of evidence on the implementation of a national policy framework.

PubMed

Burstrom, Bo; Nylen, Lotta; Clayton, Stephen; Whitehead, Margaret

2011-01-01

Under the national framework law in Sweden, all eligible people should have equal chances of receiving vocational rehabilitation. We aimed to review the evidence on (1) whether access to vocational rehabilitation is equitable in practice and (2) whether the outcomes vary for different groups in the population. Systematic review of studies in Sweden that reported diagnostic or socio-demographic characteristics of people offered or taking up rehabilitation programmes and outcomes of such programmes for different diagnostic and socio-demographic groups. Searches of 11 relevant electronic databases, 15 organisational websites, citation searching and contact with experts in the field, for the period 1990-2009. A total of 11 studies were included in the final review, six of which addressed review question (1) and seven addressed review question (2). All the six observational studies of access reported biased selection into vocational rehabilitation: greater likelihood for men, younger people, those with longer-term sick leave, those with lower income, employed rather than unemployed people and those with musculoskeletal and mental disorders or alcohol abuse. Having had a rehabilitation investigation also increased the likelihood of receiving vocational rehabilitation. Differential outcome of rehabilitation was reported in seven studies: outcomes were better for men, younger people, employed individuals, those with shorter sick leave and those with higher income. Selection into vocational rehabilitation was perceived as important for successful outcomes, but success also depended on the state of the local labour market. There is evidence of socio-demographic differences in access to and outcomes of vocational rehabilitation in Sweden, even though the national framework law is meant to apply to everyone. Few studies have deliberately measured differential access or outcomes, and there is a need for this kind of equity analysis of population-wide policies. Studies

Recent Research on Labor Market Outcomes of Secondary Vocational Education.

ERIC Educational Resources Information Center

Lewis, Morgan V.

This paper synthesizes the results of recent research on the labor market outcomes associated with participation in secondary vocational education. It is based on 10 studies conducted with national data and reported since passage of the 1976 amendments to the Vocational Education Act of 1963. Despite the problems of analyzing vocational outcomes…

The Importance of Preschool and Child Care for Working Mothers

ERIC Educational Resources Information Center

Glynn, Sarah Jane; Farrell, Jane; Wu, Nancy

2013-01-01

In his 2013 State of the Union address, President Barack Obama made a historic pledge to provide universal, high-quality pre-K education to the nation's children. Early childhood education has myriad benefits, including better, more equitable long-term outcomes for children of divergent economic backgrounds Moreover, investments in these programs…

Education Pipeline. Forum Focus. Volume 2, Issue 4, September-October 2004

ERIC Educational Resources Information Center

Yohalem, Nicole; Joselowsky, Francine; Allen, Lili

2004-01-01

While the nation's public systems continue to fall short of delivering equitable educational supports to children and youth, youth workers have spent the last several decades insulating and, in some cases, patching the leaks in the "education pipeline"--a term describing the route students follow from early childhood through…

High-Leverage Leadership: Improving Outcomes in Educational Settings

ERIC Educational Resources Information Center

Mongon, Denis; Chapman, Christopher

2011-01-01

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…

Learning Outcomes in Professional Contexts in Higher Education

ERIC Educational Resources Information Center

Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian

2017-01-01

With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In…

Education in Alaska. A Report to the People, FY 1986.

ERIC Educational Resources Information Center

Alaska State Dept. of Education, Juneau.

In fiscal year (FY) 1986, the Alaska State Board of Education continued to work towards its objectives of improving education in the areas of: school finance (by developing a fair and equitable distribution system for state public school funds and funding school construction projects); fiscal accountability (by establishing a system for the entire…

How do you deliver a good obstetrician? Outcome-based evaluation of medical education.

PubMed

Asch, David A; Nicholson, Sean; Srinivas, Sindhu K; Herrin, Jeph; Epstein, Andrew J

2014-01-01

The goal of medical education is the production of a workforce capable of improving the health and health care of patients and populations, but it is hard to use a goal that lofty, that broad, and that distant as a standard against which to judge the success of schools or training programs or particular elements within them. For that reason, the evaluation of medical education often focuses on elements of its structure and process, or on the assessment of competencies that could be considered intermediate outcomes. These measures are more practical because they are easier to collect, and they are valuable when they reflect activities in important positions along the pathway to clinical outcomes. But they are all substitutes for measuring whether educational efforts produce doctors who take good care of patients.The authors argue that the evaluation of medical education can become more closely tethered to the clinical outcomes medical education aims to achieve. They focus on a specific clinical outcome-maternal complications of obstetrical delivery-and show how examining various observable elements of physicians' training and experience helps reveal which of those elements lead to better outcomes. Does it matter where obstetricians trained? Does it matter how much experience they have? Does it matter how good they were to start? Each of these questions reflects a component of the production of a good obstetrician and, most important, defines a good obstetrician as one whose patients in the end do well.

Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training

ERIC Educational Resources Information Center

Haskins, Natoya H.; Singh, Anneliese

2015-01-01

Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.

Perspectives on Inclusive Education with Reference to United Nations

ERIC Educational Resources Information Center

Sharma, Arvind

2015-01-01

This essay explores inclusive education and explains the role of United Nations for imparting it to different nations. Undoubtedly, the UN and the United Nations Children's Fund (UNICEF) strive for all children to have equitable access to education as a basic human right. The Convention on the Rights of the Child (CRC) combined with the Convention…

Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter?

PubMed

Carbonaro, William; Workman, Joseph

2016-07-01

Sociologists of education have long been interested in the effects of peer relations on educational outcomes. Recent theory and research on adolescence suggest that peers on the boundaries of students' friendship networks may play an important role in shaping behaviors and educational outcomes. In this study, we examine the importance of a key "intermediate peer context" for students' outcomes: the friends of a student's friends. Our findings indicate both friends' and friends' friends' characteristics independently predict students' college expectations and their risk of dropping out of high school (although only friends' characteristics predict GPA). Our models suggest the magnitude of students' friends-of-friends' characteristics are at least as large their friends' characteristics. Together, the association between the peer context and students outcomes is considerably larger when accounting for both the characteristics of students' friends and the friends of their friends. Copyright © 2016 Elsevier Inc. All rights reserved.

Education and employment outcomes of young adults with a history of developmental language disorder

PubMed Central

Durkin, Kevin; Toseeb, Umar; Botting, Nicola; Pickles, Andrew

2017-01-01

Abstract Background Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes. Aims To examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age‐matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes? Methods & Procedures Participants included 84 individuals with DLD (67% males) and 88 age‐matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income. Outcomes & Results Those with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age‐matched peers was

Univariate Analysis of Multivariate Outcomes in Educational Psychology.

ERIC Educational Resources Information Center

Hubble, L. M.

1984-01-01

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…

Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

PubMed

Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

2014-12-01

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 study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

The measurement of outcomes in the assessment of educational program effectiveness.

PubMed

Kassebaum, D G

1990-05-01

Postsecondary accrediting agencies recognized by the U.S. Secretary of Education and the Council on Postsecondary Accreditation, including the Liaison Committee on Medical Education (LCME), are required to evaluate educational program effectiveness by determining that institutions and programs document the achievement of their students and graduates in verifiable and consistent ways, indicating that institutional and program purposes are met. For the assessment of medical education programs this represents a departure from the traditional method of inferring quality from institutional compliance with standards for program organization and function. In the new assessment calculus, success is measured as the integrated product of the outcomes, the indicators of achievement that medical schools already are collecting from many sources, for instance, data on premedical achievement and attributes, medical school performance, graduate education ratings and test results, specialty certification, licensure, and practice. Although a recent LCME enquiry showed that 80% of U.S. medical schools were collecting outcome data on students and graduates, there was a lack of coherence and system, little integrated analysis, rare longitudinal study, and limited use of the information to evaluate and revise the curriculum or to validate admissions, promotion, and graduation criteria. The longitudinal study of the quantified results of educational programs need not resurrect old controversies about the linkage between learning in medical school and the quality of doctors' later practice. The purpose of examining outcomes is to gain sharper focus on the achievement of distinctive institutional goals, to facilitate program improvement and renewal, and to better assure the competence of graduates within the boundaries of achievement that schools have drawn as their educational objectives.

Extracts from: Analysis of Selected Economic Factors Influencing Franco-Albertan Education

ERIC Educational Resources Information Center

Liguori, George T.

1978-01-01

An examination of selected economic factors most likely to influence the income level of Francophones in Alberta. It focuses on occupation, education level, sex, geographical areas, income and source of income. Evidence indicates that educational level and slow rate of urbanization are major obstacles to more equitable distribution of wealth. (AMH)

Keeping Kids Moving: How Equitable Transportation Policy Can Prevent Childhood Obesity--What It Is

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2012

2012-01-01

The nation faces an obesity crisis, especially among low-income children and children of color. Today, nearly one-third of children and adolescents are overweight or obese, and physical inactivity is a leading cause of this epidemic. Equitable transportation policy that fosters healthy, opportunity-rich communities has a critical role to play in…

Prosthetists' perceptions and use of outcome measures in clinical practice: Long-term effects of focused continuing education.

PubMed

Hafner, Brian J; Spaulding, Susan E; Salem, Rana; Morgan, Sara J; Gaunaurd, Ignacio; Gailey, Robert

2017-06-01

Continuing education is intended to facilitate clinicians' skills and knowledge in areas of practice, such as administration and interpretation of outcome measures. To evaluate the long-term effect of continuing education on prosthetists' confidence in administering outcome measures and their perceptions of outcomes measurement in clinical practice. Pretest-posttest survey methods. A total of 66 prosthetists were surveyed before, immediately after, and 2 years after outcomes measurement education and training. Prosthetists were grouped as routine or non-routine outcome measures users, based on experience reported prior to training. On average, prosthetists were just as confident administering measures 1-2 years after continuing education as they were immediately after continuing education. In all, 20% of prosthetists, initially classified as non-routine users, were subsequently classified as routine users at follow-up. Routine and non-routine users' opinions differed on whether outcome measures contributed to efficient patient evaluations (79.3% and 32.4%, respectively). Both routine and non-routine users reported challenges integrating outcome measures into normal clinical routines (20.7% and 45.9%, respectively). Continuing education had a long-term impact on prosthetists' confidence in administering outcome measures and may influence their clinical practices. However, remaining barriers to using standardized measures need to be addressed to keep practitioners current with evolving practice expectations. Clinical relevance Continuing education (CE) had a significant long-term impact on prosthetists' confidence in administering outcome measures and influenced their clinical practices. In all, approximately 20% of prosthetists, who previously were non-routine outcome measure users, became routine users after CE. There remains a need to develop strategies to integrate outcome measurement into routine clinical practice.

Achieving Inclusion? Effective Resourcing of Students with Special Educational Needs

ERIC Educational Resources Information Center

Banks, Joanne; Frawley, Denise; McCoy, Selina

2015-01-01

In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing…

A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes

ERIC Educational Resources Information Center

AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid

2013-01-01

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…

Learning Outcomes for Sustainable Development in Higher Education

ERIC Educational Resources Information Center

Svanstrom, Magdalena; Lozano-Garcia, Francisco J.; Rowe, Debra

2008-01-01

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…

How to Educate Children for Sustainable Learning and for a Sustainable World

ERIC Educational Resources Information Center

Samuelsson, Ingrid Pramling; Park, Eunhye

2017-01-01

This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners…

Inside Our Schools: Teachers on the Failure and Future of Education Reform

ERIC Educational Resources Information Center

Murphy, Brett Gardiner, Ed.

2017-01-01

In this powerful collection of personal accounts, successful and respected teachers from across the country reveal how recent education policies have played out in their schools and classrooms in negative and counterproductive ways, and offer teacher-led alternatives for providing equitable, engaging, and empowering education. Framed by critical…

Generating Outcome Measurements: Achievement and Attitudes. A Guide to Educational Outcome Measurements and Their Uses. Seminar No. 3.

ERIC Educational Resources Information Center

Mushkin, Selma J.; Billings, Bradley B.

This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministries, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with how to obtain information on…

State of the States '92: Bridging Troubled Finance Waters. Proceedings of the Fiscal Issues, Policy, and Education Finance Special Interest Group of the American Educational Research Association (San Francisco, California, April 20-24, 1992).

ERIC Educational Resources Information Center

Westbrook, Kathleen C., Ed.

This document contains the proceedings of presentations made by the Fiscal Issues, Policy and Education Finance Special Interest Group of the American Education Research Association (AERA). Ten articles focus on equitable funding systems for K-12 education and examine school financing in the following states: Florida, Illinois, New York,…

Physician Migration, Education, and Health Care

ERIC Educational Resources Information Center

Norcini, John J.; Mazmanian, Paul E.

2005-01-01

Physician migration is a complex and multifaceted phenomenon that is intimately intertwined with medical education. Imbalances in the production of physicians lead to workforce shortages and surpluses that compromise the ability to deliver adequate and equitable health care to large parts of the world's population. In this overview, we address a…

Model for equitable care and outcomes for remote full care hemodialysis units.

PubMed

Bernstein, Keevin; Zacharias, James; Blanchard, James F; Yu, B Nancy; Shaw, Souradet Y

2010-04-01

Remotely located patients not living close to a nephrologist present major challenges for providing care. Various models of remotely delivered care have been developed, with a gap in knowledge regarding the outcomes of these heterogeneous models. This report describes a satellite care model for remote full-care hemodialysis units managed homogenously in the province of Manitoba, Canada, without onsite nephrologists. Survival in remotely located full-care units is compared with a large, urban full-care center with onsite nephrologists. Data from a Canadian provincial dialysis registry were extracted on 2663 patients between 1990 and 2005. All-cause mortality after initiation of chronic hemodialysis was assessed with Cox proportional hazards regression. Both short-term (1 year) and long-term (2 to 5 years) survival were analyzed. Survival for patients receiving remotely delivered care was shown to be better than for those receiving care in the urban care center with this particular Canadian model of care. Furthermore, there was no difference when assessing short- and long-term survival. This was independent of distance from the urban center. Chronic hemodialysis patients receiving remotely delivered care in a specialized facility attain comparable, if not better survival outcomes than their urban counterparts with direct onsite nephrology care. This model can potentially be adapted to other underserviced areas, including increasingly larger urban centers.

Equitable Learning Outcomes: Supporting Economically and Culturally Disadvantaged Students in "Formative Learning Environments"

ERIC Educational Resources Information Center

Clark, Ian

2014-01-01

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…

Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru

ERIC Educational Resources Information Center

McConnell-Farmer, Judith Lynne; Cook, Pamela R.; Farmer, M. W.

2012-01-01

Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to…

Engaging Youth of Color in Applied Science Education and Public Health Promotion

ERIC Educational Resources Information Center

Sprague Martinez, Linda; Bowers, Edmond; Reich, Amanda J.; Ndulue, Uchenna J.; Le, Albert An; Peréa, Flavia C.

2016-01-01

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to…

20 CFR 632.87 - Equitable provision of services to the eligible population and significant segments.

Code of Federal Regulations, 2011 CFR

2011-04-01

... eligible population and significant segments. 632.87 Section 632.87 Employees' Benefits EMPLOYMENT AND... Program Design and Management § 632.87 Equitable provision of services to the eligible population and... system is in place to afford all members of the eligible population within the service area for which the...

20 CFR 632.87 - Equitable provision of services to the eligible population and significant segments.

Code of Federal Regulations, 2012 CFR

2012-04-01

... eligible population and significant segments. 632.87 Section 632.87 Employees' Benefits EMPLOYMENT AND... Program Design and Management § 632.87 Equitable provision of services to the eligible population and... system is in place to afford all members of the eligible population within the service area for which the...

20 CFR 632.87 - Equitable provision of services to the eligible population and significant segments.

Code of Federal Regulations, 2010 CFR

2010-04-01

... eligible population and significant segments. 632.87 Section 632.87 Employees' Benefits EMPLOYMENT AND... Program Design and Management § 632.87 Equitable provision of services to the eligible population and... system is in place to afford all members of the eligible population within the service area for which the...

Equitable Access by Design. A Conceptual Framework for Integrated Student Supports within Linked Learning Pathways

ERIC Educational Resources Information Center

de Velasco, Jorge Ruiz; Newman, Elizabeth; Borsato, Graciela

2016-01-01

This report proposes a conceptual framework for defining and implementing a system of integrated student supports that provides equitable access to college and career readiness via Linked Learning pathways in high schools. The framework emphasizes the central commitment of the Linked Learning approach to challenge prevailing norms of…

Academic performance, educational aspiration and birth outcomes among adolescent mothers: a national longitudinal study

PubMed Central

2014-01-01

Background Maternal educational attainment has been associated with birth outcomes among adult mothers. However, limited research explores whether academic performance and educational aspiration influence birth outcomes among adolescent mothers. Methods Data from Waves I and IV of the National Longitudinal Study of Adolescent Health (Add Health) were used. Adolescent girls whose first pregnancy occurred after Wave I, during their adolescence, and ended with a singleton live birth were included. Adolescents’ grade point average (GPA), experience of ever skipping a grade and ever repeating a grade, and their aspiration to attend college were examined as predictors of birth outcomes (birthweight and gestational age; n = 763). Univariate statistics, bivariate analyses and multivariable models were run stratified on race using survey procedures. Results Among Black adolescents, those who ever skipped a grade had higher offspring’s birthweight. Among non-Black adolescents, ever skipping a grade and higher educational aspiration were associated with higher offspring’s birthweight; ever skipping a grade was also associated with higher gestational age. GPA was not statistically significantly associated with either birth outcome. The addition of smoking during pregnancy and prenatal care visit into the multivariable models did not change these associations. Conclusions Some indicators of higher academic performance and aspiration are associated with better birth outcomes among adolescents. Investing in improving educational opportunities may improve birth outcomes among teenage mothers. PMID:24422664

Three Studies on Student Outcomes in Higher Education

ERIC Educational Resources Information Center

Cannon, Russell

2016-01-01

This dissertation contains chapters that explore higher education policy issues related to student outcomes. In the first chapter, I examine the results of a controlled randomized trial of a brief, inexpensive phone call outreach to a sample of Pell eligible students at the University of Missouri intended to increase FAFSA filing, on-time FAFSA…

Career Education: Some Essential Learner Outcomes. Intermediate Grades 4, 5, 6.

ERIC Educational Resources Information Center

Tennyson, W. Wesley; And Others

This guide, one of a series for various grade levels, contains Some Essential Learner Outcomes (SELOs) for career education in the intermediate grades in Minnesota. (The SELOs are selected samples of knowledge statements considered as essential learning outcomes for students in each of the subject areas taught in schools.) These SELOs for the…

University and Vocational Education, and Youth Labour Market Outcomes in Australia

ERIC Educational Resources Information Center

Marks, Gary N.

2017-01-01

The purpose of this study is to examine the effects of university and vocational education, and other influences on a variety of labour market outcomes for Australian youths aged between 16 and 25. The six labour market outcomes investigated are: occupational status, hourly and weekly earnings, employment, unemployment and full-time work. The…

A study on Korean nursing students' educational outcomes

PubMed Central

Oh, Kasil; Lee, Hyang-Yeon; Lee, Sook-Ja; Kim, In-Ja; Choi, Kyung-Sook; Ko, Myung-Sook

2011-01-01

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, χ2-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

Knowledge outcomes within rotational models of social work field education.

PubMed

Birkenmaier, Julie; Curley, Jami; Rowan, Noell L

2012-01-01

This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students ( n = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.

Frequency of Educational Computer Use as a Longitudinal Predictor of Educational Outcome in Young People with Specific Language Impairment

PubMed Central

Durkin, Kevin; Conti-Ramsden, Gina

2012-01-01

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

Interprofessional education: effects on professional practice and healthcare outcomes (update).

PubMed

Reeves, Scott; Perrier, Laure; Goldman, Joanne; Freeth, Della; Zwarenstein, Merrick

2013-03-28

The delivery of effective, high-quality patient care is a complex activity. It demands health and social care professionals collaborate in an effective manner. Research continues to suggest that collaboration between these professionals can be problematic. Interprofessional education (IPE) offers a possible way to improve interprofessional collaboration and patient care. To assess the effectiveness of IPE interventions compared to separate, profession-specific education interventions; and to assess the effectiveness of IPE interventions compared to no education intervention. For this update we searched the Cochrane Effective Practice and Organisation of Care Group specialised register, MEDLINE and CINAHL, for the years 2006 to 2011. We also handsearched the Journal of Interprofessional Care (2006 to 2011), reference lists of all included studies, the proceedings of leading IPE conferences, and websites of IPE organisations. Randomised controlled trials (RCTs), controlled before and after (CBA) studies and interrupted time series (ITS) studies of IPE interventions that reported objectively measured or self reported (validated instrument) patient/client or healthcare process outcomes. At least two review authors independently assessed the eligibility of potentially relevant studies. For included studies, at least two review authors extracted data and assessed study quality. A meta-analysis of study outcomes was not possible due to heterogeneity in study designs and outcome measures. Consequently, the results are presented in a narrative format. This update located nine new studies, which were added to the six studies from our last update in 2008. This review now includes 15 studies (eight RCTs, five CBA and two ITS studies). All of these studies measured the effectiveness of IPE interventions compared to no educational intervention. Seven studies indicated that IPE produced positive outcomes in the following areas: diabetes care, emergency department culture and

Leadership education, certification and resident outcomes in US nursing homes: cross-sectional secondary data analysis.

PubMed

Trinkoff, Alison M; Lerner, Nancy B; Storr, Carla L; Han, Kihye; Johantgen, Mary E; Gartrell, Kyungsook

2015-01-01

Leadership is a key consideration in improving nursing home care quality. Previous research found nursing homes with more credentialed leaders had lower rates of care deficiencies than nursing homes with less credentialed leaders. Evidence that nursing home administrator (NHA) and director of nursing (DON) education and certification is related to resident outcomes is limited. To examine associations of education and certification among NHAs and DONs with resident outcomes. Cross-sectional secondary data analysis. This study used National Nursing Home Survey data on leadership education and certification and Nursing Home Compare quality outcomes (e.g. pain, catheter use). 1142 nursing homes in the survey which represented 16628 nursing homes in the US. Leadership education and certification were assessed separately for NHAs and DONs. Nursing home resident outcomes were measured using facility-level nursing home quality indicator rates selected from the Minimum Data Set. Facility-level quality indicators were regressed onto leadership variables in models that also held constant facility size and ownership status. Nursing homes led by NHAs with both Master's degrees or higher and certification had significantly better outcomes for pain. Nursing homes led by DONs with Bachelor's degrees or higher plus certification also had significantly lower pain and catheter use. Whereas pressure ulcer rates were higher in facilities led by DONs with more education. Selected outcomes for nursing home residents might be improved by increasing the education and certification requirements for NHAs and DONs. Additional research is needed to clarify these relationships. Copyright © 2014 Elsevier Ltd. All rights reserved.

Government-Funded Student Outcomes, 2016: Australian Vocational Education and Training Statistics

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2016

2016-01-01

This publication provides a summary of the outcomes of students who completed government-funded vocational education and training (VET) during 2015, with the data collected in mid-2016. Government-funded VET is broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and…

Childhood maltreatment and educational outcomes: evidence from South Africa.

PubMed

Pieterse, Duncan

2015-07-01

Many South African children experience maltreatment, but we know little about the effects on long-term child development. Using the only representative dataset that includes a module on childhood maltreatment for a metropolitan city in South Africa, we explore the association between different measures of childhood maltreatment and two educational outcomes (numeracy test scores and dropout). Our study provides an estimate of the association between childhood maltreatment and educational outcomes in a developing country where maltreatment is high. We control for potential confounders using a range of statistical techniques and add several robustness checks to evaluate the strength of our findings. Our results indicate that children who are maltreated suffer large adverse consequences in terms of their numeracy test scores and probability of dropout and that the estimated effects of maltreatment are larger and more consistent for the most severe type of maltreatment. Copyright © 2014 John Wiley & Sons, Ltd.

"Assessment as Discourse": A Pre-Service Physics Teacher's Evolving Capacity to Support an Equitable Pedagogy

ERIC Educational Resources Information Center

Lyon, Edward G.

2013-01-01

One way to view "equitable pedagogy" is through an opportunity to learn (OTL) lens, meaning that regardless of race, class, or culture, a student has access to rigorous and meaningful content, as well as appropriate resources and instruction necessary to learn and demonstrate understanding of that content. Assessment holds a unique…

From Common Struggles to Common Dreams: Neoliberalism and Multicultural Education in a Globalized Environment

ERIC Educational Resources Information Center

Lee, Pei-Lun

2012-01-01

Major troubling contours of neoliberalism and high-stakes education have common features. Consequently, the author discusses how multicultural education can serve as praxis for collective empowerment in a globalized context. The author asserts that equitable representation and localized multicultural knowledge production are the foundation of a…

A Great Balancing Act: Equitable Education for Girls and Boys.

ERIC Educational Resources Information Center

Chapman, Anne

This book presents recent research-based information about educationally relevant gender-related differences between girls and boys and how they are taught and perceived in society. The book offers practical suggestions on how to avoid trammeling either girls or boys, how to overcome negative aspects of gender-stereotyping, and how to maximize…

Parenting Styles, Adolescents' Attributions, and Educational Outcomes in Nine Heterogeneous High Schools.

ERIC Educational Resources Information Center

Glasgow, Kristan L.; And Others

1997-01-01

Examined contemporaneous and predictive relations between parenting styles, adolescents' attributions, and educational outcomes. Found that adolescents who perceived their parents as nonauthoritative were more likely than peers to attribute achievement outcomes to external causes or low ability. The higher the proportion of dysfunctional…

The Male Role in Contraception: Implications for Health Education.

ERIC Educational Resources Information Center

Chng, Chwee Lye

1983-01-01

Many males still perceive contraception as a woman's responsibility. This paper describes male contraceptives and their effectiveness and draws implications for school and community health education professionals. More equitable sharing of the responsibility for contraception might result in more effective contraception. (PP)

Maternal education and perinatal outcomes among Spanish women residing in southern Spain (2001-2011).

PubMed

Juárez, Sol; Revuelta-Eugercios, Bárbara A; Ramiro-Fariñas, Diego; Viciana-Fernández, Francisco

2014-10-01

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.

Jaded Optimism and Other Critical Elements for 21st Century Educational Leaders

ERIC Educational Resources Information Center

Theoharis, George

2010-01-01

The job of school leaders is becoming increasing complex within a context of greater pressure and demands. Thus, effective schools in a democratic society require a great deal from educational leadership. With a focus on creating and maintaining schools that foster equitable and excellent education for each and every child, The author discusses…

Broadening Educational Outcomes: Social Relations, Skills Development, and Employability for Youth

ERIC Educational Resources Information Center

Dejaeghere, Joan; Wiger, Nancy Pellowski; Willemsen, Laura Wangsness

2016-01-01

This article argues that, if a global development aim is to address educational inequalities, the post-2015 agenda needs to conceptually and practically broaden the focus of learning to include social relations as important processes and outcomes for achieving educational equity. We draw on Sen's capability approach and Bourdieu's forms of capital…

Education and employment outcomes of young adults with a history of developmental language disorder.

PubMed

Conti-Ramsden, Gina; Durkin, Kevin; Toseeb, Umar; Botting, Nicola; Pickles, Andrew

2018-03-01

Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes. To examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age-matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes? Participants included 84 individuals with DLD (67% males) and 88 age-matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income. Those with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age-matched peers was in work full time. Participants with DLD were much more likely to be

An Equitable Balance: Designing Quality Thinking Systems in Art Education

ERIC Educational Resources Information Center

Ingalls Vanada, Delane

2016-01-01

Dynamic learning environments in the arts that nurture all students' capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all students' capacities--not just the select few who excel in narrow subsets of…

A Holistic Approach to Science Education: Disciplinary, Affective, and Equitable

ERIC Educational Resources Information Center

Mehta, Rohit; Mehta, Swati; Seals, Christopher

2017-01-01

In this chapter, we argue that science education is more than the high stakes, rigorous practices and methodology that students often find dull and uninspiring. We present that aesthetic and humanistic motivations, such as wonder, curiosity, and social justice, are also inherent reasons for doing science. In the MSUrbanSTEM program, we designed an…

Modifying Softball for Maximizing Learning Outcomes in Physical Education

ERIC Educational Resources Information Center

Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue

2014-01-01

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…

Ecological Aspects Influencing the Implementation of Inclusive Education in Mainstream Primary Schools in the Eastern Cape, South Africa

ERIC Educational Resources Information Center

Geldenhuys, J. L.; Wevers, N. E. J.

2013-01-01

Despite efforts worldwide to ensure quality education for all learners through inclusive education, indications are that many learners, especially those that experience barriers to learning, are still excluded from full access to quality and equitable education opportunities in mainstream primary schools. This article uses a qualitative approach…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students with Disabilities. Working Paper 177

ERIC Educational Resources Information Center

Theobald, Roddy; Goldhaber, Dan; Gratz, Trevor; Holden, Kristian L.

2017-01-01

We use longitudinal data on all high school students in Washington State, including postsecondary education and workforce outcomes, to investigate predictors of intermediate and postsecondary outcomes for students with disabilities. We pay particular attention to career and technical education (CTE) enrollment and the extent of inclusion in…

Starting Strong II: Early Childhood Education and Care

ERIC Educational Resources Information Center

OECD Publishing (NJ3), 2006

2006-01-01

This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women's labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the…

Total VET Graduate Outcomes, 2016: Australian Vocational Education and Training Statistics

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2016

2016-01-01

This publication provides a summary of the outcomes of graduates who completed their vocational education and training (VET) in Australia during 2015 and were awarded a qualification. For the first time, the outcomes of all graduates are reported; that is, those in receipt of Commonwealth or state funding and those who paid for their training. The…

Education Participation in Sri Lanka--Why All Are Not in School

ERIC Educational Resources Information Center

Arunatilake, Nisha

2006-01-01

Despite Sri Lanka's 1990 commitment to provide 10-11 years of free education to all, only 93% of children in the 5-14-year-old age group were in school by the year 2000. Moreover, the education participation rates are not equitable across the country, varying by socio-economic groups. This paper examines the determinants of school…

Russian Higher Education: Who Can Afford It?

ERIC Educational Resources Information Center

Gounko, Tatiana

2012-01-01

The article explores the issue of access and equity in the Russian higher education system by examining recent government initiatives. While recently introduced measures such as the Unified State Examination and student loan project are designed to aid students and expand participation, they alone cannot ensure equitable access to higher education…

STEM Education on a Worldwide Voyage: Curriculum to College, Career, and Community Readiness

ERIC Educational Resources Information Center

Furuto, Linda H. L.

2015-01-01

This article addresses issues in equitable and quality STEM education, and comes at a significant time as students, educators, and policymakers strive to meet federal and state standards such as the Mathematics Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). CCSS and NGSS require significantly higher levels of…

Breaking the Cycle: A Phenomenological Approach to Broadening Access to Post-Secondary Education

ERIC Educational Resources Information Center

Cefai, Carmel; Downes, Paul; Cavioni, Valeria

2016-01-01

Over the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an…

Use of Tablet Computers to Improve Access to Education in a Remote Location

ERIC Educational Resources Information Center

Ally, Mohamed; Balaji, V.; Abdelbaki, Anwar; Cheng, Ricky

2017-01-01

A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". The mobile learning project…

Model Learner Outcomes for Physical Education. Teaching Learners To Think on Their Feet.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide is designed to encourage educators as well as parents and community members to view physical education as an integral component of the school's educational program. It can be used for curriculum building and as an example of what represents current best practices in physical education. Model learner outcomes cover eight areas of study:…

Suhrawardi's Epistemological Point of View and Its Educational Outcomes

ERIC Educational Resources Information Center

Nowrozi, Reza Ali; Ardakani, Seyed Hassan Hashemi; Shiri, Ali Shiravani

2012-01-01

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…

The Influence of Sexual Identity on Higher Education Outcomes

ERIC Educational Resources Information Center

Sorgen, Carl H., IV.

2011-01-01

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…

From Theory to Action: Learning Shifts into High Gear with Structured Supports

ERIC Educational Resources Information Center

Anderson, Andrea; Steffen, Beth; Wiese, Chad; King, M. Bruce

2014-01-01

While teachers face new expectations for student learning and more equitable educational outcomes, instruction and assessment remain rooted in traditional approaches that are largely inequitable, culturally irrelevant, and intellectually disengaging, contributing to gaps in academic achievement across student groups (Darling-Hammond, 2010; King…

An Examination of the Movement of Educators within and across Three Midwest Region States. REL 2017-185

ERIC Educational Resources Information Center

Podgursky, Michael; Ehlert, Mark; Lindsay, Jim; Wan, Yinmei

2016-01-01

Education leaders have expressed concern about educators' moving to different schools--within the same state or in another state--because these moves create costs for the home district and have potential impacts on the equitable distribution of effective educators among schools. However, many states do not routinely monitor mobility among…

Evaluation in Residential Environmental Education: An Applied Literature Review of Intermediary Outcomes

ERIC Educational Resources Information Center

Ardoin, Nicole M.; Biedenweg, Kelly; O'Connor, Kathleen

2015-01-01

Residential environmental education aims to enhance proenvironmental attitudes, knowledge, and behaviors, as well as attain outcomes related to personal and interpersonal skills. Although these outcomes may not be evident for months or even years afterward, few program evaluations investigate how the experience and context affect intended outcomes…

Achieving the Desired Transformation: Thoughts on Next Steps for Outcomes-Based Medical Education.

PubMed

Holmboe, Eric S; Batalden, Paul

2015-09-01

Since the introduction of the outcomes-based medical education (OBME) movement, progress toward implementation has been active but challenging. Much of the angst and criticism has been directed at the approaches to assessment that are associated with outcomes-based or competency frameworks, particularly defining the outcomes. In addition, these changes to graduate medical education (GME) are concomitant with major change in health care systems--specifically, changes to increase quality and safety while reducing cost. Every sector, from medical education to health care delivery and financing, is in the midst of substantial change and disruption.The recent release of the Institute of Medicine's report on the financing and governance of GME highlights the urgent need to accelerate the transformation of medical education. One source of continued tension within the medical education community arises from the assumption that the much-needed increases in value and improvement in health care can be achieved by holding the current educational structures and architecture of learning in place while concomitantly withdrawing resources. The authors of this Perspective seek to reframe the important and necessary debate surrounding the current challenges to implementing OBME. Building on recent change and service theories (e.g., Theory U and coproduction), they propose several areas of redirection, including reexamination of curricular models and greater involvement of learners, teachers, and regulators in cocreating new training models, to help facilitate the desired transformation in medical education.

Fundraising and Corporate Donations in Schools: The Beginning of a Two-Tier Public Education System.

ERIC Educational Resources Information Center

Kidder, Annie

2002-01-01

As Canadian provinces cut funding for education, the shortfall is made up by parent fundraising, donations, or private partnerships. Equitable access to education is undermined because schools with better parent fundraisers, more effective principal wheeler-dealers, and more-advantaged populations have more resources, while disadvantaged children…

A Synthesis of the Effects of Correctional Education on the Academic Outcomes of Incarcerated Adults

ERIC Educational Resources Information Center

Reed, Deborah K.

2015-01-01

Most evaluations of the effectiveness of correctional education use the distal outcomes of recidivism and post-release employment as the dependent variables (e.g., Aos et al., 2006; Davis et al., 2013). This synthesis sought to determine the effectiveness of correctional education at improving proximal academic outcomes among incarcerated adult…

Partnering with diabetes educators to improve patient outcomes

PubMed Central

Burke, Sandra D; Sherr, Dawn; Lipman, Ruth D

2014-01-01

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

Outcomes of an International Cooperative Education Experience for Undergraduate Nursing Students.

PubMed

Hoffart, Nancy; Diani, Jacqueline A; Carney, Mary F

2015-01-01

A qualitative study was conducted to identify the outcomes of international cooperative education in nursing. Seventeen alumni who completed 19 cooperative work experiences were interviewed. International cooperative experiences support learning about culture and contribute to personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.

The role of unconscious bias in surgical safety and outcomes.

PubMed

Santry, Heena P; Wren, Sherry M

2012-02-01

Racial, ethnic, and gender disparities in health outcomes are a major challenge for the US health care system. Although the causes of these disparities are multifactorial, unconscious bias on the part of health care providers plays a role. Unconscious bias occurs when subconscious prejudicial beliefs about stereotypical individual attributes result in an automatic and unconscious reaction and/or behavior based on those beliefs. This article reviews the evidence in support of unconscious bias and resultant disparate health outcomes. Although unconscious bias cannot be entirely eliminated, acknowledging it, encouraging empathy, and understanding patients' sociocultural context promotes just, equitable, and compassionate care to all patients. Copyright © 2012 Elsevier Inc. All rights reserved.

Love as a Language for Educational Justice

ERIC Educational Resources Information Center

Vilson, José Luis

2017-01-01

Schools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the…

La Palabra Es Salud: A Comparative Study of the Effectiveness of Popular Education vs. Traditional Education for Enhancing Health Knowledge and Skills and Increasing Empowerment among Parish-Based Community Health Workers

ERIC Educational Resources Information Center

Wiggins, Noelle

2010-01-01

Popular education is a mode of teaching and learning which seeks to bring about more equitable social conditions by creating settings in which people can identify and solve their own problems. While the public health literature offers evidence to suggest that popular education is an effective strategy for increasing empowerment and improving…

Can Rational Prescribing Be Improved by an Outcome-Based Educational Approach? A Randomized Trial Completed in Iran

ERIC Educational Resources Information Center

Esmaily, Hamideh M.; Silver, Ivan; Shiva, Shadi; Gargani, Alireza; Maleki-Dizaji, Nasrin; Al-Maniri, Abdullah; Wahlstrom, Rolf

2010-01-01

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…

Where are they now? Psychosocial, educational, and vocational outcomes after epilepsy surgery in childhood.

PubMed

Puka, Klajdi; Smith, Mary Lou

2016-04-01

To evaluate the social, educational, and vocational outcomes of young adults who underwent resective epilepsy surgery in childhood (4-11 years earlier), and in a comparison group of nonsurgical patients with intractable epilepsy. Participants were 78 patients (mean age 22.37, standard deviation [SD] 2.47 years) with childhood onset intractable epilepsy, of whom 51 underwent surgery. At follow-up, participants were at least 18 years of age. Patients' current education, employment, income, and various social factors, including living arrangements, relationship status, and involvement with friends and community organizations were recorded. In addition, parents of patients completed the Adult Behaviour Checklist (ABCL). Employment status, education, and income were compared with provincial census data. There was no statistically significant difference in the proportion of surgical and nonsurgical patients who were seizure-free in the 12 months preceding the study: 53% and 33%, respectively (p = 0.10). Among all patients, 60% were enrolled in, or had completed, postsecondary education and 82% were employed or a student; similar to the general population. However, compared with population data, fewer patients with epilepsy (20%) had an annual income of $10,000 or greater (p < 0.001). Compared to normative data, a greater proportion of patients scored in the abnormal range in some ABCL scales (p < 0.028). Patients with IQs > 85 had significantly better educational, vocational, and psychosocial outcomes compared to patients with IQs ≤ 85. Surgical and nonsurgical patients did not differ on any outcome variable. Compared to patients with seizures, more seizure-free patients were living independently (p = 0.03), and had a driver's licence (p < 0.001). Other outcomes were similar among patients with and without seizures. Overall, patients with intractable epilepsy in childhood attained educational and vocational outcomes similar to that of the general population, but earned

Resuscitation Education Science: Educational Strategies to Improve Outcomes From Cardiac Arrest: A Scientific Statement From the American Heart Association.

PubMed

Cheng, Adam; Nadkarni, Vinay M; Mancini, Mary Beth; Hunt, Elizabeth A; Sinz, Elizabeth H; Merchant, Raina M; Donoghue, Aaron; Duff, Jonathan P; Eppich, Walter; Auerbach, Marc; Bigham, Blair L; Blewer, Audrey L; Chan, Paul S; Bhanji, Farhan

2018-06-21

The formula for survival in resuscitation describes educational efficiency and local implementation as key determinants in survival after cardiac arrest. Current educational offerings in the form of standardized online and face-to-face courses are falling short, with providers demonstrating a decay of skills over time. This translates to suboptimal clinical care and poor survival outcomes from cardiac arrest. In many institutions, guidelines taught in courses are not thoughtfully implemented in the clinical environment. A current synthesis of the evidence supporting best educational and knowledge translation strategies in resuscitation is lacking. In this American Heart Association scientific statement, we provide a review of the literature describing key elements of educational efficiency and local implementation, including mastery learning and deliberate practice, spaced practice, contextual learning, feedback and debriefing, assessment, innovative educational strategies, faculty development, and knowledge translation and implementation. For each topic, we provide suggestions for improving provider performance that may ultimately optimize patient outcomes from cardiac arrest. © 2018 American Heart Association, Inc.

Predictors of Academic Success for Maori, Pacific and Non-Maori Non-Pacific Students in Health Professional Education: A Quantitative Analysis

ERIC Educational Resources Information Center

Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

2017-01-01

Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health…

Learning "with" Immigrant Children, Families and Communities: The Imperative of Early Childhood Teacher Education

ERIC Educational Resources Information Center

da Silva Iddings, Ana Christina; Reyes, Iliana

2017-01-01

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all…

Connecting Intercultural Communication Service Learning with General Education: Issues, Outcomes, and Assessment

ERIC Educational Resources Information Center

Littlefield, Robert S.; Rick, Jessica M.; Currie-Mueller, Jenna L.

2016-01-01

This study explored the intersection between service learning and general education outcomes through the self-reported perceptions of 382 college students participating in an intercultural communication course that satisfied the general education requirement at a midsized Upper Plains research university for studying cultural diversity. The data…

Adequacy, Efficiency and Equity of Higher Education Financing: The Case of Egypt

ERIC Educational Resources Information Center

Fahim, Yasmine; Sami, Noha

2011-01-01

To meet its future challenges in financing higher education, Egypt has no option but to search for alternative funding arrangements. This article considers the question of how to do so, keeping in mind the need to ensure equitable access to good quality education for those who cannot afford it. To this end, the article begins by assessing public…

Assessing Educational Outcomes in Middle Childhood: Validation of the Teacher Academic Attainment Scale

ERIC Educational Resources Information Center

Johnson, Samantha; Marlow, Neil; Wolke, Dieter

2012-01-01

Aim: Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure. Method: Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males,…

Expressions of Liberal Justice? Examining the Aims of the UN's Sustainable Development Goals for Education

ERIC Educational Resources Information Center

VanderDussen Toukan, Elena

2017-01-01

This paper analyzes the United Nations' Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to "ensure inclusive and equitable quality education and promote lifelong opportunities for all" by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a…

For Function or Transformation? A Critical Discourse Analysis of Education under the Sustainable Development Goals

ERIC Educational Resources Information Center

Brissett, Nigel; Mitter, Radhika

2017-01-01

We conduct a critical discourse analysis of the extent to which Sustainable Development Goal 4, "to ensure inclusive and equitable quality education for all and promote lifelong learning," promotes a utilitarian and/or transformative approach to education. Our findings show that despite transformative language used throughout the Agenda,…

Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review.

PubMed

Falenchuk, Olesya; Perlman, Michal; McMullen, Evelyn; Fletcher, Brooke; Shah, Prakesh S

2017-01-01

Staff education is considered key to quality of early childhood education and care (ECEC) programs. However, findings about associations between staff education and children's outcomes have been inconsistent. We conducted a systematic review and meta-analysis of associations between ECEC staff education and child outcomes. Searches of Medline, PsycINFO, and ERIC, websites of large datasets and reference sections of all retrieved articles were conducted. Eligible studies provided a statistical link between staff education and child outcomes for preschool-aged children in ECEC programs. Titles, abstracts and paper reviews as well as all data extraction were conducted by two independent raters. Of the 823 studies reviewed for eligibility, 39 met our inclusion criteria. Research in this area is observational in nature and subject to the inherent biases of that research design. Results from our systematic review were hampered by heterogeneity in how staff education was defined, variability in whose education was measured and the child outcomes that were assessed. However, overall the qualitative summary indicates that associations between staff education and childhood outcomes are non-existent to very borderline positive. In our meta-analysis of more homogeneous studies we identified certain positive, albeit very weak, associations between staff education and children's language outcomes (specifically, vocabulary and letter word identification) and no significant association with a mathematics outcome (WJ Applied Problems). Thus, our findings suggest that within the range of education levels found in the existing literature, education is not a key driver of child outcomes. However, since we only explored levels of education that were reported in the literature, our findings cannot be used to argue for lowering education standards in ECEC settings.

Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review

PubMed Central

Falenchuk, Olesya; Perlman, Michal; McMullen, Evelyn; Fletcher, Brooke; Shah, Prakesh S.

2017-01-01

Staff education is considered key to quality of early childhood education and care (ECEC) programs. However, findings about associations between staff education and children’s outcomes have been inconsistent. We conducted a systematic review and meta-analysis of associations between ECEC staff education and child outcomes. Searches of Medline, PsycINFO, and ERIC, websites of large datasets and reference sections of all retrieved articles were conducted. Eligible studies provided a statistical link between staff education and child outcomes for preschool-aged children in ECEC programs. Titles, abstracts and paper reviews as well as all data extraction were conducted by two independent raters. Of the 823 studies reviewed for eligibility, 39 met our inclusion criteria. Research in this area is observational in nature and subject to the inherent biases of that research design. Results from our systematic review were hampered by heterogeneity in how staff education was defined, variability in whose education was measured and the child outcomes that were assessed. However, overall the qualitative summary indicates that associations between staff education and childhood outcomes are non-existent to very borderline positive. In our meta-analysis of more homogeneous studies we identified certain positive, albeit very weak, associations between staff education and children’s language outcomes (specifically, vocabulary and letter word identification) and no significant association with a mathematics outcome (WJ Applied Problems). Thus, our findings suggest that within the range of education levels found in the existing literature, education is not a key driver of child outcomes. However, since we only explored levels of education that were reported in the literature, our findings cannot be used to argue for lowering education standards in ECEC settings. PMID:28854281

The Impact of Digital Skills on Educational Outcomes: Evidence from Performance Tests

ERIC Educational Resources Information Center

Pagani, Laura; Argentin, Gianluca; Gui, Marco; Stanca, Luca

2016-01-01

Digital skills are increasingly important for labour market outcomes and social participation. Do they also matter for academic performance? This paper investigates the effects of digital literacy on educational outcomes by merging data from the Italian National Assessment in secondary schools with an original data-set on performance tests of…

Relationships between Admission Variables and Outcome Variables in a Special Education Graduate Program

ERIC Educational Resources Information Center

LaFave, Matthew

2012-01-01

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…

Making "cents" of the business side of nurse practitioner practice.

PubMed

Luster-Tucker, AtNena

2016-03-15

Nurse practitioners produce excellent patient outcomes and should be allowed to practice to the full extent of their education and training. In addition to clinical skills, nurse practitioners need to understand the business side of practice in order to ensure fair and equitable compensation.

Teacher Philosophy and Program Implementation and the Impact on Sex Education Outcomes.

ERIC Educational Resources Information Center

De Gaston, Jacqueline F.; And Others

1994-01-01

Reports a study that evaluated teacher influence and impact in a middle school abstinence sex education program, noting pre-post change, teacher differences, and student differences. Surveys indicated abstinence sex education programs can produce positive outcomes that are significantly influenced by the teacher's own philosophy and commitment to…

Implementation of learning outcome attainment measurement system in aviation engineering higher education

NASA Astrophysics Data System (ADS)

Salleh, I. Mohd; Mat Rani, M.

2017-12-01

This paper aims to discuss the effectiveness of the Learning Outcome Attainment Measurement System in assisting Outcome Based Education (OBE) for Aviation Engineering Higher Education in Malaysia. Direct assessments are discussed to show the implementation processes that become a key role in the successful outcome measurement system. A case study presented in this paper involves investigation on the implementation of the system in Aircraft Structure course for Bachelor in Aircraft Engineering Technology program in UniKL-MIAT. The data has been collected for five semesters, starting from July 2014 until July 2016. The study instruments used include the report generated in Learning Outcomes Measurements System (LOAMS) that contains information on the course learning outcomes (CLO) individual and course average performance reports. The report derived from LOAMS is analyzed and the data analysis has revealed that there is a positive significant correlation between the individual performance and the average performance reports. The results for analysis of variance has further revealed that there is a significant difference in OBE grade score among the report. Independent samples F-test results, on the other hand, indicate that the variances of the two populations are unequal.

Organizational Analysis and Career Projections Based on a Level-of-Responsibility/Equitable Payment Model. Technical Report.

ERIC Educational Resources Information Center

Laner, Stephen; And Others

Following an explanation of the Level of Responsibility/Equitable Pay Function, its applicability is demonstrated to the analysis and to the design and redesign of organizational hierarchies. It is shown how certain common dysfuntional anomalies can be avoided by structuring an organization along the principles outlined. A technique is then…

Does an outcome-based approach to continuing medical education improve physicians' competences in rational prescribing?

PubMed

Esmaily, Hamideh M; Savage, Carl; Vahidi, Rezagoli; Amini, Abolghasem; Dastgiri, Saeed; Hult, Hakan; Dahlgren, Lars Owe; Wahlstrom, Rolf

2009-11-01

Continuing medical education (CME) is compulsory in Iran, and traditionally it is lecture-based, which is mostly not successful. Outcome-based education has been proposed for CME programs. To evaluate the effectiveness of an outcome-based educational intervention with a new approach based on outcomes and aligned teaching methods, on knowledge and skills of general physicians (GPs) working in primary care compared with a concurrent CME program in the field of "Rational prescribing". The method used was cluster randomized controlled design. All GPs working in six cities in one province in Iran were invited to participate. The cities were matched and randomly divided into an intervention arm for education on rational prescribing with an outcome-based approach, and a control arm for a traditional program on the same topic. Knowledge and skills were assessed using a pre- and post-test, including case scenarios. In total, 112 GPs participated. There were significant improvements in knowledge and prescribing skills after the training in the intervention arm as well as in comparison with the changes in the control arm. The overall intervention effect was 26 percentage units. The introduction of an outcome-based approach in CME appears to be effective when creating programs to improve GPs' knowledge and skills.

Migration, Remittances and Educational Outcomes: The Case of Haiti

ERIC Educational Resources Information Center

Bredl, Sebastian

2011-01-01

This paper empirically investigates how migration and the receipt of remittances affect educational outcomes in Haiti. Based on a theoretical approach it tries to disentangle the effects of both phenomena that have mostly been jointly modeled in previous literature. The results suggest that remittances play an important role for poor households in…

Outcomes of educational interventions in type 2 diabetes: WEKA data-mining analysis.

PubMed

Sigurdardottir, Arun K; Jonsdottir, Helga; Benediktsson, Rafn

2007-07-01

To analyze which factors contribute to improvement in glycemic control in educational interventions in type 2 diabetes reported in randomized controlled trials (RCT) published in 2001-2005. Papers were extracted from Medline and Scopus using educational intervention and adults with type 2 diabetes as keywords. Inclusion criteria were RCT design. Data were analyzed with a data-mining program. Of 464 titles extracted, 21 articles reporting 18 studies met the inclusion criteria. Data mining showed that for initial glycosylated hemoglobin (HbA1c) level < or = 7.9% the diabetes education intervention achieved a small change in HbA1c level, or from +0.1 to -0.7%. For initial HbA1c > or = 8.0%, a significant drop in HbA1c level of 0.8-2.5% was found. Data mining indicated that duration, educational content and intensity of education did not predict changes in HbA1c levels. Initial HbA1c level is the single most important factor affecting improvements in glycemic control in response to patient education. Data mining is an appropriate and sufficiently sensitive method to analyze outcomes of educational interventions. Diversity in conceptualization of interventions and diversity of instruments used for outcome measurements could have hampered actual discovery of effective educational practices. Participation in educational interventions generally seems to benefit people with type 2 diabetes. Use of standardized instruments is encouraged as it gives better opportunities to identify conclusive results with consequent development of clinical guidelines.

Does Preschool Education Exposure Predict Children's Academic and Behavioural Outcomes in China?

ERIC Educational Resources Information Center

Li, Yanfang; Lv, Ying; Huntsinger, Carol S.

2015-01-01

Relationships between exposure to preschool education and children's academic and social outcomes have been documented in Western countries. There is a lack of comparable research in China, where preschool education is relatively formal, but rather flexible in arrangement. We conducted research at six public kindergartens in a large Chinese city…

Education and severe maternal outcomes in developing countries: a multicountry cross-sectional survey.

PubMed

Tunçalp, Ö; Souza, J P; Hindin, M J; Santos, C A; Oliveira, T H; Vogel, J P; Togoobaatar, G; Ha, D Q; Say, L; Gülmezoglu, A M

2014-03-01

To assess the relationship between education and severe maternal outcomes among women delivering in healthcare facilities. Cross-sectional study. Twenty-nine countries in Africa, Asia, Latin America, and the Middle East. Pregnant women admitted to 359 facilities during a period of 2-4 months of data collection between 2010 and 2011. Data were obtained from hospital records. Stratification was based on the Human Development Index (HDI) values of the participating countries. Multivariable logistic regression analyses were conducted to assess the association between maternal morbidity and education, categorised in quartiles based on the years of formal education by country. Coverage of key interventions was assessed. Severe maternal outcomes (near misses and death). A significant association between low education and severe maternal outcomes (adjusted odds ratio, aOR, 2.07; 95% confidence interval, 95% CI, 1.46-2.95), maternal near miss (aOR 1.80; 95% CI 1.25-2.57), and maternal death (aOR 5.62; 95% CI 3.45-9.16) was observed. This relationship persisted in countries with medium HDIs (aOR 2.36; 95% CI 1.33-4.17) and low HDIs (aOR 2.65; 95% CI 1.54-2.57). Less educated women also had increased odds of presenting to the hospital in a severe condition (i.e. with organ dysfunction on arrival or within 24 hours: aOR 2.06; 95% CI 1.36-3.10). The probability that a woman received magnesium sulphate for eclampsia or had a caesarean section significantly increased as education level increased (P < 0.05). Women with lower levels of education are at greater risk for severe maternal outcomes, even after adjustment for key confounding factors. This is particularly true for women in countries that have poorer markers of social and economic development. © 2014 RCOG The World Health Organization retains copyright and all other rights in the manuscript of this article as submitted for publication.

The human anatomy teacher-scholar: Meeting the expectations of educational outcomes research, course content innovation, and textbook innovation for educational scholarship

NASA Astrophysics Data System (ADS)

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 become a human anatomy teacher-scholar. These projects included: (1) prospectively testing a hypothesis, and performing outcomes assessment in a field for which little data (theory) exist (dissection guide educational research project), (2) creating innovative course content that bridged disciplines (cadaver autopsy project), and (3) composing original teaching material for a specific audience (human anatomy laboratory manual). The training of a human anatomy teacher-scholar emphasizes knowledge acquisition in both the basic sciences (particularly gross anatomy) and in educational outcomes research methodology and theory. Therefore, human anatomy teacher-scholars are positioned to create innovative course content and materials and assess the innovations to guide future efforts. These are important skills for faculty members involved in the education of medical students in the U.S. as the medical education system in the U.S. continues to evolve.

'Expanding your mind': the process of constructing gender-equitable masculinities in young Nicaraguan men participating in reproductive health or gender training programs.

PubMed

Torres, Virgilio Mariano Salazar; Goicolea, Isabel; Edin, Kerstin; Ohman, Ann

2012-01-01

Traditional forms of masculinity strongly influence men's and women's wellbeing. This study has two aims: (i) to explore notions of various forms of masculinities in young Nicaraguan men participating in programs addressing sexual health, reproductive health, and/or gender equality and (ii) to find out how these young men perceive their involvement in actions aimed at reducing violence against women (VAW). A qualitative grounded theory study. Data were collected through six focus groups and two in-depth interviews with altogether 62 young men. Our analysis showed that the informants experienced a process of change, labeled 'Expanding your mind', in which we identified four interrelated subcategories: The apprentice, The responsible/respectful man, The proactive peer educator, and 'The feminist man'. The process showed how an increased awareness of gender inequities facilitated the emergence of values (respect and responsibility) and behavior (thoughtful action) that contributed to increase the informant's critical thinking and agency at individual, social, and political levels. The process was influenced by individual and external factors. Multiple progressive masculinities can emerge from programs challenging patriarchy in this Latin American setting. The masculinities identified in this study show a range of attitudes and behaviors; however, all lean toward more equitable gender relations. The results suggest that learning about sexual and reproductive health does not directly imply developing more gender-equitable attitudes and behaviors or a greater willingness to prevent VAW. It is paramount that interventions to challenge machismo in this setting continue and are expanded to reach more young men.

Speech concerns at 5 years and adult educational and mental health outcomes.

PubMed

Muir, Colette; O'Callaghan, Michael J; Bor, William; Najman, Jake M; Williams, Gail M

2011-07-01

To determine if parent-reported speech concerns at 5 years predict poorer educational and mental health outcomes at 21 years independent of social context and child's receptive language, behaviour and motor concerns at 5 years. To determine if these adult outcomes are mediated by school performance at 14 years.   Information on speech concerns at 5- and 21-year outcomes was available for 3193 participants from a birth cohort of 7223 infants. At 5, child behaviour was measured using a behavioural checklist, and at 21 years, it was measured by the Young Adult Self-Report. Peabody Picture Vocabulary Test-Revised at 5 years was not available for all children. Maternal mental health and social information at 5 years and educational outcomes at 14 years and 21 years were collected prospectively by questionnaire. Potential confounding and mediating factors were analysed using logistic regression. Children with speech concerns were less likely to have completed secondary school (P < 0.01) or gained better overall position (OP) scores (P < 0.001). OP scores rank students in Queensland applying for tertiary entrance. There was no association with mental health outcomes. Findings were independent of maternal and social factors, and motor concerns, though attenuated by behaviour and Peabody Picture Vocabulary Test-Revised scores. In the model adjusted for these factors, any concerns predicted OP score 1-11 (odds ratio 0.58; 95% confidence interval 0.42, 0.79), though if academic functioning at 14 was included, no associations were significant. Maternal-reported speech concerns at 5 years predict poorer educational though not adult mental health outcomes. © 2011 The Authors. Journal of Paediatrics and Child Health © 2011 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Youth Risk Factors and Educational Outcomes of Mentored and Non-Mentored Youth

ERIC Educational Resources Information Center

Castellanos-Brown, Karen

2010-01-01

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…

U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

PubMed

Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

2014-04-01

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.

Critical Race Talk in Teacher Education through Movie Analysis: From "Stand and Deliver" to "Freedom Writers"

ERIC Educational Resources Information Center

Pimentel, Charise

2010-01-01

In an attempt to enact equitable practices in U.S. public schools, many critical multicultural and anti-racist theorists, researchers, and practitioners strongly suggest that teacher educators move beyond diversity approaches to multicultural education in their teacher preparation programs to address the more uncomfortable issues of power and…

Systematic review on human resources for health interventions to improve maternal health outcomes: evidence from low- and middle-income countries.

PubMed

Lassi, Zohra S; Musavi, Nabiha B; Maliqi, Blerta; Mansoor, Nadia; de Francisco, Andres; Toure, Kadidiatou; Bhutta, Zulfiqar A

2016-03-12

There is a broad consensus and evidence that shows qualified, accessible, and responsive human resources for health (HRH) can make a major impact on the health of the populations. At the same time, there is widespread recognition that HRH crises particularly in low- and middle-income countries (LMICs) impede the achievement of better health outcomes/targets. In order to achieve the Sustainable Development Goals (SDGs), equitable access to a skilled and motivated health worker within a performing health system is need to be ensured. This review contributes to the vast pool of literature towards the assessment of HRH for maternal health and is focused on interventions delivered by skilled birth attendants (SBAs). Studies were included if (a) any HRH interventions in management system, policy, finance, education, partnership, and leadership were implemented; (b) these were related to SBA; (c) reported outcomes related to maternal health; (d) the studies were conducted in LMICs; and (e) studies were in English. Studies were excluded if traditional birth attendants and/or community health workers were trained. The review identified 25 studies which revealed reasons for poor maternal health outcomes in LMICs despite the efforts and policies implemented throughout these years. This review suggested an urgent and immediate need for formative evidence-based research on effective HRH interventions for improved maternal health outcomes. Other initiatives such as education and empowerment of women, alleviating poverty, establishing gender equality, and provision of infrastructure, equipment, drugs, and supplies are all integral components that are required to achieve SDGs by reducing maternal mortality and improving maternal health.

Schools, Skills and Economic Development: Education Policies, Student Learning and Socioeconomic Outcomes in Developing Countries. Bulletin.

ERIC Educational Resources Information Center

Glewwe, Paul

This paper reviews recent research on the determinants of educational outcomes and the impact of those outcomes on other socioeconomic phenomena. It investigates the relationship between education and economic growth and development in emerging countries. The paper addresses school policies that are most cost-effective in producing students with…

Correlate of Resource Utilization and Students' Learning Outcome in Colleges of Education in South West Nigeria

ERIC Educational Resources Information Center

Ibukun, W. O.; Akinfolarin, C. A.; Alimi, O. S.

2011-01-01

This study investigated resource utilisation in vocational and technical education as a correlate of student learning outcome in selected colleges of education in south west Nigeria. The study examined the relationship between time, space and physical resource utilisation and perceived student learning outcome. The study used the descriptive…

The effect of antenatal education in small classes on obstetric and psycho-social outcomes - a systematic review.

PubMed

Brixval, Carina Sjöberg; Axelsen, Solveig Forberg; Lauemøller, Stine Glenstrup; Andersen, Stig Krøger; Due, Pernille; Koushede, Vibeke

2015-02-28

The aims of antenatal education are broad and encompass outcomes related to pregnancy, birth, and parenthood. Both form and content of antenatal education have changed over time without evidence of effects on relevant outcomes. The effect of antenatal education in groups, with participation of a small number of participants, may differ from the effect of other forms of antenatal education due to, for example, group dynamic. The objective of this systematic review is to assess the effects of antenatal education in small groups on obstetric as well as psycho-social outcomes. Bibliographic databases (Medline, EMBASE, CENTRAL, CINAHL, Web of Science, and PsycINFO) were searched. We included randomized and quasi-randomized trials irrespective of language, publication year, publication type, and publication status. Only trials carried out in the Western world were considered in this review. Studies were assessed for bias using the Cochrane risk of bias tool. Results are presented as structured summaries of the included trials and as forest plots. We identified 5,708 records. Of these, 17 studies met inclusion criteria. Studies varied greatly in content of the experimental and control condition. All outcomes were only reported in a single or a few trials, leading to limited or uncertain confidence in effect estimates. Given the heterogeneity in interventions and outcomes and also the high risk of bias of studies, we are unable to draw definitive conclusions as to the impact of small group antenatal education on obstetric and psycho-social outcomes. Insufficient evidence exists as to whether antenatal education in small classes is effective in regard to obstetric and psycho-social outcomes. We recommend updating this review following the emergence of well-conducted randomized controlled trials with a low risk of bias. PROSPERO CRD42013004319.

Implications of the growth of dental education in India.

PubMed

Mahal, Ajay S; Shah, Naseem

2006-08-01

By influencing the supply of trained human resources, the dental education sector can play a significant role in influencing policy goals of ensuring good quality and equitable access to oral health services in developing countries. Our research goal was to assess quantitatively the size of the Indian dental education sector, its growth over time, and the implications of this growth for equity and quality in oral health care. Information on the location of teaching institutions, the year of establishment, type of ownership, and seat capacity was obtained from government sources, the Dental Council of India, and websites of individual institutions to estimate the growth in the undergraduate dental education sector, including the role of the private sector from 1950 to 2005. Data on location of training capacity and institutions were used to assess the geographical distribution of undergraduate dental education capacity in India. Registration data on dentists, the size of available faculty relative to regulatory requirements, and penalties imposed on offending faculty and education institutions were used to assess the impact of the growing Indian dental education sector on graduate quality and equitable access. Dental colleges and enrollment capacity have grown rapidly over the five decades since 1950, mainly due to a growing private sector. There is regional inequality in the location of dental education schools in India with a bias toward economically better-off regions. The growth in the dental education sector has translated into increased overall access, although accompanied by rising inequality in access and possibly lower quality of dental education.

An Analysis of the Monetary Benefits and Costs of Higher Education in New Jersey in 1975-1976.

ERIC Educational Resources Information Center

New Jersey State Commission on Financing Postsecondary Education, Trenton.

The equitability of current New Jersey State programs supporting higher education is the primary focus of this study. Taxpayer equity is defined as the distribution of higher education costs on the basis of ability to pay and commensurate with the distribution of higher education subsidies. The net effect of all state programs on each income group…

Indian Education Division, Nevada State Department of Education, 1960-1961 Annual Report to United States Bureau of Indian Affairs.

ERIC Educational Resources Information Center

Haglund, E. A., Comp.

Information for the second complete school year under the agreement between the Nevada Department of Education and the Bureau of Indian Affairs for the orderly and equitable termination of the Johnson-O'Malley Program in the State of Nevada is presented in this annual report. Termination, over a 5-year period, of the student transportation and…

Equity and Empowerment in PDS Work: A Review of Literature (1999 to 2006)

ERIC Educational Resources Information Center

Breault, Rick A.; Lack, Brian

2009-01-01

In this paper we examine the degree to which recent research and writing about professional development school activity indicates progress toward fulfilling the professional development school model's commitment to providing equitable educational opportunities and outcomes, especially from a critical pedagogy perspective. Our review of 95 papers…

Providing Elementary Students Equitable Access to Notebook Computers by Empowering Three School Communities in Shared Decision Making.

ERIC Educational Resources Information Center

Despot, Paula C.

This practicum was designed to provide elementary students from low-socioeconomic school communities equitable opportunities to use notebook computer technology in the communication process. A multi-dimensional staff development program was designed and conducted to integrate computer technology in the classroom. Students and their families were…

Research Report on the Nature, Extent, and Outcomes of Accommodations in Adult Education Programs.

ERIC Educational Resources Information Center

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,…

EARLY, LATE OR NEVER? WHEN DOES PARENTAL EDUCATION IMPACT CHILD OUTCOMES?

PubMed Central

Dickson, Matt; Gregg, Paul; Robinson, Harriet

2017-01-01

We estimate the causal effect of parents’ education on their children’s education and examine the timing of the impact. We identify the causal effect by exploiting the exogenous shift in (parents’) education levels induced by the 1972 minimum school leaving age reform in England. Increasing parental education has a positive causal effect on children’s outcomes that is evident in preschool assessments at age 4 and continues to be visible up to and including high-stakes examinations taken at age 16. Children of parents affected by the reform attain results around 0.1 standard deviations higher than those whose parents were not impacted. PMID:28736454

Household Crowding During Childhood and Long-Term Education Outcomes.

PubMed

Lopoo, Leonard M; London, Andrew S

2016-06-01

Household crowding, or having more household members than rooms in one's residence, could potentially affect a child's educational attainment directly through a number of mechanisms. We use U.S. longitudinal data from the Panel Study of Income Dynamics to derive new measures of childhood crowding and estimate negative associations between crowding during one's high school years and, respectively, high school graduation by age 19 and maximum education at age 25. These negative relationships persist in multivariate models in which we control for the influence of a variety of factors, including socioeconomic status and housing-cost burden. Given the importance of educational attainment for a range of midlife and later-life outcomes, this study suggests that household crowding during one's high school years is an engine of cumulative inequality over the life course.

The Challenges of Mathematics Education for Indigenous Teacher Training

ERIC Educational Resources Information Center

Gavarrete, Maria Elena

2015-01-01

In this article, I outline research carried out on in an Ethnomathematics course designed to train Indigenous teachers in Costa Rica, in which the following ethnic groups participated: Ngabes, Bribris, and Cabecares. The challenge is to develop a mathematical education that provides equitable conditions for the different groups within innovative…

Construction of Engineering Education Program based on the Alumni's Evaluation of the Educational Outcome

NASA Astrophysics Data System (ADS)

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.

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

PubMed Central

Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

2014-01-01

Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

Quality Early Childhood Education in Costa Rica? Policy, Practice, Outcomes and Challenges

ERIC Educational Resources Information Center

San Francisco, Andrea Rolla; Arias, Melissa; Villers, Renata

2005-01-01

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…

Analysis of the Higher Education Act Reauthorizations: Financial Aid Policy Influencing College Access and Choice

ERIC Educational Resources Information Center

Capt, Robin L.

2013-01-01

The original goal of the Higher Education Act of 1965, the amendments to that act in 1972, and reauthorizations through 1998 was to increase accessibility of higher education to all. Initially these system-level efforts substantially enhanced equity, but recent enrollment trends raise the question: Is our system becoming more or less equitable? By…

Can outcome-based continuing medical education improve performance of immigrant physicians?

PubMed

Castel, Orit Cohen; Ezra, Vered; Alperin, Mordechai; Nave, Rachel; Porat, Tamar; Golan, Avivit Cohen; Vinker, Shlomo; Karkabi, Khaled

2011-01-01

Immigrant physicians are a valued resource for physician workforces in many countries. Few studies have explored the education and training needs of immigrant physicians and ways to facilitate their integration into the health care system in which they work. Using an educational program developed for immigrant civilian physicians working in military primary care clinics at the Israel Defence Force, we illustrate how an outcome-based CME program can address practicing physicians' needs for military-specific primary care education and improve patient care. Following an extensive needs assessment, a 3-year curriculum was developed. The curriculum was delivered by a multidisciplinary educational team. Pre/post multiple-choice examinations, objective structured clinical examinations (OSCE), and end-of-program evaluations were administered for curriculum evaluation. To evaluate change in learners' performance, data from the 2003 (before-program) and 2006 (after-program) work-based assessments were retrieved retrospectively. Change in the performance of program participants was compared with that of immigrant physicians who did not participate in the program. Out of 28 learners, 23 (82%) completed the program. Learners did significantly better in the annual post-tests compared with the pretests (p <.01) and improved their OSCE scores (p <.001). Most program graduates (90%) rated overall satisfaction as very good or excellent. In comparison with nonparticipants, program graduates performed better on work-based assessments (Cohen's d =.63). Our intensive, outcome-based, longitudinal CME program has yielded encouraging results. Other medical educators, facing the challenge of integrating immigrant physicians to fit their health care system, may consider adapting our approach. Copyright © 2011 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Perspectives of Community Co-Researchers About Group Dynamics and Equitable Partnership Within a Community-Academic Research Team.

PubMed

Vaughn, Lisa M; Jacquez, Farrah; Zhen-Duan, Jenny

2018-04-01

Equitable partnership processes and group dynamics, including individual, relational, and structural factors, have been identified as key ingredients to successful community-based participatory research partnerships. The purpose of this qualitative study was to investigate the key aspects of group dynamics and partnership from the perspectives of community members serving as co-researchers. Semistructured, in-depth interviews were conducted with 15 Latino immigrant co-researchers from an intervention project with Latinos Unidos por la Salud (LU-Salud), a community research team composed of Latino immigrant community members and academic investigators working in a health research partnership. A deductive framework approach guided the interview process and qualitative data analysis. The LU-Salud co-researchers described relationships, personal growth, beliefs/identity motivation (individual dynamics), coexistence (relational dynamics), diversity, and power/resource sharing (structural dynamics) as key foundational aspects of the community-academic partnership. Building on existing CBPR and team science frameworks, these findings demonstrate that group dynamics and partnership processes are fundamental drivers of individual-level motivation and meaning making, which ultimately sustain efforts of community partners to engage with the research team and also contribute to the achievement of intended research outcomes.

‘Expanding your mind’: the process of constructing gender-equitable masculinities in young Nicaraguan men participating in reproductive health or gender training programs

PubMed Central

Torres, Virgilio Mariano Salazar; Goicolea, Isabel; Edin, Kerstin; Öhman, Ann

2012-01-01

Background Traditional forms of masculinity strongly influence men's and women's wellbeing. Objective This study has two aims: (i) to explore notions of various forms of masculinities in young Nicaraguan men participating in programs addressing sexual health, reproductive health, and/or gender equality and (ii) to find out how these young men perceive their involvement in actions aimed at reducing violence against women (VAW). Design A qualitative grounded theory study. Data were collected through six focus groups and two in-depth interviews with altogether 62 young men. Results Our analysis showed that the informants experienced a process of change, labeled ‘Expanding your mind’, in which we identified four interrelated subcategories: The apprentice, The responsible/respectful man, The proactive peer educator, and ‘The feminist man’. The process showed how an increased awareness of gender inequities facilitated the emergence of values (respect and responsibility) and behavior (thoughtful action) that contributed to increase the informant's critical thinking and agency at individual, social, and political levels. The process was influenced by individual and external factors. Conclusions Multiple progressive masculinities can emerge from programs challenging patriarchy in this Latin American setting. The masculinities identified in this study show a range of attitudes and behaviors; however, all lean toward more equitable gender relations. The results suggest that learning about sexual and reproductive health does not directly imply developing more gender-equitable attitudes and behaviors or a greater willingness to prevent VAW. It is paramount that interventions to challenge machismo in this setting continue and are expanded to reach more young men. PMID:22870066

Secondary Student Perspectives on Musical and Educational Outcomes from Participation in Band Festivals

ERIC Educational Resources Information Center

Gouzouasis, Peter; Henderson, Alan

2012-01-01

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"…

Integrating top-down and bottom-up approaches to design a cost-effective and equitable programme of measures for adaptation of a river basin to global change

NASA Astrophysics Data System (ADS)

Girard, Corentin; Rinaudo, Jean-Daniel; Pulido-Velazquez, Manuel

2016-04-01

Adaptation to the multiple facets of global change challenges the conventional means of sustainably planning and managing water resources at the river basin scale. Numerous demand or supply management options are available, from which adaptation measures need to be selected in a context of high uncertainty of future conditions. Given the interdependency of water users, agreements need to be found at the local level to implement the most effective adaptation measures. Therefore, this work develops an approach combining economics and water resources engineering to select a cost-effective programme of adaptation measures in the context of climate change uncertainty, and to define an equitable allocation of the cost of the adaptation plan between the stakeholders involved. A framework is developed to integrate inputs from the two main approaches commonly used to plan for adaptation. The first, referred to as "top-down", consists of a modelling chain going from global greenhouse gases emission scenarios to local hydrological models used to assess the impact of climate change on water resources. Conversely, the second approach, called "bottom-up", starts from assessing vulnerability at the local level to then identify adaptation measures used to face an uncertain future. The methodological framework presented in this contribution relies on a combination of these two approaches to support the selection of adaptation measures at the local level. Outcomes from these two approaches are integrated to select a cost-effective combination of adaptation measures through a least-cost optimization model developed at the river basin scale. The performances of a programme of measures are assessed under different climate projections to identify cost-effective and least-regret adaptation measures. The issue of allocating the cost of the adaptation plan is considered through two complementary perspectives. The outcome of a negotiation process between the stakeholders is modelled through

"Unwell while Aboriginal": iatrogenesis in Australian medical education and clinical case management.

PubMed

Ewen, Shaun C; Hollinsworth, David

2016-01-01

Attention to Aboriginal health has become mandatory in Australian medical education. In parallel, clinical management has increasingly used Aboriginality as an identifier in both decision making and reporting of morbidity and mortality. This focus is applauded in light of the gross inequalities in health outcomes between indigenous people and other Australians. A purposive survey of relevant Australian and international literature was conducted to map the current state of play and identify concerns with efforts to teach cultural competence with Aboriginal people in medical schools and to provide "culturally appropriate" clinical care. The authors critically analyzed this literature in light of their experiences in teaching Aboriginal studies over six decades in many universities to generate examples of iatrogenic effects and possible responses. Understanding how to most effectively embed Aboriginal content and perspectives in curriculum and how to best teach and assess these remains contested. This review canvasses these debates, arguing that well-intentioned efforts in medical education and clinical management can have iatrogenic impacts. Given the long history of racialization of Aboriginal people in Australian medicine and the relatively low levels of routine contact with Aboriginal people among students and clinicians, the review urges caution in compounding these iatrogenic effects and proposes strategies to combat or reduce them. Long overdue efforts to recognize gaps and inadequacies in medical education about Aboriginal people and their health and to provide equitable health services and improved health outcomes are needed and welcome. Such efforts need to be critically examined and rigorously evaluated to avoid the reproduction of pathologizing stereotypes and reductionist explanations for persistent poor outcomes for Aboriginal people.

Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change

ERIC Educational Resources Information Center

Garibay, Juan C.

2018-01-01

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students' outcomes critical to promoting a more equitable society, typically focusing on…

Practices that Promote Equity in Basic Skills in California Community Colleges

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2010

2010-01-01

This paper discusses the importance of institutionalizing practices that promote equitable outcomes for all students within the vast California Community College (CCC) system. The CCC system, which annually provides educational opportunities for almost three million students, exists at the heart of the state economy and future labor pool. Because…

A Statistical Model for Misreported Binary Outcomes in Clustered RCTs of Education Interventions

ERIC Educational Resources Information Center

Schochet, Peter Z.

2013-01-01

In education randomized control trials (RCTs), the misreporting of student outcome data could lead to biased estimates of average treatment effects (ATEs) and their standard errors. This article discusses a statistical model that adjusts for misreported binary outcomes for two-level, school-based RCTs, where it is assumed that misreporting could…

Assessment of Learning Outcomes in Finnish Vocational Education and Training

ERIC Educational Resources Information Center

Räisänen, Anu; Räkköläinen, Mari

2014-01-01

This article provides an outline and critical review of assessment, an evaluation of learning outcomes, in vocational education and training (VET) in Finland. Assessment of VET is formative, development-orientated and criteria-based. There are no national tests and information from vocational skills demonstrations is used instead. Assessment…

Impact of Competency-Based Education and Assessment on Program Outcomes

ERIC Educational Resources Information Center

Konkoth, Shanthi

2016-01-01

Since the publication of the "College Scorecard" by The U.S. Department of Education in 2015, comparisons between college attendance costs and institutional outcomes (i.e., graduation rates, post-graduation earnings) have come into sharp focus. This increased scrutiny requires institutions of higher learning to be more transparent about…

Australian Vocational Education and Training Statistics: Student Outcomes, 2006. Summary

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2006

2006-01-01

This publication provides information regarding the training outcomes for students who completed their vocational education and training (VET) during 2005. The findings presented relate to students who are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (module completers). This…

Corruption and Educational Outcomes: Two Steps Forward, One Step Back

ERIC Educational Resources Information Center

Huang, Francis Lim

2008-01-01

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…

Engineering Graphics Educational Outcomes for the Global Engineer: An Update

ERIC Educational Resources Information Center

Barr, R. E.

2012-01-01

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…

Early Childhood Education and Care (ECEC) and Its Long-Term Effects on Educational and Labour Market Outcomes. Research Report

ERIC Educational Resources Information Center

van Belle, Janna

2016-01-01

United States studies have shown that the provision of Early Childhood Education and Care (ECEC) is associated with positive social and economic outcomes, both in the short and long term. This brief reviewed the available evidence on the short and long term outcomes of ECEC within the European context: how do existing differences between EU…

How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?

ERIC Educational Resources Information Center

Custable, Wendy

2013-01-01

This research study examines how Illinois public high school Career and Technical Education educational leaders employ best practices in providing all students rigorous, relevant, and equitable learning experiences within a professional learning community structure. This study utilized a mixed method two-tier case study methodology. Tier one…

Governance and assessment in a widely distributed medical education program in Australia.

PubMed

Solarsh, Geoff; Lindley, Jennifer; Whyte, Gordon; Fahey, Michael; Walker, Amanda

2012-06-01

The learning objectives, curriculum content, and assessment standards for distributed medical education programs must be aligned across the health care systems and community contexts in which their students train. In this article, the authors describe their experiences at Monash University implementing a distributed medical education program at metropolitan, regional, and rural Australian sites and an offshore Malaysian site, using four different implementation models. Standardizing learning objectives, curriculum content, and assessment standards across all sites while allowing for site-specific implementation models created challenges for educational alignment. At the same time, this diversity created opportunities to customize the curriculum to fit a variety of settings and for innovations that have enriched the educational system as a whole.Developing these distributed medical education programs required a detailed review of Monash's learning objectives and curriculum content and their relevance to the four different sites. It also required a review of assessment methods to ensure an identical and equitable system of assessment for students at all sites. It additionally demanded changes to the systems of governance and the management of the educational program away from a centrally constructed and mandated curriculum to more collaborative approaches to curriculum design and implementation involving discipline leaders at multiple sites.Distributed medical education programs, like that at Monash, in which cohorts of students undertake the same curriculum in different contexts, provide potentially powerful research platforms to compare different pedagogical approaches to medical education and the impact of context on learning outcomes.

Zimbabwe's success story in education and health: will it weather economic structural adjustment?

PubMed

Tumwine, J K

1992-12-01

The beginning of the 1980s saw the birth of Zimbabwe as a result of a protracted liberation war. It coincided with global interest in primary health care, the concept of universal primary school education and, unfortunately, moves towards economic stabilization and structural adjustment programmes. Economic structural adjustment was adopted by several sub Saharan African countries with dire consequences for the poor and vulnerable. Zimbabwe's commitment to social justice and to equitable distribution of resources demonstrated a practical move away from the culture of rhetoric so characteristic of many governments and non-governmental organisations and agencies. This commitment has been translated into impressive improvements in health and education. Current evidence shows that education has had a positive impact on health and related areas like contraceptive use, child mortality and the nutrition status of children. Conversely nutrition and health conditions among school children are important determinants of educational outcomes. Hitherto Zimbabwe's economy has been sufficiently strong to avoid excessive dependence on the International Monetary Fund, the World Bank and other foreign financial institutions. Unfortunately, however, the current economic recession together with economic structural adjustment programmes are beginning to have a negative impact on health and education. Will true synergism between health and education weather these structural problems? It seems that the people and government of Zimbabwe have the capacity and resolve to weather such a storm.

Science versus policy in establishing equitable Agent Orange disability compensation policy.

PubMed

Brown, Mark A

2011-07-01

This article makes the case that current Agent Orange compensation policy for Vietnam War veterans is based neither wholly upon scientific findings about Agent Orange health effects nor on pure public health policy considerations. Rather, it is the logical culmination of decades of experience among policy makers and public health scientists trying to establish clear-cut, equitable, and scientifically defensible compensation policy in the face of limited relevant science and poor or nonexistent exposure data-all within the broader context of Veterans Affairs disability compensation policies, and a deep-seated commitment to support the men and women who served their country during the Vietnam War. Finally, attempts to update current policy will benefit from an understanding of this background.

Student Discipline and Access to Equal Educational Opportunities in the United States

ERIC Educational Resources Information Center

Cambron-McCabe, Nelda; McCarthy, Martha

2004-01-01

Courts and legislatures in the United States have looked closely at governmental practices that threaten students' educational opportunities. One area that has raised concerns is whether student discipline policies and procedures are equitable, fair, and effective. Substantial litigation has established that disciplinary actions must be…

Routes towards Portuguese Higher Education: Students' Preferred or Feasible Choices?

ERIC Educational Resources Information Center

Tavares, Orlanda

2013-01-01

Background: An equitable and democratised higher education system should, in principle, be permeable to the flow of populations with different social and/or cultural backgrounds, allowing access to any parts of the system. However, despite the democratisation efforts that took place in Portugal after the 1974 revolution, and although the student…

Impact of peer nutrition education on dietary behaviors and health outcomes among Latinos: A systematic literature review

PubMed Central

Pérez-Escamilla, Rafael; Hromi-Fiedler, Amber; Vega-López, Sonia; Bermúdez-Millán, Angela; Segura-Pérez, Sofia

2009-01-01

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: a) searching internet databases, b) conducting backward searches from reference lists of articles of interest, c) manually reviewing the archives of the Center for Eliminating Health Disparities among Latinos (CEHDL), d) searching the Journal of Nutrition Education and Behavior, and e) directly contacting researchers in the field. We reviewed 22 articles derived from experimental or quasi-experimental studies. Outcomes Type 2 diabetes behavioral and metabolic outcomes, breastfeeding, nutrition knowledge, attitudes and behaviors. Results Peer nutrition education has a positive influence on diabetes self-management, breastfeeding outcomes, as well as on general nutrition knowledge and dietary intake behaviors among Latinos. Conclusions and implications There is a need for longitudinal randomized trials testing the impact of peer nutrition education interventions grounded on goal setting and culturally appropriate behavioral change theories. Inclusion of reliable scales and the construct of acculturation is needed for further advancing the knowledge in this promising field. Operational research is also needed to identify the optimal peer educator characteristics, the type of training that they should receive, the client loads and dosage (i.e., frequency and amount of contact needed between needed peer educator and client), and the best educational approaches and delivery settings. PMID:18565462

The development and validation of the Self-Efficacy Beliefs about Equitable Science Teaching and learning instrument for prospective elementary teachers

NASA Astrophysics Data System (ADS)

Ritter, Jennifer M.

1999-12-01

The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers with regards to science teaching and learning for diverse learners. The study used Bandura's theoretical framework, in that the instrument would use the self-efficacy construct to explore the beliefs of prospective elementary science teachers with regards to science teaching and learning to diverse learners: specifically the two dimensions of self-efficacy beliefs defined by Bandura (1977): personal self-efficacy and outcome expectancy. A seven step plan was designed and followed in the process of developing the instrument, which was titled the Self-Efficacy Beliefs about Equitable Science Teaching or SEBEST. Diverse learners as recognized by Science for All Americans (1989) are "those who in the past who have largely been bypassed in science and mathematics education: ethnic and language minorities and girls" (p. xviii). That definition was extended by this researcher to include children from low socioeconomic backgrounds based on the research by Gomez and Tabachnick (1992). The SEBEST was administered to 226 prospective elementary teachers at The Pennsylvania State University. Using the results from factor analyses, Coefficient Alpha, and Chi-Square a 34 item instrument was found to achieve the greatest balance across the construct validity, reliability and item balance with the content matrix. The 34 item SEBEST was found to load purely on four factors across the content matrix thus providing evidence construct validity. The Coefficient Alpha reliability for the 34 item SEBEST was .90 and .82 for the PSE sub-scale and .78 for the OE sub-scale. A Chi-Square test (X2 = 2.7 1, df = 7, p > .05) was used to confirm that the 34 items were balanced across the Personal Self-Efficacy/Outcome Expectancy and Ethnicity/LanguageMinority/Gender Socioeconomic Status/dimensions of the content matrix. Based on

Establishing Core Outcome Domains in Hemodialysis: Report of the Standardized Outcomes in Nephrology−Hemodialysis (SONG-HD) Consensus Workshop

PubMed Central

Tong, Allison; Manns, Braden; Hemmelgarn, Brenda; Wheeler, David C.; Evangelidis, Nicole; Tugwell, Peter; Crowe, Sally; Van Biesen, Wim; Winkelmayer, Wolfgang C.; O’Donoghue, Donal; Tam-Tham, Helen; Shen, Jenny; Pinter, Jule; Larkins, Nicholas; Youssouf, Sajeda; Mandayam, Sreedhar; Ju, Angela; Craig, Jonathan C.

2017-01-01

Evidence-informed decision-making in clinical care and policy in nephrology is undermined by trials that selectively report a large number of heterogeneous outcomes, many of which are not patient-centered. The Standardized Outcomes in Nephrology−Hemodialysis (SONG-HD) Initiative convened an international consensus workshop on November 7, 2015, to discuss the identification and implementation of a potential core outcome set for all trials in hemodialysis. The purpose of this article is to report qualitative analyses of the workshop discussions, describing the key aspects to consider when establishing core outcomes in trials involving patients on hemodialysis. Key stakeholders including eight patients/caregivers and 47 health professionals (nephrologists, policy makers, industry, researchers) attended the workshop. Attendees suggested that identifying core outcomes required equitable stakeholder engagement to ensure relevance across patient populations; flexibility to consider evolving priorities over time; deconstruction of language and meaning for conceptual consistency and clarity; understanding of potential overlap and associations between outcomes; and an assessment of applicability to the range of interventions in hemodialysis. For implementation, they proposed that core outcomes must have simple, inexpensive and validated outcome measures that could be used in clinical care (quality ndicators) and trials (including pragmatic trials), and endorsement by regulatory agencies. Integrating these recommendations may foster acceptance and optimize the uptake and translation of core outcomes in hemodialysis, leading to more informative research, for better treatment, and improved patient outcomes. PMID:27497527

Establishing Core Outcome Domains in Hemodialysis: Report of the Standardized Outcomes in Nephrology-Hemodialysis (SONG-HD) Consensus Workshop.

PubMed

Tong, Allison; Manns, Braden; Hemmelgarn, Brenda; Wheeler, David C; Evangelidis, Nicole; Tugwell, Peter; Crowe, Sally; Van Biesen, Wim; Winkelmayer, Wolfgang C; O'Donoghue, Donal; Tam-Tham, Helen; Shen, Jenny I; Pinter, Jule; Larkins, Nicholas; Youssouf, Sajeda; Mandayam, Sreedhar; Ju, Angela; Craig, Jonathan C

2017-01-01

Evidence-informed decision making in clinical care and policy in nephrology is undermined by trials that selectively report a large number of heterogeneous outcomes, many of which are not patient centered. The Standardized Outcomes in Nephrology-Hemodialysis (SONG-HD) Initiative convened an international consensus workshop on November 7, 2015, to discuss the identification and implementation of a potential core outcome set for all trials in hemodialysis. The purpose of this article is to report qualitative analyses of the workshop discussions, describing the key aspects to consider when establishing core outcomes in trials involving patients on hemodialysis therapy. Key stakeholders including 8 patients/caregivers and 47 health professionals (nephrologists, policymakers, industry, and researchers) attended the workshop. Attendees suggested that identifying core outcomes required equitable stakeholder engagement to ensure relevance across patient populations, flexibility to consider evolving priorities over time, deconstruction of language and meaning for conceptual consistency and clarity, understanding of potential overlap and associations between outcomes, and an assessment of applicability to the range of interventions in hemodialysis. For implementation, they proposed that core outcomes must have simple, inexpensive, and validated outcome measures that could be used in clinical care (quality indicators) and trials (including pragmatic trials) and endorsement by regulatory agencies. Integrating these recommendations may foster acceptance and optimize the uptake and translation of core outcomes in hemodialysis, leading to more informative research, for better treatment and improved patient outcomes. Copyright © 2016 National Kidney Foundation, Inc. Published by Elsevier Inc. All rights reserved.

Physician empathy: definition, outcome-relevance and its measurement in patient care and medical education.

PubMed

Neumann, Melanie; Scheffer, Christian; Tauschel, Diethard; Lutz, Gabriele; Wirtz, Markus; Edelhäuser, Friedrich

2012-01-01

The present study gives a brief introduction into 1. the definition of physician empathy (PE) and 2. its influence on patients' health outcomes. Furthermore 3. 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). 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. 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. 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.

Change in Receptive Vocabulary from Childhood to Adulthood: Associated Mental Health, Education and Employment Outcomes

ERIC Educational Resources Information Center

Armstrong, Rebecca; Arnott, Wendy; Copland, David A.; McMahon, Katie; Khan, Asaduzzaman; Najman, Jake M.; Scott, James G.

2017-01-01

Background: Population-based studies have found that early language delays are associated with poorer long-term outcomes in adolescence and adulthood. Few studies have explored the influence of change in language ability over time on adult outcomes. Aim: To examine the educational, vocational and mental health outcomes for adults accounting for…

Educational level and 30-day outcomes after hospitalization for acute myocardial infarction in Italy.

PubMed

Cafagna, Gianluca; Seghieri, Chiara

2017-01-09

There is a growing interest in the factors that influence short-term mortality and readmission after hospitalization for acute myocardial infarction (AMI) since such outcomes are commonly considered as hospital performance measures. Socioeconomic status (SES) is one of the factors contributing to healthcare outcomes after hospitalization for AMI. However, no study has been published on education and 30-day readmission in Europe. The objective of this study is to examine the association between educational level and 30-day mortality and readmission among patients hospitalized for AMI in Tuscany (Italy). A retrospective cohort study using data from hospital discharge records was conducted. The analysis included all patients discharged with a principal diagnosis of AMI between January 1, 2011, and November 30, 2014, from all hospitals in Tuscany. Educational level was categorized as low (no middle school diploma), mid (middle school diploma) and high (high school diploma or more). Three multilevel models were developed, sequentially controlling for patient-level socio-demographic and clinical variables and hospital-level variables. Patients were stratified by age (≤75 and >75 years). Mortality analysis included 23,402 patients, readmission analysis included 22,181 patients. In both unadjusted and full-adjusted models, patients with a high education had lower odds of 30-day mortality compared to those patients with low education (OR age ≤ 75 years 0.67, 95% CI:0.47-0.94; OR age > 75 years 0.72, 95% CI:0.54-0.95). With regard to 30-day readmission, only patients aged over 75 years with a high education had lower odds of short-term readmission compared to those patients with low education (OR age > 75 0.73, 95% CI:0.58-0.93). Among patients hospitalized in Tuscany for AMI, low levels of education were associated with increased odds of 30-day mortality for both age groups and increased odds of 30-day readmission only for patients aged over 75�

Cultural Immersion: Developing a Community of Practice of Teachers and Aboriginal Community Members

ERIC Educational Resources Information Center

Burgess, Cathie; Cavanagh, Paddy

2016-01-01

A lack of teacher awareness of the cultural and historical background of Aboriginal students has long been recognised as a major causative factor in the failure of Australian schools to fully engage Aboriginal students and deliver equitable educational outcomes for them. Using Wenger's communities of practice framework, this paper analyses the…

Focusing the Gaze: Teacher Interrogation of Practice

ERIC Educational Resources Information Center

Nayler, Jennifer M.; Keddie, Amanda

2007-01-01

Within an Australian context of diminishing opportunities for equitable educational outcomes, this paper calls for teacher engagement in a "politics of resistance" through their focused gaze in relation to the ways in which they are positioned in their everyday practice. Our belief is that the resultant knowledge might equip teachers to…

Even in Sweden? Excluding the Included: Some Reflections on the Consequences of New Policies on Educational Processes and Outcomes, and Equity in Education

ERIC Educational Resources Information Center

Berhanu, Girma

2010-01-01

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…

“Unwell while Aboriginal”: iatrogenesis in Australian medical education and clinical case management

PubMed Central

Ewen, Shaun C; Hollinsworth, David

2016-01-01

Introduction Attention to Aboriginal health has become mandatory in Australian medical education. In parallel, clinical management has increasingly used Aboriginality as an identifier in both decision making and reporting of morbidity and mortality. This focus is applauded in light of the gross inequalities in health outcomes between indigenous people and other Australians. Methods A purposive survey of relevant Australian and international literature was conducted to map the current state of play and identify concerns with efforts to teach cultural competence with Aboriginal people in medical schools and to provide “culturally appropriate” clinical care. The authors critically analyzed this literature in light of their experiences in teaching Aboriginal studies over six decades in many universities to generate examples of iatrogenic effects and possible responses. Results and discussion Understanding how to most effectively embed Aboriginal content and perspectives in curriculum and how to best teach and assess these remains contested. This review canvasses these debates, arguing that well-intentioned efforts in medical education and clinical management can have iatrogenic impacts. Given the long history of racialization of Aboriginal people in Australian medicine and the relatively low levels of routine contact with Aboriginal people among students and clinicians, the review urges caution in compounding these iatrogenic effects and proposes strategies to combat or reduce them. Conclusion Long overdue efforts to recognize gaps and inadequacies in medical education about Aboriginal people and their health and to provide equitable health services and improved health outcomes are needed and welcome. Such efforts need to be critically examined and rigorously evaluated to avoid the reproduction of pathologizing stereotypes and reductionist explanations for persistent poor outcomes for Aboriginal people. PMID:27313485

Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

ERIC Educational Resources Information Center

Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

2013-01-01

This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

The Impact of Chile's School Feeding Program on Education Outcomes

ERIC Educational Resources Information Center

McEwan, Patrick J.

2013-01-01

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,…

Educational Cooperation between Thailand and Cambodia: Outcomes on Human Development, International Understanding and Future Prospect

ERIC Educational Resources Information Center

Kijtorntham, Wichuda; Ruangdej, Phumjit; Saisuwan, Chatchanog

2015-01-01

Thailand and Cambodia set up educational cooperation since 1996, before signed a Memorandum of Understanding on Cooperation in the Promotion of Education in 2003. This research aimed to investigate outcomes of educational cooperation projects on Cambodia human development and international understanding, process of participatory learning and…

Issues in Putting Outcome-Based Education into Practice at the District Level: A Panel Discussion.

ERIC Educational Resources Information Center

Norton, Deborah

This conference presentation describes the AUEN (Addressing Unique Education Needs) system of assessing educational outcomes which is used by the Rochester (Michigan) Community Schools to help establish accountable and effective special education support programs and services. The AUEN provides an innovative and practical approach to assessment,…

Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States. A CAPSEE Working Paper

ERIC Educational Resources Information Center

Hodara, Michelle; Xu, Di

2014-01-01

Nationally, about two thirds of community college students are referred to developmental education. Thus far, research on the effectiveness of developmental education has focused on students' academic outcomes; in this paper, we examine the economic consequences of developmental education for students. Using longitudinal student-unit record data…

Climate Generation: Advancing Climate Action through Education, Public Engagement and Youth Leadership

NASA Astrophysics Data System (ADS)

Poppleton, K. L. I.

2017-12-01

Climate Generation: A Will Steger Legacy empowers youth, educators, decision-makers and the public to foster climate literacy and action with the goal of building a more equitable and resilient future. We have over eleven years of experience delivering high-quality K-12 education, public engagement and youth leadership programming, reaching over 75,000 people, 35,000 students and 17,000 educators since 2006. By engaging educators, youth, and the public, we believe that communities can be better positioned to build a resilient and equitable future. For this reason we strive to engage with all these sectors through innovative programming and policy initiatives. Communities are resilient when individuals are connected to each other, resources, and decision-makers. Sharing personal narratives, and highlighting locally relevant solutions are all tools that Climate Generation employs to engage the public. We do this through community wide convenings, as well as sector specific events including at breweries, art fairs, and businesses. Education is also an integral piece for sustained action on climate change. We support educators with a science-based, interdisciplinary model of climate change education that engages all learners, and fosters climate literacy and action. We develop curriculum and offer professional development, encouraging teachers to develop today's students into action-competent citizens. Finally, Climate Generation recognizes the importance of empowering high school youth as a key strategy in transitioning to a just and sustainable future for all. We believe in the inherent genius of youth and know from experience that mentorship fosters powerful youth leadership at the community level, inspiring peers, family members, and local decision-makers to take critical action on climate change solutions. In order to accelerate and implement action on climate change we must take a multi-faceted approach: we are building public will for strong climate action at

Outcome-based approach to medical education towards academic programmes accreditation: A review article.

PubMed

Mohieldein, Abdelmarouf H

2017-03-01

The rapid change worldwide, as a consequence of advances in science and technology, necessitates the graduation of well-qualified graduates who have the appropriate knowledge and skills to fulfill specific work requirements. Hence, redesigning academic models by focusing on educational outcomes became the target and priority for universities around the world. In this systematic review we collected and retrieved literature using a selection of electronic databases. The objectives of this report is to: 1) provide an overview of the evolution of outcome-based education (OBE), (2) illustrate the philosophy and principle of OBE, (3) list the OBE advantages and benefits, (4) describe the assessment strategies used in OBE, and (5) discuss the role of teachers and students as key elements. In conclusion, there is growing interest by the Saudi government to provide student-centered education in their institutes of higher education to graduate students with the necessary knowledge and skill experiences. Moreover, OBE is considered a holistic approach which offers a powerful and appealing way of reforming and managing medical education for mastery in learning and to meet the prerequisites for local and international accreditation.

Adolescent cannabis and tobacco use and educational outcomes at age 16: birth cohort study

PubMed Central

Hickman, Matthew; Munafò, Marcus R.; Heron, Jon; Yip, Vikki L.; Macleod, John

2015-01-01