Relevant bibliographies by topics / Disadvantaged students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Disadvantaged students'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Disadvantaged students"

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Burris, Berlean M. "Reaching Educationally Disadvantaged Students." American Journal of Nursing 87, no. 10 (October 1987): 1359. http://dx.doi.org/10.2307/3425700.

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BURRIS, BERLEAN M. "REACHING EDUCATIONALLY DISADVANTAGED STUDENTS." AJN, American Journal of Nursing 87, no. 9 (October 1987): 1359–61. http://dx.doi.org/10.1097/00000446-198710000-00025.

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So, Alvin Y. "High-Achieving Disadvantaged Students." Urban Education 22, no. 1 (April 1987): 19–35. http://dx.doi.org/10.1177/004208598702200102.

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Goldberg, Mark F. "A Concern with Disadvantaged Students." Phi Delta Kappan 82, no. 8 (April 2001): 632–34. http://dx.doi.org/10.1177/003172170108200814.

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Doscher, Suzanne, Jane L. Assey, and Barbara J. Edlund. "Identifying and Assisting Disadvantaged Students." Nurse Educator 13, no. 6 (November 1988): 3. http://dx.doi.org/10.1097/00006223-198811000-00002.

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Chambers, S. M., and V. A. Clarke. "Is Inequity Cumulative? The Relationship between Disadvantaged Group Membership and Students' Computing Experience, Knowledge, Attitudes and Intentions." Journal of Educational Computing Research 3, no. 4 (November 1987): 495–518. http://dx.doi.org/10.2190/u4r4-dw4j-dlaa-0a50.

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The study used a pretest/posttest design to investigate the relationship between disadvantaged group membership and students' participation in computing activities. Disadvantage was defined by gender, school ability, SES level, and ethnic background. The sample of 951 students was drawn from four elementary and three secondary schools which were substantially increasing their computing resources. Following class computing experience there was a cumulative effect of membership of disadvantaged groups with the more disadvantaged students reporting significantly less participation in class computing activities and non-class computing activities, gaining lower computing knowledge scores and having less positive attitudes to computing. Thus, inequities were created rather than reduced. Class computing participation was positively related to prior participation in non-class computing activities, with those students with no prior non-class computing experience participating less in class computing activities. The results were interpreted as demonstrating a general cumulative effect of “disadvantage” which is based on differences in voluntary non-class computing experiences. Strategies for reducing these inequities are implicated.
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Holzer, Harry J., and Zeyu Xu. "Community College Pathways for Disadvantaged Students." Community College Review 49, no. 4 (April 15, 2021): 351–88. http://dx.doi.org/10.1177/00915521211002908.

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Objective: We estimated the correlations between the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—and the attainment of credentials with labor market value. We focused on the extent to which there were recorded changes in students’ choices over time, whether students made choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. Method: Using micro-longitudinal administrative data on a full cohort of Kentucky community college students, we provide summary data on a range of pathway characteristics and outcomes, as well as binomial and multinomial logit estimates of how pathway characteristics affect the odds of completing different kinds of credentials. Some of the logit estimates were based on random or fixed effects models. Results: We found that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affected outcomes. Student choices of pathways—and especially differences by gender and academic readiness—sometimes ran strongly counter to information about later chances of success in terms of probabilities of completing programs and attaining strong earnings. Students also changed pathways quite frequently, making it harder to accumulate the credits needed in their fields. Contributions: Attainment of credentials with greater market value by community college students could likely be improved by appropriate guidance and supports for them along the way and perhaps by broader institutional changes as well.
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Jaffe, Eliezer D. "Disadvantaged Students in Social Work Education." International Journal of Adolescence and Youth 1, no. 4 (January 1989): 305–35. http://dx.doi.org/10.1080/02673843.1989.9747647.

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Frasier, Mary M. "Disadvantaged and Culturally Diverse Gifted Students." Journal for the Education of the Gifted 14, no. 3 (April 1991): 234–45. http://dx.doi.org/10.1177/016235329101400305.

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Guardia, Juan R. "Improving Completion Rates Among Disadvantaged Students." Journal of College Student Development 46, no. 1 (2005): 99–101. http://dx.doi.org/10.1353/csd.2005.0003.

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Dissertations / Theses on the topic "Disadvantaged students"

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Williams, Lunetta M. "Book selections of economically disadvantaged black students." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0009580.

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Chen, Yong Jie. "Student Poverty in China : How to Assist Students from Disadvantaged Backgrounds." Thesis, University of York, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503316.

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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring and Peer Tutoring for Disadvantaged Students." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8460.

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Kim, Won-Kyung. "Schooling for educationally disadvantaged children." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2191.

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This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.
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Dundas, Traci Lynne. "Socially disadvantaged students in socially disadvantaged schools double jeopardy in mathematics achievement in the G8 countries /." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1126.

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Thesis (Ed. D.)--University of Kentucky, 2009.
Title from document title page (viewed on May 6, 2010). Document formatted into pages; contains: ix, 333 p. Includes abstract and vita. Includes bibliographical references (p. 321-331).
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Merriman, Carolyn S. "Profile of Disadvantaged Students in the College of Nursing." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8461.

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Lourens, Elza. "Understanding the experiences of educationally disadvantaged students at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85812.

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Thesis (MEd)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The importance of increased accessibility to higher education for non-traditional students has been recognised globally. In South Africa, a strong drive exists to provide access to students who were previously excluded from higher education because of the apartheid history. Stellenbosch University attempts to contribute to redress and transformation through, amongst other initiatives, the SciMathUS Bridging Programme (Science and Mathematics at the University of Stellenbosch). The SciMathUS Bridging Programme provides access to educationally disadvantaged students to higher education. Even though these students gained access to higher education, they were struggling to succeed. Many questions about the functioning of specifically educationally disadvantaged students in higher education are still unanswered. This study aims to find answers to some of these questions, namely what are the major challenges educationally disadvantaged students face at a predominantly white, Afrikaans university and how do they function within the university. The research is a narrative ethnography with the focus on the experiences of seven former SciMathUS students at Stellenbosch University. The data was collected by means of unstructured interviews, student journals as well as social media over a period of four months. Narratives about the seven students’ experiences on campus were compiled and analysed within the framework of Bronfenbrenner’s ecological model by focusing on the reciprocal and dynamic interactions of the students within their campus systems. The analysis of the narratives showed limited interactions in the academic, social and residential contexts and revealed that these students faced academic, financial, linguistic, social and administrative challenges, which led to very high stress levels. They struggled to become part of the academic practice and responded by functioning on the periphery of the university system. The implications of providing access to educationally disadvantaged students to higher education, and particularly Stellenbosch University, are threefold. On a theoretical level, gaps in current theory on student development and support were identified. On a substantive level, a disjuncture between university policies and initiatives, and the real-life experiences of the students existed and systemic changes in the academic, social and residential contexts are imperative. Finally, on a practical level, the narratives of these students provided insight into their experiences and highlighted the need for the reconsideration of current practices around teaching and learning, language, admission, re-admission, financial support, tutoring and mentoring, and social life, particularly in residences.
AFRIKAANSE OPSOMMING: Die belang van groter toeganklikheid tot hoër onderwys vir nie-tradisionele studente word wêreldwyd erken. As gevolg van die apartheidsgeskiedenis, is daar in Suid-Afrika ‘n grootse poging om aan studente wat voorheen uitgesluit was, toegang tot hoër onderwys te verleen. Die Universiteit Stellenbosch poog om ‘n bydra te lewer tot die regstelling en transformasie, onder andere, deur die SciMathUS Brugprogram (Science and Mathematics at the University of Stellenbosch) wat aan onderwysbenadeelde studente toegang tot hoër onderwys verleen. Alhoewel hierdie studente toegang tot hoër onderwys verkry het, sukkel hul om sukses te behaal. Baie vrae oor die funksionering van spesifiek onderwysbenadeelde studente in hoër onderwys is steeds onbeantwoord. Hierdie studie poog om antwoorde te vind op van hierdie vrae naamlik, wat is die grootste uitdagings wat onderwysbenadeelde studente aan ’n hoofsaaklik wit, Afrikaanssprekend universiteit in die gesig staar en hoe funksioneer hul binne die universiteit. Die navorsing is ’n narratiewe etnografie met die fokus op die ervarings van sewe voormalige SciMathUS studente aan die Universiteit Stellenbosch. Die data is oor ’n tydperk van vier maande deur middel van onderhoude, studentejoernale en sosiale media versamel. Narratiewe oor die sewe studente se ervarings op kampus is saamgestel en binne die raamwerk van Bronfenbrenner se ekologiese model ontleed deur op die wedersydse en dinamiese interaksies van die studente in hul kampus- sisteme te fokus. Die ontleding van die narratiewe het beperkte interaksies binne die akademiese, sosiale en residensiële kontekste aangedui en het getoon dat die studente akademiese, finansiële, taal, sosiale en administratiewe uitdagings in die gesig gestaar het, wat tot hoë stresvlakke gelei het. Hul het gesukkel om deel te word van die akademiese praktyk en het daarop reageer deur op die rand van die universiteitsisteem te funksioneer. Die implikasies van toegang tot hoër onderwys, en meer spesifiek die Universiteit Stellenbosch, aan onderwysbenadeelde studente, is drieërlei. Op ’n teoretiese vlak is gapings in huidige teorie oor studente-ontwikkeling en -ondersteuning geïdentifiseer. Op ’n substantiewe vlak het daar ’n gaping bestaan tussen universiteitsbeleide en -inisiatiewe en die werklike ervarings van die studente en is sistemiese veranderinge in die akademiese, sosiale en residensiële kontekste nodig. Laastens, op ’n praktiese vlak het die narratiewe van die studente lig gewerp op hul ervarings en die behoefte aan die heroorweging van huidige praktyke rondom onderrig en leer, taal, toelating, her-toelating, finansiële ondersteuning, tutor- and mentorskap en sosiale lewe, spesifiek in koshuise, beklemtoon.
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Nabb, David B. "Music Performance Program Enrollment and Course Availability for Educationally Disadvantaged versus Non-Educationally Disadvantaged High School Students in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277891/.

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The purpose of this study was to measure music performance program enrollments and course availability for educationally disadvantaged and non-educationally disadvantaged groups (grades 9-12) in Texas, and to further examine relationships which could help music educators understand the role which music performance programs play in the lives of educationally disadvantaged students. Data analyzed were collected by Texas' Public Education Information Management System (PEIMS). Educationally disadvantaged groups under consideration included economically disadvantaged, at risk (as defined by Texas Education Agency guidelines), limited English proficient, as well as Black and Hispanic students. Separate analyses were conducted for band, choir, and orchestra. Subjects included 907,327 students from 1,048 school districts.
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Rucker, Minder. "Using Microcomputer Software To Remediate Critical Thinking Skills In Disadvantaged Students." NSUWorks, 1990. http://nsuworks.nova.edu/gscis_etd/810.

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This study was conducted to test the claim that some critical thinking software may facilitate the improvement of reasoning skills of a group of disadvantaged students. These students were participants in an Upward Bound project in Atlanta, Georgia. After an extensive search and review of numerous thinking and reasoning software programs, four promising programs were selected for a thorough evaluation. After several weeks it was perceived that one particular software package had revealed the qualities necessary for success in this project. The package chosen was Critical Thinking I & II by Compris, Inc. The major reason for its selection was that it employed many artificial intelligence features that the author felt would cause the students to question their own thinking in a friendly and non-threatening manner. The subjects participating in this study were sixty randomly chosen tenth grade students. From this group, thirty students were randomly chosen to become the experimental group and received computer assisted instruction. The remaining thirty students became the control group and received traditional instruction. The instructional time line for the project was three months of Saturday sessions with forty-five minutes of instruction for each session. The only difference in the treatment of the two groups were the methods of instruction and the time and place each group met. The experimental group met in a computer laboratory at 8:45 a.m. each Saturday, while the control group met at 9:45 a.m. in a regular classroom adjacent to the computer laboratory. The author taught, monitored and collected data on both groups. Upon completion of the instructional period the Watson-Glaser Critical Thinking Appraisal form ZM was administered to each group under normal classroom conditions. A t-test conducted on the posttest means showed a significance difference at the .05 level significance. This study employed an experimental posttest only design.
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Minyard, Michael. "Highly Motivated, High-Achieving, Economically Disadvantaged Middle School Students: A Self-Determination Theory Perspective." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609141/.

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To conduct this qualitative dissertation study, a phenomenological approach was utilized. The purpose of the study was to examine the perspectives of highly motivated, economically disadvantaged, middle school students to discover the factors that they identified as integral to their overall development and their intrinsic motivation, over time, to learn. A key component of this study was to give voice to the students who participated in this study and utilize their perspectives as a primary data source. Participants in this study included six middle school students, identified as economically disadvantaged, two from fifth grade and four from the seventh grade. Self-determination theory was used as a theoretical framework to guide and inform the analysis of students' perspectives, obtained through individual, semi-structured interviews with each student and classroom observations. Six themes, related to students' intrinsic motivation to learn and succeed in school, were identified. Extrinsic factors were also prominent. Although students expressed a true love of learning, they also acknowledged that external factors such as grades and testing influenced their motivation to learn. Autonomy, competence, and relatedness were major factors at play in the school, classrooms, and homes of these students. Recommendation for practice suggest that teachers, administrators, and parents shift their emphasis away from testing and grades to a greater focus on the internal factors that motivate students to learn so students will be more likely to enjoy the learning process and develop, both in school and over their life span, a love of learning in the process.
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Books on the topic "Disadvantaged students"

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Natriello, Gary. Creating more responsive student evaluation systems for disadvantaged students. Baltimore, Md: Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University, 1991.

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Teaching low achieving and disadvantaged students. 2nd ed. Springfield, Ill: C.C. Thomas, 1997.

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Hargis, Charles H. Teaching low achieving and disadvantaged students. Springfield, Ill: Thomas, 1989.

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editor, Cabrera Alberto F., and La Nasa, Steven M. editor., eds. Understanding the college choice of disadvantaged students. San Francisco, Calif: Jossey-Bass Publishers, 2000.

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Runco, Mark A. Creativity as an educational objective for disadvantaged students. Storrs, CT: National Research Center on the Gifted and Talented, 1993.

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Levin, Henry M. Educational reform for disadvantaged students: An emerging crisis. West Haven, CT: NEA Professional Library, 1986.

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Levin, Henry M. Educational reform for disadvantaged students: An emerging crisis. [Washington, D.C.]: National Education Association, 1986.

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Wilson, Thomas G. Disadvantaged students and crisis in faith-based urban schools. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Organisation for Economic Co-operation and Development. Secretary-General, OECD Directorate for Education, OECD iLibrary, and Programme for International Student Assessment, eds. Against the odds: Disadvantaged students who succeed in school. Paris: OECD, 2011.

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Wilson, Thomas G. Disadvantaged students and crisis in faith-based urban schools. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Book chapters on the topic "Disadvantaged students"

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Fejes, József Balázs. "Learning Motivation of Disadvantaged Students." In Encyclopedia of the Sciences of Learning, 1935–37. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_680.

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Roffey, Sue, and Denise Quinlan. "Positive Education with Disadvantaged Students." In The Palgrave Handbook of Positive Education, 645–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_25.

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AbstractIf anyone needs positive education, it is young people who struggle with adversities in their lives and for whom the school may be their only place of refuge, stability, and welcome. Students who experience challenging life events often do not learn or behave well at school, and as a consequence may be marginalised, punished, or even excluded. These pupils then learn that they are unwanted and worthless. This can have a far-reaching impact not only on these young people, but also on others at the school and our future communities. This chapter outlines major issues that young people are facing across the world, associated outcomes, protective factors, and how schools can help. We include case studies at the school, city, and community levels, describing actions to address the needs of disadvantaged students and the impact these are having, illustrating specific aspects of positive education that can make a difference and may help to break negative intergenerational cycles. What we have learned through these studies makes a positive difference; what is good practice for disadvantaged young people is invariably good practice for all students.
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Lawson, Megan. "Protecting Financially Disadvantaged Students’ Educational Rights." In Advancing Responsible Adolescent Development, 125–35. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41535-2_7.

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Busch, Bradley, and Edward Watson. "The One about Helping Disadvantaged Students." In The Science of Learning, 128–29. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429461545-63.

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Watson, Edward, and Bradley Busch. "The One about Helping Disadvantaged Students." In The Science of Learning, 128–29. 2nd ed. 2nd edition. | Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003107866-64.

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Gorard, Stephen, Beng Huat See, and Nadia Siddiqui. "Studies of improving attainment in other ways." In Making Schools Better for Disadvantaged Students, 105–14. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287353-10.

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Gorard, Stephen, Beng Huat See, and Nadia Siddiqui. "Review of evidence on targeted funding to improve attendance and participation." In Making Schools Better for Disadvantaged Students, 23–53. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287353-5.

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Gorard, Stephen, Beng Huat See, and Nadia Siddiqui. "Using targeted funding to improve attainment." In Making Schools Better for Disadvantaged Students, 89–104. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287353-9.

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Gorard, Stephen, Beng Huat See, and Nadia Siddiqui. "Why do we care about educational gaps?" In Making Schools Better for Disadvantaged Students, 6–19. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287353-3.

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Gorard, Stephen, Beng Huat See, and Nadia Siddiqui. "Changes in the attainment gap." In Making Schools Better for Disadvantaged Students, 174–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003287353-17.

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Conference papers on the topic "Disadvantaged students"

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Šimková, Martina, and Petra Švarcová. "Disadvantaged University Students in the Czech Republic." In 17-th AMSE. Applications of mathematics in economics. International Scientific Conference: Poland, 27-31 Agust, 2014. Conference proceedings full text papers. Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu, 2014. http://dx.doi.org/10.15611/amse.2014.17.25.

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Chumley, Maxwell, Shabbir Choudhuri, Paul Plotkowski, and Sanjivan Manoharan. "Improving Self-Efficacy of Financially Disadvantaged Students via Autonomous Design and Build Project." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-97040.

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Abstract The attrition rate at the undergraduate level for STEM fields is a disappointing 48%, and this is even higher for low-income students. Approximately only 11% of students who identify as low-income earn an undergraduate degree within six years, while 58% of students from higher income backgrounds earn their undergraduate degree within the same timeframe. The high attrition rates coupled with the already existing low enrollment is adversely affecting the country’s economy as the supply of degreed professionals is not keeping up with demand. The academic persistence of a student is a critical factor in determining if a student decides to remain in a certain major or not. Researchers have concluded that enhancing the self-efficacy of a student results improves academic persistence which may positively influence retention. This study investigates the effect of autonomous, project-based learning on self-efficacy for 15 financially disadvantaged students. The learning experience was constructed such that all four sources of self-efficacy viz. mastery experience, vicarious experience, social persuasions, and physiological states were incorporated. Results indicate that the experience had a positive effect on the students’ perceived self-efficacy. Each student believed that these played a major role in the success of the project and that their success was very much deserved.
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Bojic, Iva, Vedran Podobnik, Juan F. Arratia, and Mislav Grgic. "Supporting economically disadvantaged students from Nicaragua in STEM-C fields." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757526.

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Barnová, Silvia, Slávka Krásna, Gabriela Gabrhelová, and Denis Barna. "EDUCATION OF DISADVANTAGED STUDENTS DURING THE COVID-19 PANDEMIC IN SLOVAKIA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0672.

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O'Sullivan, Katriona, Gareth Burns, and Niamh Bird. "Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9409.

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Recognition of the growing homogeneity of the Irish teaching body (Keane & Heinz, 2016), and increasing awareness of the positive impact a more diverse teaching population have on disadvantaged and diverse students’ educational engagement, has precipitated an Irish policy response which has included funding a university foundation course (FC) which supports students who are underrepresented in teaching, to progress into initial teacher education (ITE).There is a dearth of empirical research on who is accessing these interventions, and how these students differ from those who ‘usually’ apply to and enter ITE directly. Consequently, in September 2018, twenty FC students and eighteen students from the direct entry group completed an on-line survey in order to compare the demographic make of both groups.The results of the descriptive analysis indicate that students utilising the ITE FC are more diverse in ethnicity, disability status and academic history, and have greater levels of disadvantage in terms of family history of education and family occupation than those entering ITE directly. These results highlight the value of utilising alternative entry routes to ITE, and their potential to support those disadvantaged and underrepresented to take the initial step into ITE.
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Cherecheș, Eusebiu. "The disadvantaged school during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p172-176.

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The coronavirus disease pandemic (COVID-19) has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), by mid-May 2020, more than 1.2 billion students at all levels of education worldwide had stopped having face-to-face classes. On March 25, after years of consultations and preparations, the European Commission launched the Child Guarantee (CG) to address child poverty and rising disparities across the EU. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty.
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Doherty, Eamon P. "Experiences in Teaching to Help Retain Historically Disadvantaged Groups of STEM Students." In 2016 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2016. http://dx.doi.org/10.1109/csci.2016.0068.

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Grayson, Diane J. "Foundation physics: A developmental approach to preparing disadvantaged students for mainstream physics." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53155.

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Patterson, Kristina. "The Power and Possibilities of Dual-Language Immersion for Economically Disadvantaged Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587545.

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Ahmed, Wondimu, Xin Liang, Kristin Koskey, and Nidaa Makki. "YEAR-ROUND SCHOOLING: DOES IT REDUCE SUMMER SLIDE FOR ECONOMICALLY DISADVANTAGED STUDENTS?" In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0876.

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Reports on the topic "Disadvantaged students"

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Oliver, C. E., H. R. Hicks, and B. G. Summers. Reaching minority, female and disadvantaged students. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/96828.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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Wilkerson, Julius. The Effects of an Innovative Curriculum on the Attitudes of "Educationally Disadvantaged" Freshman College Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2384.

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Gagnon, Douglas, Eleanor Jaffee, and Reeve Kennedy. Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students. University of New Hampshire Libraries, 2016. http://dx.doi.org/10.34051/p/2020.257.

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Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.
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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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Romero, Mauricio, and Abhijeet Singh. The Incidence of Affirmative Action: Evidence from Quotas in Private Schools in India. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/088.

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This paper studies the effects of India’s main school-integration policy—a 25 percent quota in private schools for disadvantaged students, whose fees are reimbursed by the state—on direct beneficiaries. Combining survey and administrative data from the state of Chhattisgarh, with lottery-based allocation of seats in oversubscribed schools, we show that receiving a quota seat makes students more likely to attend a private school (by 24 percentage points). However, within eligible caste groups, quota applicants are drawn disproportionately from more-educated and economically better-off households and over three-quarters of the applicants who were not allotted a quota seat also attended a private school as fee-paying students. Consequently, we estimate that ~ 70 percent of the total expenditure on each quota seat is inframarginal to school choice. The policy delivers clear gains for direct beneficiaries but is unlikely to affect school integration without broadening the pool of applicants.
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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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