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Relevant bibliographies by topics / At home students

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Academic literature on the topic 'At home students'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "At home students"

1

Hearn, Greg, and David Scott. "Students staying home." Futures 30, no. 7 (September 1998): 731–37. http://dx.doi.org/10.1016/s0016-3287(98)00080-9.

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Simpson, Ken, and Weihua (Steven) Tan. "A Home Away From Home?" Journal of Studies in International Education 13, no. 1 (February 20, 2008): 5–21. http://dx.doi.org/10.1177/1028315308317694.

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As the education of international students has developed into a key component of the economic mix for many Western democracies, approaches to the evaluation of success or failure have become increasingly based on the type of buyer—seller relationship that features strongly in the management and marketing literature. As a result, an activity that has historically been assessed in terms of its contribution to the public good is now more likely to be measured through application of the language of business. This article analyzes the comments of 160 Chinese students attending courses at a New Zealand institution and suggests that the criteria that contribute to a positive experience evaluation, when viewed through the eyes of students, may not entirely coincide with the “business language” criteria that education providers believe to be critical. The article concludes that significant changes in institutional philosophy are necessary if the true value of providing tertiary education to international students is to be optimally realized.

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Johnson, Duska. "Home students of foreign origin." New Community 12, no. 2 (June 1985): 266–72. http://dx.doi.org/10.1080/1369183x.1985.9975898.

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Kim, Hyunah, Christine Barron, Jeanne Sinclair, and Eunice Eunhee Jang. "Change in home language environment and English literacy achievement over time: A multi-group latent growth curve modeling investigation." Language Testing 37, no. 4 (June 30, 2020): 573–99. http://dx.doi.org/10.1177/0265532220930348.

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In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy achievement across grades 3, 6, and 10 differ among students with various home language shift patterns in Ontario, Canada. The longitudinal cohort data of 89,609 students between grades 3 and 10 from the provincial assessments were analyzed for changes in their home language environment. A subsample of 18,000 students was used to examine different patterns of relative literacy performance over time and their associations with immigration background and early intervention programming using multi-group latent growth curve modeling. Our findings suggest a strong movement toward an English-dominant home language environment among multilingual students; yet, students whose homes remained as multilingual demonstrated the highest literacy achievement in the early grade as well as the highest improvement in relative performance over time. The paper draws implications for promoting students’ home language, instilling a positive view of multilingual competence.

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Siddiqi, Dr Saima. "Relationship Between Cognitive Attainment and Home Environment of Secondary School Students." International Journal of Scientific Research 3, no. 5 (June 1, 2012): 103–4. http://dx.doi.org/10.15373/22778179/may2014/34.

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Lawrence, Lorraine. "Overseas students sent home after training." Nursing Standard 10, no. 4 (October 18, 1995): 51. http://dx.doi.org/10.7748/ns.10.4.51.s58.

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Haan, Perry, and Cam Cruickshank. "Marketing Colleges to Home-Schooled Students." Journal of Marketing for Higher Education 16, no. 2 (December 2006): 25–43. http://dx.doi.org/10.1300/j050v16n02_02.

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Baudier, Patricia, Chantal Ammi, and Matthieu Deboeuf-Rouchon. "Smart home: Highly-educated students' acceptance." Technological Forecasting and Social Change 153 (April 2020): 119355. http://dx.doi.org/10.1016/j.techfore.2018.06.043.

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Bristol, Travis J. "Why teachers and students stay home." International Journal of Comparative Education and Development 19, no. 4 (November 13, 2017): 134–49. http://dx.doi.org/10.1108/ijced-07-2017-0010.

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Purpose The purpose of this paper is to explore the influences of teacher and student absenteeism across nine public schools (five primary and four secondary) in Guyana, South America. Design/methodology/approach To conduct this study, the author employed a mixed-methods study that included a descriptive analysis of a purposive sample of teacher (n=69) and student (n=175) surveys and semi-structured interviews with head teachers (n=8), teachers (n=25), students (n=36), and parents (n=9). Findings The findings suggested that teacher absenteeism can be attributed to school organizational challenges, such as poor working conditions and weak administrative leadership. Student absenteeism appeared to be influenced primarily by out-of-school factors such as the need to work and to take care of younger siblings. Research limitations/implications The study’s purposive sample may have prevented a more nuanced understanding of the various influences of teacher and student absenteeism. Originality/value The author provides new insight into some of the root influences of teacher and student absenteeism in Guyana, South America. As such, policymakers and practitioners in the Ministry of Education are positioned to devise evidence-based solutions.

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Callahan, D. W., and L. B. Callahan. "Looking for Engineering Students? Go Home." IEEE Transactions on Education 47, no. 4 (November 2004): 500–501. http://dx.doi.org/10.1109/te.2004.834918.

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Dissertations / Theses on the topic "At home students"

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Poon, Sun-mei Rebecca. "Students' perception towards home-school collaboration." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304336.

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Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.

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Burke, C. Francesca. "Students of resistance : Palestinian student mobilization at home and in exile." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571625.

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This thesis is about the collective political action of the Palestinian student movement in Israel, the Occupied Palestinian Territories, and the Palestinian diaspora. Although Palestinians are often considered in their specific context, given the elements that they have shared, this thesis asserts the utility of considering them in a single study. In each location, it analyses the repertoire and framing of Palestinian students and uncovers the ways in which their context, identity, and organized mobilization - both in terms of the broader community and of the students in particular - have influenced their activism decisions. This is shown through the rich account of events, drawing on Arabic, Hebrew and English documents and interviews with participants and well-placed observers in the three locations. The main lines of argument are, firstly, that while episodic contentious gatherings are the most visible part of the Palestinian student repertoire, less visible activities have often been vital to their repertoire. Secondly, the thesis argues that Palestinian students have conceived education itself as a tool in their national struggle. Thirdly, it demonstrates the importance of understanding Palestinian activism under occupation and the diaspora as occurring at times in a situation of multiple sovereignty. It makes an empirical contribution to literature on modem Palestinian politics by providing a broad overview of the student movement in three locations from 1970 until 2000, as well as analysing key activism examples in detail. The thesis makes a theoretical contribution to literature on collective action by: demonstrating the utility of examining 'quiet' activism; conceptualizing education as a form of activism; and moving beyond the standard mobilization model.

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Carroll, Elizabeth A. "Inclusion : a view from students and teachers /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Berlowski, Teri. "An analysis of student perceptions of foods 1 course at a sampled midwest high school." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008berlowskit.pdf.

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O'Shea, Catherine Mary. "Making meaning, making a home: students watching Generations." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002934.

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This thesis is a reception analysis using qualitative interviews to investigate black students' watching of a South African soap opera, Generations, taking into account the context of a largely white South African university campus. The findings of this study are that students find pleasure in talking about Generations and hold seemingly contradictory views on whether it is 'realistic' or not. The analysis concludes that watching Generations does serve to affirm these students' black identity, since there is a particular need to do so on a campus where black students witness and experience racial discrimination.

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Sukontapatipak, Songkwun. "International students' reliance on home-country related internet use." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2899.

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The present study draws on uses and gratifications and media system dependency perspectives for examining factors related to Internet usage behaviors of international students and their motives to use their home-country Internet resources.

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Munyuki, Chipo Lidia. "“Just trying to live our lives”: gay, lesbian and bisexual students’ experiences of being “at home” in university residence life." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020341.

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Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.

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Reynolds, Laura Melissa. "The impact of student financial aid on undergraduate degree completion /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144475.

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Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the away from home Year 12 student emerged. The away from home students in this A.C.T. study had been through periods of unstable accommodation, poverty, family distress, leaving school or changing schools and had made a conscious decision to complete their Year 12 Certificate to improve their employment opportunities. As a result of this study predictive indicators for an away from home student were generated. Following these findings an understanding of the specific issues and needs of away from home students can be encouraged among student welfare groups, parents and other educational/ welfare bodies. This in turn should assist the student achieve his or her educational outcomes and academic success.

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Books on the topic "At home students"

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Betancourt, Jeanne. Home sweet home. Toronto: Bantam Books, 1988.

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Amy, Sedaris, ed. Home studio home, Providence, RI. [Los Angeles, CA]: AMMO, 2008.

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Berner, Carl W. At home away: Devotions for students. Saint Louis: Concordia Pub. House, 1996.

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Home again: Preparing international students to serve Christ in their home countries. Colorado Springs: Dawson Media, 2005.

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Bugeja, Michael J. Going home. New York: Pocket Books, 1996.

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Kelman, Judith. Fly away home. New York: Bantam Books, 1997.

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Thompson, Cecelia. Strengthening basic academic skills through home economics: Instructional activities for home economics students. Washington, D.C: Home Economics Education Association, 1990.

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8

Barclay, Linwood. Too close to home. New York: Bantam Books, 2008.

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Berger, Sandra L. Homeschooling resources for gifted students. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children, 1998.

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Lines, Patricia M. Homeschooling, resources for parents and students. [Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Book chapters on the topic "At home students"

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Montgomery, Catherine. "International Students and Home Students: Worlds Apart?" In Understanding the International Student Experience, 79–96. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1_5.

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Howley, Craig, Aimee Howley, and Daniel Showalter. "Leaving or Staying Home." In Serving Gifted Students in Rural Settings, 23–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237938-3.

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Jehangir, Rashné Rustom. "A Long Way from Home." In Higher Education and First-Generation Students, 13–28. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114678_2.

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Kirkup, Gill, Ruth Carter, Laurie Keller, Jenny Lewis, Chris Saxton, and Dianne Sutton. "Home-based Computing for Women Students." In Workshops in Computing, 188–95. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-3875-4_26.

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Tannock, Stuart. "Constructing the International-Home Student Attainment Gap." In Educational Equality and International Students, 185–214. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76381-1_8.

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Gu, Mingyue Michelle. "Family Acculturation, Parent Style, and Ethnic Minority Students’ Identity Construction in Hong Kong." In Home-School Relations, 155–74. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_9.

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Dickinson, Karen, and Vicki A. McGinley. "Family Perspectives and Home-School Collaboration." In Working with Students with Disabilities: Preparing School Counselors, 157–74. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n8.

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Nguyen, Katherine Huyen, and Tracey Bretag. "Socio-cultural and Settlement Support Services for International Students: A ‘Home Away from Home’ Approach." In Student Support Services, 1–17. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_28-1.

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Landers, Kerry H. "Home Environment to Culture Shock." In Postsecondary Education for First-Generation and Low-Income Students in the Ivy League, 27–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63456-2_4.

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Zhang, Xiudi. "Kites Flying: Chinese Students Reflect on Life Back Home." In Governance and Citizenship in Asia, 91–100. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1021-2_7.

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Conference papers on the topic "At home students"

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Jouaneh, Musa K., and William J. Palm. "System Dynamics Experimentation at Home." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12688.

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Most Mechanical Engineering curricula include courses in system dynamics, controls, mechatronics, and vibrations. At most schools, these courses do not have a laboratory component. Even at schools that have such a component, laboratory access is often limited, and thus there is a need to increase students’ laboratory experience. This paper addresses the development and initial testing of instructional material in the form of take-home software and hardware kits that can be used to perform laboratory experiments and measurements at home to illustrate system dynamics concepts. Rather than having students perform an experiment in the university laboratory, the students are given a compact, low cost software and hardware kit with which they can perform an experiment at home using only their PC. The kits are designed so that the experiments can be conducted on a provided experimental setup such as a DC motor/tachometer system or can be used to perform dynamic measurements on engineering systems that are available at home such as motor powered devices and heating/cooling systems. The take-home kit consists of three components. The first component is a hardware interface board that is built around a PIC18F4550 microcontroller which interfaces with the student’s PC and with the experiment hardware. The second component is a Windows based user interface program that is loaded on the student’s PC and is used to run the experiment and collect data. The third component is the actual experimental setup or the sensor system to perform the measurement. Fifty five kits have been fabricated to perform five different experiments. Two of these experiments were tested in two courses in the mechanical engineering department at the University of Rhode Island. The paper discusses the design of the kit components, the details of the experiments, as well the initial experiences gained from using this new approach for laboratory experimentation.

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Durfee, William, Perry Li, and David Walezko. "At-Home Systems and Controls Laboratory." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82566.

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At-home laboratories are inexpensive hardware kits that students take home and work on much like a problem set. The kits have an embedded microcontroller and communicate to the student’s home PC over a serial port. The home PC provides the needed computational horsepower for experiment control, data collection, data analysis and reporting. The microcontroller handles real-time control tasks. Two first-generation kits were developed, a fourth-order, linear mass-spring-damper system for frequency response and system identification, and an analog filtering system that uses music and synthetic sound as an input for understanding the properties of analog filters. Twenty five kits were constructed and used by students. Based on this pilot, improved, second generation kits have been designed.

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Syahrin, Alif Alfi, Bayu Sampurna, Fauziah Sri Wahyuni, Siti Komariah, Ade Gafar Abdullah, and Cep Ubad Abdullah. "Participation of Male Students in Home Economics Learning." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007112511661171.

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Herlina, Yuni, Muhammad Kristiawan, and Dwi Anggraini. "Learning From Home in Early Childhood Education Students." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.090.

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Ogwumike, Chris, Michael Short, and Fathi Abugchem. "Heuristic scheduling of multiple smart home appliances: Utility planning perspective." In 2016 International Conference for Students on Applied Engineering (ICSAE). IEEE, 2016. http://dx.doi.org/10.1109/icsae.2016.7810195.

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Thomas, Liz. "‘I use my time more wisely…’ The implications for learning and teaching in higher education of more ‘commuter students’." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8165.

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In the UK students have traditionally moved away from home to study in higher education, but this is changing as a consequence of greater participation, and the shift in responsibility for financing study from the State to individual students and their families. This research under took 60 qualitative interviews with students of all ages who defined themselves as ‘commuters’, who continue to live at home whilst studying. The study found that while the students largely viewed themselves as ‘good students’ aiming to engage fully in their academic studies, the stresses and strains – and cost and time – involved in travelling - resulted in students evaluating the utility of a trip to campus, considering whether their resources would be better spent studying at home. In addition, these students tended to be less engaged in ‘enhancement’ activities, and had very little social engagement with HE peers. Commuter students achieve less good outcomes: they are more likely to withdraw early, achieve lower attainment and are less likely to secure graduate employment on completion. This paper considers the implications for student engagement and teaching and learning in higher education of a larger commuter student population, in an effort to achieve greater equity in student outcomes.

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Burnell, Lisa, Antonio Sanchez, John Priest, and Charles Hannon. "The Crescent Lab: A smart home lab for students." In 2006 Seventh Mexican International Conference on Computer Science. IEEE, 2006. http://dx.doi.org/10.1109/enc.2006.33.

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Adams, Wendy K., Zachary Armstrong, and Cynthia Galovich. "Can students learn from PhET sims at home, alone?" In 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.001.

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Yuan, Chien Wen, Leslie D. Setlock, and Susan R. Fussell. "International students' use of facebook vs. a home country site." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559206.2581198.

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Ross, Catherine H., Katherine K. Ellins, Katherine K. Ellins, Adam S. Papendieck, Adam S. Papendieck, Julia A. Clarke, and Julia A. Clarke. "GEOSCIENCE AMBASSADORS PROGRAM: MENTORING STUDENTS IN GEOSCIENCE WITHIN HOME COMMUNITIES." In 54th Annual GSA South-Central Section Meeting 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020sc-343617.

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Reports on the topic "At home students"

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Rector, Shiela. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6267.

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Khorsheed, Eman. My Engineering Students Neglect Their Statistics Course Homework: What Policies Should Introduce to Motivate Them to Do Their Home Work? Natural Sciences Publishing, July 2014. http://dx.doi.org/10.18576/ijlms/020203.

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Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.

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Faber, Benjamin, Rosa Sanchis-Guarner, and Felix Weinhardt. ICT and Education: Evidence from Student Home Addresses. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21306.

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Roschelle, Jeremy, and Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, December 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Vigdor, Jacob, and Helen Ladd. Scaling the Digital Divide: Home Computer Technology and Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2010. http://dx.doi.org/10.3386/w16078.

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10

Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.

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