Journal articles on the topic 'Early student leaving rate'
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1
Xun, Hongmei, Bojun Zou, and Chenyu Duan. "Design of the Student Attendance Management System Based on the Internet of Things Technology." Mobile Information Systems 2022 (September 17, 2022): 1–13. http://dx.doi.org/10.1155/2022/1990530.
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The IoT refers to the linking of items to a network through message-generating devices; in the connection process, communication and information circulation are carried out through the information dissemination medium to realize intelligent identification, tracking, supervision, and other functions. Attendance management is a system for assessing employee attendance, including being late, leaving early, and asking for leave. Student attendance refers to the attendance rate of students in class. This article aimed to study the design and research of the student attendance management system based on the Internet of things technology, and use this system to accurately record students’ attendance and develop good habits for students. An effective attendance management company has been developed to enhance the collection of information for student management in universities, to keep track of teachers’ and students’ teaching attendance in real time, and to connect teachers and students in real time using computer technology. Access to the Android version of the software speeds up the collection and processing of information and can play an important role in improving the efficiency of personnel management. On the basis of analysing the operation logic of the attendance system, matching programs and the attendance system software are designed. The experimental results of this article show that the attendance rate of students with utilitarian personality is the highest, as high as 70%; the attendance rate of students with helpless personality is 13%; the attendance rate of students who follow the current personality accounted for 10%; and the attendance rate of nonmotivated students accounted for 7%. It can be seen from this that personality is an important factor affecting students’ attendance rate. The attendance rate of positive psychology with goals is the highest, and the attendance rate of students without clear goals is the lowest. The student attendance management system of the Internet of things technology has been applied in practical work, but with the continuous construction and development of the school, the continuous improvement of new software and hardware, and the emergence of new needs in practical work, the student attendance management system is easy to crash when processing a large amount of data at the same time.
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Makovec, Danijela, and Marko Radovan. "Never Let Me Down: A Case-study of Slovenian Policy Measures to Prevent Early School Leaving." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 167–75. http://dx.doi.org/10.2478/mjss-2018-0126.
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Abstract In this article, we discuss the factors that influence early school leaving, and the measures that were taken in Slovenia to prevent it. Reducing early school leaving (ESL) to less than 10% by 2020 is one of the key objectives of the Europe 2020 strategy and Slovenia is already well below this target. According to recent analysis, Slovenia has one of the lowest rate of ESL among EU countries. In our review we will examine the reasons for such a low ESL rate and inspect institutional and policy measures that Slovenia has undertaken in order to reduce ESL and retain students in education as long as possible. We argue that Slovenia is successful in reducing ESL because of a wide-spread network of secondary schools, and measures that are directed in individualization, guidance and support for less successful students. In our estimation, one of the main reasons for the low rate of ESL in Slovenia is also the openness of vocational education system, that allows horizontal and vertical transitions. An area that needs additional attention from policy makers, concerns high-risk groups of students. There is also a need for teachers to develop additional inter-cultural and communication competencies, and schools should receive more funding for Slovenian language courses, working with the Roma, programs individualization for special needs students, extended schooling for students with special needs etc.
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Hawke, Andrew, and Alan Hayes. "Beyond early intervention: An initial followup of children who participated in an early intervention program in a Queensland provincial city." Australasian Journal of Special Education 17, no. 2 (January 1993): 33–41. http://dx.doi.org/10.1017/s1030011200022892.
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This paper reports a follow-up study of the educational progress of three cohorts of students who left an early intervention program operating at a Special Education Developmental Unit (SEDU) in a large provincial city, in Queensland, during 1989, 1990 or 1991. The purpose of the research was to evaluate some aspects of the short to mediumterm efficacy of the program. The study aimed to: (a) identify parents’ perceptions of the services offered at the SEDU, (b) track students’ educational placements since leaving the SEDU, (c) evaluate parents’ and current teachers’ perceptions of students’ current educational placements, and (d) identify areas where SEDU services and other educational services could be improved. The results indicate that the early intervention program facilitated the development of children, and that the majority of parents viewed the SEDU services favourably; however, they were not as positive about their child’s rate of progress in the subsequent placement. Half the parents and teachers also reported that children needed more help, or much more help, at school. They identified a clear need for additional support services, in particular therapy programs, in schools. Despite the reported need for additional support services to schools, the study showed that the majority of students who left the SEDU were placed in regular education settings and were maintained in these regular schools. The paper concludes with a discussion of the implications for policy, practice and research.
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Zhao, Mingtao, Gang Zhao, and Meihong Qu. "College Smart Classroom Attendance Management System Based on Internet of Things." Computational Intelligence and Neuroscience 2022 (July 5, 2022): 1–9. http://dx.doi.org/10.1155/2022/4953721.
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Since entering the information age, educational informatization reform has become the inevitable trend of the development of colleges and universities. The traditional education management methods, especially the classroom attendance methods, not only need to rely on a large number of manpower for data collection and analysis but also cannot dynamically monitor students’ attendance and low efficiency. The development of Internet of things technology provides technical support for the informatization reform of education management in colleges and universities and makes the classroom attendance management in colleges and universities have a new development direction. In this study, a college smart classroom attendance management system based on RFID technology and face recognition technology is constructed under the architecture of the Internet of things, and the corresponding simulation experiments are carried out. The experimental results show that the smart classroom attendance management system based on RFID technology can accurately identify the absence and substitution of students and has the advantages of fast response and low cost. However, its recognition is easily affected by obstructions, which requires students to place identification cards uniformly. The smart classroom attendance management system based on face recognition technology can accurately record and identify the situation of students entering and leaving the classroom and identify the situations of being late and leaving early, absenteeism, and substitute classes. The experimental results are basically consistent with the sample results, and the error rate is low. However, the system is easily affected by environmental light, students’ sitting posture, expression, and other factors, so it cannot be recognized. Generally speaking, both can meet the needs of classroom attendance in colleges and universities and have high accuracy and efficiency.
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Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.
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Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
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Banks, Joanne, and Emer Smyth. "“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement." Education Sciences 11, no. 10 (October 13, 2021): 634. http://dx.doi.org/10.3390/educsci11100634.
Full textAbstract:
Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
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Salvà, Francesca, Carme Pinya, Nuria Álvarez, and Aina Calvo. "Dropout prevention in Secondary VET from different learning spaces: A social discussion experience." International Journal for Research in Vocational Education and Training 6, no. 2 (August 29, 2019): 153–73. http://dx.doi.org/10.13152/ijrvet.6.2.3.
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Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the video-recorded content of participants’ contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement.Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.
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Borș, Octavia. "Prioritățile Strategiei privind părăsirea timpurie a școlii problematizate în relație cu evoluția participării școlare în 2008–2018." Revista Calitatea Vieții 31, no. 2 (2020): 115–35. http://dx.doi.org/10.46841/rcv.2020.02.02.
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2020 is the last year of the Romanian, sectorial strategies implementation for education and training, which were designed to meet the targets set by Europe 2020. The strategy aiming to reduce early school leaving in Romania includes measures that were supposed to reduce the indicator to 11.3%, by 2020. However, in 2018, after three years after the strategy was published, the early school leaving rate decreased by only 2.7 p.p., reaching 16.4% (Eurostat, 2019). Although the progress is important, the rate is decreasing too slowly, compared to the proposed target. In preparation for the strategy’s impact studies, which should explain the rate`s slow decrease, the article aims to (a) analyze and discuss the evolution of the school participation rate and early school leaving rate during 2008–2018; (b) to analyze and discuss the importance given to family related factors in the strategy aiming to reduce early school leaving. Keywords: early school leaving; school participation; expected years of schooling; economic crisis; governmental strategies.
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Peterson, Virginia M. "Predictors of academic success in first semester baccalaureate nursing students." Social Behavior and Personality: an international journal 37, no. 3 (April 1, 2009): 411–17. http://dx.doi.org/10.2224/sbp.2009.37.3.411.
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Recently the number of students graduating from nursing programs has been insufficient to replace nurses leaving the workforce. The attrition rate for students entering baccalaureate nursing education programs is approximately 30%, with most (82.3%), leaving in their first semester of study (Morgan, 2001). Schools of nursing need to establish ways to decrease student attrition from programs. This study was an attempt to determine whether self-esteem, self-efficacy, and environmental variables are predictors of student attrition in first-semester baccalaureate nursing students, using a descriptive correlational design to explore the relationship between these variables in a non-probability convenience sample of 66 first semester baccalaureate nursing students. No statistically significant relationship between self-esteem, self-efficacy, or environmental variables and student attrition was revealed.
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Kanina, Inguna. "PROMOTION OF YOUTH INVOLVEMENT FOR EARLY SCHOOL LEAVING PREVENTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 243. http://dx.doi.org/10.17770/sie2020vol4.4958.
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Among the main challenges of contemporary education system are raising the motivation to study, strengthening the bond between the student and the school and prevention of early school leaving. In Latvia as well as in the rest of Europe the percentage of early school leavers still remains high. According to Eurostat data the percentage of students having left school early in Latvia reached 8% in 2018. Moreover the Baltic Social studies stated that altogether 26% of schools have faced the problem of early school leavers. Among the main factors reported as the reason for early school leaving are lack of motivation and risks related to school environment. Using the competency-based learning model new educational goals have been set, as follows, namely methodically moving towards the desired future profession, active involvement in the community, cooperation and developing of the feeling of patriotism. Lielvarde municipality in cooperation with the Ministry of Education and Science has launched a project aimed to gain a better understanding of students’ emotional and mental state, plans for the future as well as raising awareness of possible ways to get support during difficult times. The method used in the research were questionnaires. In the research there were involved students from all schools of Lielvārde district starting with age 13. The main goal of the research is to create a sustainable action plan, in order to gain more involvement from students. The results of research reveal students’ attitude towards studying, their future job options as well as the awareness of possibilities to use support systems in their lives.
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With, Mari Lande. "Are Teachers Increasingly Leaving the Profession?" Professions and Professionalism 7, no. 2 (March 6, 2017): e1723. http://dx.doi.org/10.7577/pp.1723.
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Changes in teachers’ work, often labelled intensification, have raised concerns that teachers are leaving the profession at an increasing rate. The present paper uses high-quality data from Norwegian administrative registers to examine the trends in attrition across three decades. These data allow for a comprehensive examination of changes in attrition, taking teachers’ education, school level, and demographic characteristics into account. Results show that early career attrition has declined over time, whereas the incidence of early retirement increased.
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Simonics, Istvan. "Relationships Among Economy, Industry, Vocational Education and Training and Higher Engineering Education – The Trefort Project Editorial." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 4. http://dx.doi.org/10.3991/ijep.v10i5.16747.
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It is a great pleasure to contribute some words to the debate about Engineering Education as well as to broaden the discussion about the future evolution of this discipline. Thanks to the International Journal of Engineering Pedagogy (iJEP) and its editor-in-chief, Matthias Utesch, as well as to the collaboration between the IGIP (International Society for Engineering Pedagogy), we have received a possibility to collect the best papers of our 9th Trefort Ágoston Conference on Vocational Education and Training and Technical Teacher Training at Óbuda University (ÓE) Electrical Engineering Faculty in Budapest, in Hungary. The Conference was organized as an IGIP Regional Conference for the third time. Before introducing the articles, I summarize the main important elements influencing the Higher Engineering Education in Hungary. The Fourth Industrial Revolution unfolds, companies are seeking to harness new and emerging technologies to reach higher levels of efficiency of production and consumption, expand into new markets, and compete on new products for a global consumer base composed increasingly of digital natives. There are several requirements for qualified engineers: they have to be creative, critical thinking, complex program solvers and have to have competencies of cognitive flexibility, high-level communication, teamwork, and application of foreign languages. At our university, we have recognized several problems according to SWOT analyses. Not enough number of students would like to select STEM faculties. The rate of early school leaving (ESL) is too high in the STEM area. Requests of the Labor market have not appeared in Training curricula. The candidate students do not know the future carrier and the content they have to learn. In secondary schools, the development of basic competencies and STEM subjects is not effective e.g. teaching Math is not practice-oriented, this is why the results of students on PISA tests are weaker. The preparation for higher education is not enough, which leads to ESL by the end of the first year in higher education. The quality of knowledge of secondary education pupils is an important input for engineering higher education. The vocational secondary schools can provide the majority of starting engineering studies at technical universities. The technical teacher training prepares the vocational teachers for secondary vocational schools. The quality of technical teacher training, the adequacy of curricula to professional needs can be key questions for the future of engineering education. The practice of vocational teacher-students is a basic element of their studies. These practices are organized in secondary vocational schools. But realizing these practices needs a mentor teacher. In this Trefort Project, we selected 6 presentations and asked the authors to submit their articles for a Special Issue of the International Journal of Engineering Pedagogy (iJEP).
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Rose-Adams, John. "Leaving university early: Exploring relationships between institution type and student withdrawal and implications for social mobility." Widening Participation and Lifelong Learning 15, no. 2 (July 1, 2013): 96–112. http://dx.doi.org/10.5456/wpll.15.2.96.
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Bendet, Erez, Christian Maranta, Istvan Vajtai, and Ugo Fisch. "Rate and Extent of Early Axonal Degeneration of the Human Facial Nerve." Annals of Otology, Rhinology & Laryngology 107, no. 1 (January 1998): 1–5. http://dx.doi.org/10.1177/000348949810700101.
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Electrophysiologic and histologic studies on a severed human facial nerve have shown that 1) response to stimulation by electroneuronography was lost on the sixth day following injury, 2) wallerian degeneration progressed in a nonuniform “front,” leaving some of the distal stump axons still viable and responsive to intraoperative stimulation 2 days following injury, and 3) the extent of proximal retrograde degeneration was far greater than to the next node of Ranvier. These findings are discussed in light of the current knowledge regarding peripheral nerve degeneration, and explanations are suggested.
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Guerrero-Puerta, Laura, and Miguel A. Guerrero. "Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story." Sustainability 13, no. 5 (February 27, 2021): 2569. http://dx.doi.org/10.3390/su13052569.
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The European Union has recognized the close relationship between mental health, well-being, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving (ESL). Literature shows that there are research gaps in this regard, but there are some inklings to think that innovative teaching methods can improve both adolescent´s mental health and reduce the rates of ESL. The main objective of this article was to find out how the use of game-based teaching techniques affects the well-being of students at risk of ESL. The life story of one young student that has left school early has been studied, focusing on the impact that gamification had in his scholar trajectory and well-being. Data analysis was carried using the constructivist version of the grounded theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a period of gamification can have a positive effect in school engagement as a result of better levels of wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound effect acting as a risk factor to ESL.
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Utesch, Matthias Christoph. "A Successful Approach to Study Skills: Go4C´s Projects Strengthen Teamwork." International Journal of Engineering Pedagogy (iJEP) 6, no. 1 (February 22, 2016): 35. http://dx.doi.org/10.3991/ijep.v6i1.5359.
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The Pupils´ Academy of Serious Gaming at the Technical University of Munich (TUM) deploys the business game Go4C as a tool to learn study skills. Especially, the project management feature of Go4C is a reliable instrument to successfully strengthen teamwork skills of students at the upper vocational schools of Bavaria/ Germany. We enable the pupils to change their learning perspective from school student to university student by participating in a regular course at TUM based on project-based learning with Go4C. The goal is to learn how to self-assess and develop those activities which are important for one´s personal study skills at an early stage before leaving school.
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Gal, Petr. "Dropout in post-socialist countries of Central Europe (the Visegrad Group)." Youth in Central and Eastern Europe 6, no. 11 (May 19, 2021): 70–80. http://dx.doi.org/10.24917/ycee.2020.11.70-80.
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Early school leaving (dropout) is a problem in all education systems. In 2010 the European Commission launched the Europe 2020 strategy which included a list of measures to reduce school dropout rates in the EU countries. The aim of this paper is to analyze the issue of dropout in upper secondary education (ISCED 3) in the education systems of 4 post-socialist Central European states (Czech Republic, Hungary, Poland and Slovakia). Firstly, the paper describes and compares the education systems of these countries and the important changes of their education policies made after entering the EU. The analysis of Eurostat data shows that despite the decline of the average early school leaving rate in the EU countries from 13.8% to 10.2% between 2010 and 2019, the Czech Republic, Hungary and Slovakia are among the four member states whose dropout rates are rising. Through an overview of research studies, this paper then identifies the dominant topics and “weak spots” related to early school leaving in these countries.
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Utesch, Matthias Christoph. "The Pupils' Academy of Serious Gaming: Strengthening Study Skills." International Journal of Engineering Pedagogy (iJEP) 5, no. 3 (August 2, 2015): 25. http://dx.doi.org/10.3991/ijep.v5i3.4660.
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The Pupils' Academy of Serious Gaming at the ‘Technische Universität München’ TUM is a reliable instrument to successfully strengthen the study skills of students from the upper vocational schools of Bavaria. Based on the pedagogy of a practical application of sciences, we enable the participants to change their learning perspective from ‘school student’ to ‘university student’: For two days they take part in a regular course at TUM based on our in-house business game Go4C. The goal is to learn how to self-assess and develop important aspects of their personal study skills. This paper presents the Pupils´ Academy and Go4C as a tool to strengthen the study skills at an early stage before leaving school.
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Long, Robert. "The Galilee Day Program: Alternative education and training strategies for young people in substitute care." Children Australia 23, no. 3 (1998): 29–35. http://dx.doi.org/10.1017/s1035077200008725.
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Comprehensive research undertaken in 1995 and 1997 clearly establishes the educational needs of at-risk young people. Research by Webber and Hayduk (Leaving School Early) and Brooks et al (NYARS report Under-age School Leaving) establishes indicators contributing to under-age school leaving which are discussed in relation to the responsibility of schools in meeting the needs of at-risk students. Without revisiting the tenets of the deschooling movement which have been canvassed in detail in the pages of many books and education journals, the discussion explores the validity of alternative models to mainstream schooling. The paper assumes a certain inability of schooling to meet the needs of at-risk student; indeed it could be argued that the purpose of schooling generates and selects at-risk students. In a schooling culture which propagates the ideology of integration, the paper suggests the validity of an alternative and exclusion-based model of education. One such model has been established in 1997 in the Australian Capital Territory and this alternative education program is evaluated.
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Nesbitt, Heather, Debra Barry, Kati Lawson, and John Diaz. "Best practices for mentoring: An exploratory study of cooperating teacher and student teacher perspectives." Advancements in Agricultural Development 3, no. 4 (December 2, 2022): 30–42. http://dx.doi.org/10.37433/aad.v3i4.261.
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With nearly one-half of U.S. teachers leaving the profession within the first five years of their career, focusing on retention is an ongoing effort. Providing quality mentorship during the student teaching internship provides further support to new teachers preparing to enter the classroom. Cooperating teachers play a pivotal role in the success of these student teachers. However, little is known about the mentoring process between the cooperating teachers and their student teachers. This study compares the perspectives of the cooperating teacher and their student teacher on the frequency of 17 best practices employed by the cooperating teacher during the student teaching experience. The results suggest cooperating teachers rate themselves as utilizing 16 of the 17 best practices of a cooperating teacher more frequently than their paired student teacher observed. In addition, the student teachers rated their observed frequency for five of the 17 best practices employed by their mentor teacher between rarely and often, implying potential weaknesses in the preparation of the cooperating teacher. Differences between the perceived practices of the cooperating teachers and the observed frequencies of these practices by their student teachers warrants further research in the preparation and support of cooperating teachers in their roles as mentors.
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Childers, Norman F. "Is There a Crisis Developing in Horticulture?" HortScience 21, no. 1 (February 1986): 8–9. http://dx.doi.org/10.21273/hortsci.21.1.8.
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Abstract Horticultural departments at land-grant universities are graduating fewer and fewer students with the technical and practical knowledge needed to serve and lead the horticultural industry. Professionally trained horticulturists are becoming difficult to find. Too many MS and PhD “horticulturists” today know little horticulture. Retiring horticulturists or those leaving for other reasons are being replaced by pure scientists from fields other than horticulture. Grower-oriented research and student teaching are losing priority to “high-tech” research funded and guided by federal and outside grants. Horticultural courses are being dropped or not taught due to lack of teachers and/or students. Professionally written horticultural texts are becoming scarce or outdated. Extension personnel are being brought on campus to teach production courses or the basic scientists may be asked to teach these courses for which they have had little or no training or experience. Many experienced extension personnel are retiring early or leaving their jobs for private consulting.
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Dulfer, Nicky, Suzanne Rice, and Kira Clarke. "Student engagement, non-completion and pedagogy: Development of a measurement tool." Australian Journal of Education 61, no. 1 (March 14, 2017): 40–53. http://dx.doi.org/10.1177/0004944116685621.
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A significant body of research documents the negative consequences of dropping out of school for both the individual and society. In attempting to respond to the problem of early school leaving, schools and systems internationally have put in place a range of system-level and local responses such as mentoring, targeted additional career guidance and homework clubs. Unfortunately, these ‘add-ons’ often stop outside the classroom door, and do not consider the impact of teaching practices on students’ engagement in school and their decisions to remain or leave. This article reports on the development of instruments aimed at measuring four constructs that have been shown to be related to student engagement and school completion, namely competence, autonomy, relatedness and an appreciation of subject relevance. Analyses of data from a small sample of Year 9 students ( N = 48) in two Australian secondary schools indicated that, with some adjustments, the research instruments developed provided reliable and valid measures of the four constructs for use in large-scale research with students.
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Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.
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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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Zhao, Qun, Jin-Long Wang, Tsang-Long Pao, and Li-Yu Wang. "Modified Fuzzy Rule-Based Classification System for Early Warning of Student Learning." Journal of Educational Technology Systems 48, no. 3 (September 9, 2019): 385–406. http://dx.doi.org/10.1177/0047239519869324.
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This study uses the log data from Moodle learning management system for predicting student learning performance in the first third of a semester. Since the quality of the data has great influence on the accuracy of machine learning, five major data transmission methods are used to enhance data quality of log file in the data preprocessing stage. Furthermore, the modified FRBCS-CHI (fuzzy rule-based classification system using Chi's technique) algorithm, based on the weighted consequence, is proposed to improve the prediction accuracy of classification. Thereafter, the confusion matrix with two dimensions is employed to illustrate the prediction results, such as false positives, false negatives, true positives, and true negatives, which are further used to produce the parameters of prediction performance, including the precision rate, the recall rate, and the F-measure. From the results of experiment, the proposed modified FRBCS-CHI method will have higher prediction accuracy than the original FRBCS-CHI method.
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Araújo, Helena, Eunice Macedo, António Magalhães, and Cristina Rocha. "Una mirada al abandono escolar prematuro en Portugal: Realidades, contextos y prácticas." Educatio Siglo XXI 38, no. 2 Jul-Oct (June 25, 2020): 109–30. http://dx.doi.org/10.6018/educatio.414651.
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Teniendo in cuenta que el abandono prematuro de la escuela/ abandono prematuro de la educación y de la formación es un problema sumamente político, este articulo hace una mirada al abandono escolar prematuro en Portugal, enfocando sus realidades, contextos y prácticas, en una interacción entre el nivel nacional y europeo e sus orientaciones para la educación. Se hace una breve analice a los contornos del problema y a su evolución y se presenta a el sistema educativo para después se reflexionar acerca de la actual orientación educativa, dando evidencia a las perspectivas de inclusión. Finalmente se enfocan medidas intramuros para enfrentar el abandono escolar en una escuela secundaria superior en un área de intervención educativa prioritaria. Estas medidas son preventivas, y incluyen la preparación para los exámenes y el defensor del estudiante, a que se da prominencia en este artículo, haciendo el enfoque en las voces distintas del Diretor de la escuela, del profesorado y de las y los estudiantes. Se argumenta que la lucha contra ESL se encuentra en la tensión entre las políticas destinadas a hacer frente a las necesidades de la economía y de la sociedad del conocimiento y la tentativa de promover la inclusión social a través de la consecución de los itinerarios educativos, dando herramientas a las personas jóvenes para llevar adelante sus posibles opciones. Bearing in mind that early school leaving (ESL) / early leaving from education and training (ELET) is a political problem, this article looks at early school leaving in Portugal, focusing on its realities, contexts and practices and tapping into the interaction between the national and the European levels and their guidelines for education. The context of the problem and its evolution is briefly analyzed. Following the description of the education system, we also provide some reflections on current educational lines, providing evidence on how inclusion is implemented within such lines. Finally, intramural measures are proposed with a view to addressing early school leaving in an upper secondary school located in an educational area of priority intervention. The objective of the article is to analyze early school leaving by making the voices of different stakeholders heard—the school principal, teachers and students—following the implementation of a set of educational measures. These measures are preventive and include preparation for exams and the function of student advocates, two aspects which have a prominent role in this article. We argue that the struggle against ESL lies in the tension between economic policies and the knowledge society and the promotion of social inclusion which requires the definition of educational trajectories aimed at providing young people with the necessary tools for them to make adequate decisions for their future.
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Rozali, Mohd Zulfadli, Saifullizam Puteh, Faizal Amin Nur Yunus, Nor Hidayah Hamdan, and Fitri Mohd Latif. "Reliability and Validity of Instrument on Academic Enhancement Support for Student-Athlete Using Rasch Measurement Model." Asian Journal of University Education 18, no. 1 (February 14, 2022): 290. http://dx.doi.org/10.24191/ajue.v18i1.17199.
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Abstract: The purpose of this article is to develop and validate an instrument on Academic Enhancement Support for Malaysian student-athletes. The instrument development process began earlier in previous research's stages. Thirty-five questionnaires were distributed to Malaysia Public University student-athletes who competed at the university and state levels. It took a week to collect data, with a 100% return rate and one damaged questionnaire removed. Winstep version 3.69.1.11 was used to conduct three analyses: item-person reliability and separation index, statistical fit, and standardised residual correlation for item dependent. Cronbach's alpha of 0.96 indicates high reliability, with all items displaying a positive value for item polarity. Thirty items were identified as being misfit, five of which were removed and fifteen of which were revised. In the final analysis, ten pairs of items were dictated to be redundant, and ten items were eliminated following selection. In total, 15 items were removed from the instrument, leaving 82 items in the validated version. In conclusion, the instrument developed is a valid instrument capable of validating the student-perception athlete's of the support necessary for academic advancement during actual study.
Keywords: Academic Enhancement, Student Support, Rasch Measurement Model, Student-athlete
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Cagliero, Luca, Lorenzo Canale, Laura Farinetti, Elena Baralis, and Enrico Venuto. "Predicting Student Academic Performance by Means of Associative Classification." Applied Sciences 11, no. 4 (February 4, 2021): 1420. http://dx.doi.org/10.3390/app11041420.
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The Learning Analytics community has recently paid particular attention to early predict learners’ performance. An established approach entails training classification models from past learner-related data in order to predict the exam success rate of a student well before the end of the course. Early predictions allow teachers to put in place targeted actions, e.g., supporting at-risk students to avoid exam failures or course dropouts. Although several machine learning and data mining solutions have been proposed to learn accurate predictors from past data, the interpretability and explainability of the best performing models is often limited. Therefore, in most cases, the reasons behind classifiers’ decisions remain unclear. This paper proposes an Explainable Learning Analytics solution to analyze learner-generated data acquired by our technical university, which relies on a blended learning model. It adopts classification techniques to early predict the success rate of about 5000 students who were enrolled in the first year courses of our university. It proposes to apply associative classifiers at different time points and to explore the characteristics of the models that led to assign pass or fail success rates. Thanks to their inherent interpretability, associative models can be manually explored by domain experts with the twofold aim at validating classifier outcomes through local rule-based explanations and identifying at-risk/successful student profiles by interpreting the global rule-based model. The results of an in-depth empirical evaluation demonstrate that associative models (i) perform as good as the best performing classification models, and (ii) give relevant insights into the per-student success rate assignments.
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Ma, Xin. "Effects of Early Acceleration of Students in Mathematics on Attitudes toward Mathematics and Mathematics Anxiety." Teachers College Record: The Voice of Scholarship in Education 105, no. 3 (April 2003): 438–64. http://dx.doi.org/10.1177/016146810310500305.
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This study examined the effects of early acceleration of students in mathematics on the development of their attitudes toward mathematics and mathematics anxiety across junior and senior high school. Data were derived from the Longitudinal Study of American Youth (LSAY). Hierarchical linear modeling (HLM) analyses showed that attitudes declined in the same degree between accelerated and nonaccelerated gifted and honors students, but declined significantly faster in accelerated than nonaccelerated regular students. Accelerated gifted students did not increase their anxiety. Anxiety grew at a similar rate between accelerated and nonaccelerated honors students, but accelerated regular students increased their anxiety significantly faster than nonaccelerated regular students. Once students were accelerated, most variation in rates of attitude and anxiety change was at the student rather than school level. Racial/ethnic background was the most important factor influencing rate of change at the student level. School contextual characteristics were major factors influencing rate of change at the school level.
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Cockshott, Christopher J., Gundi Kiemle, Paula Byrne, and Mark B. Gabbay. "“Back to Square One”: The Experience of Straddling Adolescence and Early Adulthood in Unemployed UK University Graduates With Common Mental Health Issues." Emerging Adulthood 6, no. 4 (September 25, 2017): 266–79. http://dx.doi.org/10.1177/2167696817731984.
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We investigated the experiences of unemployed university graduates with common mental health issues. After conducting semistructured interviews with 12 unemployed bachelor’s degree graduates with common mental health issues, we used interpretative phenomenological analysis to generate three superordinate themes: “fall from grace,” “vulnerability,” and “life on hold.” Our focus in this article is life on hold and its constituent themes: “stagnation,” “moving backward,” and “feeling left behind.” Graduates struggled to complete the broader structural life transition from university student to the adult world of work, experiencing a nebulous state of straddling adolescence and early adulthood. This undermined their sense of adult maturity, leaving them vulnerable to becoming entrenched in their mental health-related difficulties. We discuss these findings in relation to the developmental perspectives of life-course theory, status passages, and separation–individuation in early adulthood, which raise important issues for the applicability of life-course frameworks for these graduates, who are a disadvantaged minority group.
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Anna Russo. "Relazione educativa e comunicazione nella comunità di apprendimento." Rivista Italiana di Educazione Familiare 18, no. 1 (June 19, 2021): 337–57. http://dx.doi.org/10.36253/rief-9496.
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The ongoing social change places the issue of training at the centre of development, which is a decisive factor in global competition. The debate concerning school-work, which is at the basis of the teachers’ professional development process in the third millennium, must include the construction of an adequate relational system together with the students as well as a strong ability in communication. The value of relationships in the educational field does not only concern the student-teacher relationship, but also the one with colleagues, parents and the entire school community, therefore defined as the “educating community”. In this kind of community, the relationships between the school and the family, the school, the “world of work”, and other educational agencies therefore create a network of individuals, who share the responsibility for the growth of young people, with a view to inclusion and compliance with the rights of equality and dignity. They also aim at reducing the causes of poverty and the social gap to prevent abandonment and early school leaving, and to ensure the right to education and educational success to every student.
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Kettler, Todd, and Luke T. Hurst. "Advanced Academic Participation." Journal for the Education of the Gifted 40, no. 1 (February 17, 2017): 3–19. http://dx.doi.org/10.1177/0162353216686217.
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Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.
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Kumra, Tina, Maura McGuire, Ariella Stein, and Amit K. Pahwa. "Telemedicine Clinical Skills Needs Assessment in Early Medical Students." Family Medicine 54, no. 4 (April 4, 2022): 294–97. http://dx.doi.org/10.22454/fammed.2022.904873.
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Background and Objectives: As clinicians increasingly rely on telemedicine, medical students will need to learn how to appropriately use telemedicine in patient care. A formal approach to curriculum development is needed to identify gaps and needs in early medical student performance. Methods: In October 2020, 120 second-year medical students completed a telemedicine visit with a standardized patient with chronic essential hypertension. Students were assessed across five domains (history-gathering, communication, vitals, physical exam, and assessment/management). An anonymous, voluntary survey was distributed to assess self-efficacy in telemedicine skills. Results: Students perform well in history-gathering and communication (98% of student scored 4 or 5 out of 5 on history, 100% of students received a 7 or 8 out of 8 on communication). Students perform poorly in obtaining vital signs (23% scored 3 or 4 out of 4) and assessment/management (14% scored 3 or 4 out of 4). Students received their lowest scores in physical examination (2% score 4 or 5 out of 5). The number of telemedicine visits completed with patients prior to the standardized patient exercise had no impact on student performance during the exercise. Student response rate on the postexercise survey was 88%. Self-efficacy was lowest in physical examination telemedicine skills compared to other domains. Conclusions: Findings suggest that early medical students are able to gather history and communicate over telemedicine, but perform poorly on telemedicine physical examination skills. More robust curriculum development addressing telemedicine physical examinations skills is needed early in medical training.
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GONZALEZ RODRIGUEZ, DIEGO, MARIA JOSE VIEIRA ALLER, and JAVIER VIDAL GARCIA. "La percepción del profesorado de Educación Primaria y Educación Secundaria sobre las variables que influyen en el Abandono Escolar Temprano." Revista de Investigación Educativa 37, no. 1 (December 31, 2018): 181–200. http://dx.doi.org/10.6018/rie.37.1.343751.
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El Abandono Escolar Temprano es un problema que preocupa a los países de todo el mundo. Esto se debe a que afecta directamente tanto a la vida de los estudiantes que abandonan como a la sociedad en general. El objetivo del presente estudio es conocer la percepción que tienen los docentes de las etapas de Educación Primaria, Educación Secundaria Obligatoria y Bachillerato sobre las variables más influyentes en el Abandono Escolar Temprano. La investigación llevada a cabo sigue una metodología de encuesta, mediante la administración de un cuestionario con 85 variables identificadas en la literatura científica. Se obtuvieron 134 respuestas de docentes de toda España. Los resultados indican que las variables consideradas más relacionadas con el Abandono Escolar Temprano son las vinculadas a características individuales y familiares. En menor medida, se consideran relacionadas la actividad escolar del individuo como estudiante, la actitud del profesorado, el comportamiento de los compañeros de clase y las características del centro. Se concluye que estamos ante un fenómeno de causas complejas que no debe ser abordado exclusivamente desde una perspectiva académica sino multidisciplinar. Early School Leaving is a problem that worries countries around the world. This is because it directly affects both the lives of students who abandon and society in general. The objective of the present study is to know the perception that Primary Education, Compulsory Secondary Education and Upper Secondary Education teachers have on the most influential variables that affect Early School Leaving. The research carried out follows a survey methodology, by administering a questionnaire with 85 variables identified in the scientific literature. 134 responses were obtained from teachers throughout Spain. The results indicate that the variables considered more related to Early School Leaving are those related to individual and family characteristics. To a lesser extent, the school activity of the individual as a student, the attitude of the faculty, the behaviour of the classmates and the characteristics of the school are considered related. We conclude that we are facing a phenomenon of complex causes that should not be approached exclusively from an academic perspective but multidisciplinary.
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Santi, Elena Ancuța, and Gabriel Gorghiu. "University Teachers’ Skills and Roles in Student Centered Education." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 67, no. 2 (December 5, 2022): 163–74. http://dx.doi.org/10.24193/subbpsyped.2022.2.08.
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"In academic education, according to the regulations imposed by the Bologna Process, the student is placed in the center of the educational process, fully considering the trainee interests for deepening the knowledge and taking into account the own personality, as autonomous and responsible citizen. This paradigm attributes to student an active role, becoming in this sense a partner for teacher in the fulfilment of own training and professional development. Based on constructivist theory, student-centered education emphasizes the understanding, building and reconstructing of knowledge experiences, experimentation, reflective approach related to teaching-learning process, involving also the adaptation of the teaching methods to learners’ interests and needs, creativity and innovation. The relationship between teacher and student has multiple values, it is based on respect and trust, in order to achieve common goals. Feedback has an important and relevant role in optimizing the educational process. In the current socio-economic and cultural context, amplified by the effects of the pandemic, the rate of school leaving becomes high, which implies the adoption of effective measures for students to benefit from support, help, counseling and guidance. In addition to their roles required by student-centered education, teachers must express more openness, flexibility, ability to adapt to online constraints and understand the students’ needs. The paper aims to identify the expectations that students have in relation to university teachers and to design a teacher’s skills pattern in the actual context. For this purpose, 245 students from Valahia University of Targoviste, enrolled in the Teacher Training Department programs have been interviewed and asked to express their expectations, attitudes and perceptions about their teachers. Keywords: teacher’s skills; teacher’s roles; student-centered learning; students’ perception. "
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Azizi, Muhammad Arief, and Asnazulfadhli Zariman. "Displaying Health Status Based IoT." International Journal of Recent Technology and Applied Science 2, no. 1 (March 18, 2020): 25–35. http://dx.doi.org/10.36079/lamintang.ijortas-0201.57.
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Displaying Health Status Based IoT
Students have many activity in their daily life. There are many things to do like going to class, meeting for group assignment, shopping for food and so on. If the student is unwell then need to go to the clinic for treatment and leaving letter. So in order to reduce the risk of receiving illness, researchers propose Displaying Health Status Based on the Internet of Things Concept. This tool will help students by knowing the pulse rates is normal or not. Displaying Health Status Based on the Internet of Things is designed to facilitate students to see their pulse rate. This tool will also help students to develop their potential and facilitate the health of students themselves by knowing their pulse rate at the proper level. Students will always keep their health healthy for everyday life. Additionally, this tool can alert students that health is essential for life. The results of this research show that this tool can be used when exercising to determine the pulse rate is normal or not.
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CRIBB, JONATHAN, and CARL EMMERSON. "Can't wait to get my pension: the effect of raising the female early retirement age on income, poverty and deprivation." Journal of Pension Economics and Finance 18, no. 3 (March 9, 2018): 450–72. http://dx.doi.org/10.1017/s1474747218000057.
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AbstractWe estimate the impact of increasing the female early retirement age (ERA) on household living standards. Examining the increase in the female ERA from 60 to 63 in the UK, we find increased earnings only partially offset lost public pension income, leaving affected women's household incomes £32 per week lower on average. The proportional effect was substantially larger for women in lower income households. This increased the income poverty rate among affected women by 6.4 percentage points. We find no evidence of an increased inability to afford important material items, potentially suggesting that material deprivation has been avoided through smoothing of consumption.
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Emanuel, Diana C. "The Lived Experience of the Audiologist: Connections Between Past, Present, and Future." American Journal of Audiology 30, no. 4 (December 9, 2021): 994–1009. http://dx.doi.org/10.1044/2021_aja-20-00185.
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Purpose: The purpose of the study was to use qualitative research methods to explore connections between audiologists' lived experiences and perceptions of the future and change. Method: This research was based on a constructivist grounded theory approach. A semistructured interview guide inspired 30 audiologists to share their stories via virtual interview. A theoretical framework evolved from grounded theory analysis techniques. Results: The majority of audiologists interviewed in this study entered audiology via the undergraduate-stumble pathway, usually after leaving speech-language pathology. This pathway was associated with poorer perceptions of the future compared with early-purposeful and later-purposeful pathways. Generation differences, value juxtaposition, professional identity, and student debt also influenced perspectives of the future. Participants described high value-of-self relative to patient care and joy stories associated with meaningful relationships with patients. Most participants reported responding actively to changes in the marketplace at the individual work setting level; however, change response was complex and difficult to quantify when broader issues impacting the profession were considered. Participants expressed concern about the future, including the need to address high student debt, perceived lack of unity across the profession, and value-by-others. Conclusion: Grounded theory exploration of the lived experience of 30 audiologists supported a theoretical framework that connects perceptions of the future with origin story, generation perspectives, value juxtaposition, professional identity, and student debt.
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Blanton, Maria, Rena Stroud, Ana Stephens, Angela Murphy Gardiner, Despina A. Stylianou, Eric Knuth, Isil Isler-Baykal, and Susanne Strachota. "Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5." American Educational Research Journal 56, no. 5 (March 10, 2019): 1930–72. http://dx.doi.org/10.3102/0002831219832301.
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A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise hierarchical linear model, the study explored the impact of the intervention in terms of both performance (correctness) and strategy use in students’ responses to written algebra assessments. Results show that during Grade 3, treatment students, including those in at-risk settings, improved at a significantly faster rate than control students on both outcome measures and maintained their advantage throughout the intervention.
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Heffernan, Anne. "Student/teachers from Turfloop: the propagation of Black Consciousness in South African schools, 1972–76." Africa 89, S1 (January 2019): S189—S209. http://dx.doi.org/10.1017/s0001972018000979.
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AbstractThe movement of school teachers to primary and secondary schools around South Africa and its Bantustans in the early and mid-1970s was an intentional part of the project of propagating Black Consciousness to school learners during this period. The movement of these educators played a key role in their ability to spread Black Consciousness philosophy, and in the political forms and methods they chose in teaching it. These were shaped by their own political conscientization and training in ethnically segregated colleges, but also in large part by the social realities of the areas to which they moved. Their efforts not only laid the foundation for Black Consciousness organization in communities across South Africa, they also influenced student and youth mechanisms for political action beyond the scope of Black Consciousness politics. This article explores three case studies of teachers who studied at the University of the North (Turfloop) and their trajectories after leaving university. All of these teachers moved to Turfloop as students, and then away from it thereafter. The article argues that this pattern of movement, which was a direct result of apartheid restrictions on where black South Africans could live, study and work, shaped the knowledge they transmitted in their classrooms, and thus influenced the political consciousness of a new generation.
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Ye, Cheng, and Gautam Biswas. "Early Prediction of Student Dropout and Performance in MOOCs using Higher Granularity Temporal Information." Journal of Learning Analytics 1, no. 3 (December 23, 2014): 169–72. http://dx.doi.org/10.18608/jla.2014.13.14.
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Our project is motivated by the early drop out and low completion rate problem in MOOCs. We have extended traditional features for MOOC analysis with richer granularity information to make more accurate predictions of dropout and performance. The results show that adding final-grained temporal or non-temporal information into behaviour features provides more predictive power in the early phases of a POSA MOOC. As a next step, we plan to determine if we could use these features to better profile students with unsupervised learning methods.
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Brillant, Lucy. "HICKS’S THEORY OF THE SHORT-TERM RATE OF INTEREST AND THORNTON’S AND HAWTREY’S INFLUENCES." Journal of the History of Economic Thought 41, no. 03 (June 3, 2019): 393–410. http://dx.doi.org/10.1017/s1053837218000482.
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John Richard Hicks proposed an endogenous theory of money from the 1960s until his final book, A Market Theory of Money (1989). He developed a theory of credit and a theory of short-term rates of interest that had been neglected in his earlier writings such as “Mr. Keynes and the ‘Classics’” (1937). In that early article, Hicks concentrated on the market for cash balances and the motives for the demand for money, while leaving aside the money market and the clearing function of banks. In the 1960s, Hicks was largely inspired by Henry Thornton (1802) and Ralph George Hawtrey (1913, 1919). The originality of this paper is to interpret the short-term rates as the price of liquidity and to examine Hicks’s fight against restrictive monetary policies in the 1960s to the 1970s in Britain.
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Wilson, Kate, and Kate F. Wilson. "Student Responses to a Tough Early Assessment: A Useful “Kick up the Bum”?" Student Success 11, no. 2 (August 23, 2019): 28–40. http://dx.doi.org/10.5204/ssj.v11i3.1158.
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First year is a delicate time for students. Many have little idea what to expect of university, and their sense of identity as tertiary students is fragile. A diagnostic assessment early in first semester may reassure students that they have chosen the right path. However, some academics, particularly in engineering, argue that this early assessment should be very demanding – so tough, in fact, that some students fail - in order to alert students to the hard work required to pass the course. This study uses a mixed methods design (weekly surveys and in-depth interviews) to explore the effects of a purposefully tough early assessment on first year engineering students at an Australian university. We find that, across the cohort, the high failure rate was not associated with a significant slump or spike in motivation. Although some students were initially dismayed by their results, most went on to address their study with resilience, and appreciated the “kick up the bum”, as they described it.
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Quartz, Karen Hunter, Andrew Thomas, Lauren Anderson, Katherine Masyn, Kimberly Barraza Lyons, and Brad Olsen. "Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (January 2008): 218–50. http://dx.doi.org/10.1177/016146810811000102.
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Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our sample was attributable to leaving teaching versus role changing. Further, we wanted to know the influence of race/ethnicity, gender, credential type, and age on role-changing patterns. Research Design To deepen our understanding of teacher career patterns, we conducted a 6-year longitudinal study that involved collecting survey data on teacher career movement, school experiences, and attitudes from 838 well-prepared urban educators in their first through eighth career year. These educators had all completed master's degrees in the teacher education program of a high-status urban public university and all began their careers as teachers. After collecting the data, we documented and diagrammed career patterns. In addition, we analyzed the influence of select time invariant covariates on the hazard probabilities of both role changing and leaving education. Findings/Results The study found that not only did teachers move into a variety of non-teaching roles within the field of education, but they also followed diverse career “pathways” along the way. Survival analysis substantiated prior research showing that Latino teachers have lower attrition rates from the field of education compared with White teachers, but this effect disappeared for role changing with the field. In terms of gender, the men in our population were less likely to leave education entirely than women but more likely to leave teaching for a role change in career years 3–8. Teachers with single-subject (secondary) credentials were more likely than their colleagues who held multiple-subject (elementary) credentials to leave teaching for a role change in education. Conclusions/Recommendations Set within the framework of teacher professionalism, we argue that role changing is a form of sanctioned attrition and that understanding movement among roles within the educational workforce is essential for crafting policies and incentives to keep well-prepared teachers rooted in careers that serve the nation's most under-served students.
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Grant, Ashley A., and Andrew M. Brantlinger. "Demography as Destiny: Explaining the Turnover of Alternatively Certified Mathematics Teachers in Hard-to-Staff Schools." Teachers College Record: The Voice of Scholarship in Education 124, no. 4 (April 2022): 35–64. http://dx.doi.org/10.1177/01614681221096796.
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Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor working conditions. Purpose: This article examines New York City Teaching Fellows (NYCTF) teachers’ risk of leaving their first school in their first 9 years. It both describes the patterns in leaving and examines how school demographics and school climate predict these leaving patterns. Participants: The study follows 608 teachers: two cohorts of secondary mathematics NYCTF teachers who entered the classroom in New York City in 2006 or 2007. Research Design: This is a quantitative study of survey and retention data that were collected as part of a longitudinal research project on NYCTF mathematics teachers. Data Analysis: We use an event history analysis (including a life table and hazard function graphs) to describe patterns in teachers’ timing of leaving their first school. We also use a discrete time hazard model to estimate the relative relationships between the predictors of interest (school demographics and school climate) and teacher turnover. Results: The findings from this study provide evidence against the general hypothesis in the field that teachers leave their first schools at the highest rate during their first 1 to 3 years. Second, we also found that the turnover of alternatively certified teachers who began in low-income, high-minority urban schools was driven by both student demographics and school climate conditions, including teacher collegiality and student behavior. Third, we found evidence to support our hypothesis that teachers’ individual perceptions of their school environment are stronger drivers of their turnover compared with the perceptions of their colleagues. Conclusion: The results from this study add to our understanding about the timing of teacher turnover among secondary mathematics NYCTF teachers, illustrating that teacher turnover may remain higher later in beginning teachers’ careers than currently assumed. This suggests that teachers in Years 3 to 5 in their careers may be good targets for supports. Our findings support the theory that improving school climate can help retain teachers but also provide a cautionary tale for a complete focus on school climate; stemming teacher turnover may require addressing larger economic forces (e.g., the global trend toward temporary work) and more insidious social forces, such as structural racism and inequality.
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Eriksson, Katherine, and Zachary Ward. "The Residential Segregation of Immigrants in the United States from 1850 to 1940." Journal of Economic History 79, no. 4 (September 24, 2019): 989–1026. http://dx.doi.org/10.1017/s0022050719000536.
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We provide the first estimates of immigrant residential segregation between 1850 and 1940 that cover the entire United States and are consistent across time and space. To do so, we adapt the Logan–Parman method to immigrants by measuring segregation based on the nativity of the next-door neighbor. In addition to providing a consistent measure of segregation, we also document new patterns such as high levels of segregation in rural areas, in small factory towns and for non-European sources. Early twentieth-century immigrants spatially assimilated at a slow rate, leaving immigrants’ lived experience distinct from natives for decades after arrival.
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Samad, Wissam Abdel. "STEMming the tide of student non-engagement." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2015 (January 1, 2015): 193–98. http://dx.doi.org/10.33178/boolean.2015.40.
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Ireland faces a crisis. The uptake of STEM subjects (Science, Technology, Engineering and Maths) at secondary levels is declining. Students are disengaging from these subjects at a growing rate. Research reveals that this disengagement happens early in the Junior Cycle when some students start to enjoy their schoolwork less as they move through the system. In Ireland there is an urgent need to counteract this decline. As Ireland becomes a global scientific hub, the market’s demand for a scientifically literate workforce is ever increasing. In a few years the demand on a scientifically literate workforce will surpass the number of science graduates. So is there a way to avoid this crisis? In recent years, the Irish Government and the EU have committed to investing in the education of STEM subjects (Science, Technology, Engineering and Maths). The attention is now on developing strategies to improve science teaching. For example, the EU ...
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Podila, Pradeep S. B., Vikki Nolan, Anjelica Christina Saulsberry, Sheila Anderson, Jason R. Hodges, Jerlym Porter, and Jane S. Hankins. "Interruption in Care Continuity during Healthcare Transition from Pediatric to Adult Care Increases Acute Care Utilization." Blood 132, Supplement 1 (November 29, 2018): 2226. http://dx.doi.org/10.1182/blood-2018-99-115789.
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Abstract Background: Among youth with sickle cell disease (SCD), morbidity and mortality substantially increase following departure from pediatric care. Care continuity following transfer from pediatric to adult-centered care is paramount to ensure maintenance of health care delivery and reduce the risk of poor clinical outcomes. The American Academy of Pediatrics recommends matriculation in adult care within 6 months from leaving pediatric care for patients with special health care needs. Failure to transition from pediatric to adult care among youth with SCD may contribute to frequent disease complications and early death. No formal analysis has been conducted to quantify the risk of care interruption as youth transition from pediatric to adult care on the rate of acute health care utilization. We tested the hypothesis that patients who interrupted care for more than 6 months as they moved from the pediatric to the adult-centered care setting would have higher frequency of acute health care utilization. Methods: With IRB approval, we conducted a retrospective review of the rate of acute care utilization among patients with SCD who were transitioned from the pediatric sickle cell program at St. Jude Children's Research Hospital to the adult sickle cell program at Methodist University Hospital, Memphis TN between January 2014 and December 2017. We compared the rates of emergency department (ED) and inpatient utilization among those who established care >6 months from completing pediatric care (interrupted care continuity) and those who established adult care within 6 months from completing pediatric care (uninterrupted care continuity). We used person-time rates to compare the rates of emergency department and inpatient encounters per patient between the two care continuity groups. Results: Between January 2014 and December 2017 there were 172 patients with SCD who completed pediatric care and established adult care: 63 of them had a latency time from pediatric to adult care >6 months and 109 had a latency time from pediatric to adult care ≤6 months. Their follow-up since matriculation in adult care was 2245 and 2197 person-years for interrupted and uninterrupted care continuity groups, respectively The median (range) age upon establishing adult care was 20 (range, 20 to 24) years and 18 (range, 18 to 19) years for the interrupted and uninterrupted care continuity groups, respectively. Patients who interrupted care >6 months after leaving pediatric care had an incidence rate of 0.18 ED visits/person-year compared to 0.09 ED visits/person-year among those who completed the first visit within 6 months from leaving pediatric care (IRR 0.48, 95%CI 0.40-0.57, p<0.0001) (Figure panels A and B). Patients who interrupted care >6 months after leaving pediatric care had an incidence rate of 0.09 inpatient visits/person-year compared to 0.04 inpatient visits/person-year among those who completed the first visit within 6 months from leaving pediatric care (IRR 0.42 (95%CI 0.32-0.54, p<0.0001) (Figure panels C and D). Conclusions: The latency time from pediatric to adult care may impact the frequency of acute care utilization among youth with SCD. Patients who do not establish adult care within 6 months from leaving pediatric care, as recommended by the American Academy of Pediatrics, are at risk of experiencing greater ED and inpatient visits than those who establish care within 6 months from leaving pediatric care. Efforts to avoid care interruptions during the health care transition period are important to ensure optimal health outcomes among youth with SCD. Disclosures Hankins: NCQA: Consultancy; bluebird bio: Consultancy; Novartis: Research Funding; Global Blood Therapeutics: Research Funding.
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Draghicescu, Luminita Mihaela, Iole Marcozzi, and Ioana Stăncescu. "Teachers` Perceptions and Attitudes Regarding ESL." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 96–113. http://dx.doi.org/10.18662/rrem/13.1/362.
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Early school leaving has important social and economic implications. Young people who leave school prematurely are predisposed to the risk associated with unemployment or small gains when they find a job. The estimates related to the competences required in Europe show that, in the future, only one in ten jobs will be accessed by a person who has left school early. Taking into account the importance of understanding this phenomenon, in order to reduce it, we`ve done a research to identify teachers` perceptions and attitudes regarding ESL. The research of the ESL phenomenon, from the perspective of its causes, in particular the causes associated with the school environment, has circumscribed two types of approaches: a quantitative approach, achieved through the elaboration and administration of a questionnaire addressed to teachers and a quaclitative approach based on designing and conducting focus-groups with teachers. Dimensions explored in our research were: communication/interpersonal/pedagogical competences; main causes of conflictual relations with students and solving strategies used; challenges in daily work with students; representations/beliefs of the factors which can increase student commitment and student motivation; causes of the ESL; school strategies to prevent ESL; teaching methods used to prevent the school disengagement. The results obtained demonstrated that teachers have a wide range of perceptions and attitudes regarding ESl, especially regarding the causes associated with the school environment. Some of them consider that ESL is not caused by school related factors, others consider that this factors may occur, but they don`t have power to reduce their action.
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Cooper, Cameron. "Using Machine Learning to Identify At-risk Students in an Introductory Programming Course at a Two-year Public College." Advances in Artificial Intelligence and Machine Learning 02, no. 03 (2022): 407–21. http://dx.doi.org/10.54364/aaiml.2022.1127.
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In the United States, more than one-third of students enrolling in introductory computer science programming courses (CS101) do not succeed. To improve student success rates, this research team used supervised machine learning to identify students who are “at risk” of not succeeding in CS101 at a two-year public college. The resultant predictive model accurately identifies ≈99% of at-risk students in an out-of-sample test dataset. The programming instructor piloted the use of the model’s predictive factors as early alert triggers to intervene with individualized outreach and support across three course sections of CS101 in fall 2020. The outcome of this pilot study was a 23% increase in student success and a 7.3 percentage point decrease in the DFW rate. More importantly, this study identified academic, early alert triggers for CS101. The first two graded programs are of paramount importance for student success in the course.
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Ong, G. J., J. Austoker, and M. Michell. "Early rescreen/recall in the UK National Health Service breast screening programme: epidemiological data." Journal of Medical Screening 5, no. 3 (September 1, 1998): 146–55. http://dx.doi.org/10.1136/jms.5.3.146.
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Objective In the United Kingdom in 1994–95 about 16 500 women aged 50 to 64 were asked to come back earlier than the usual three yearly screening interval for further mammography (early rescreen (ES)) or for a range of further investigations at an assessment centre (early recall (ER)). This study aimed at providing epidemiological data on ES/ER, in particular, how often and why it is used, and what the outcome is of using it. Setting National Health Service breast screening programme in the United Kingdom. Methods All breast screening units were invited to complete a postal questionnaire. Two reminders were sent. The units were asked retrospectively to provide breast screening data about women aged 50 to 64 from their local computer systems. Women placed on ES/ER were followed up for at least one year. Results The response rate was 71% (69/97), of which 14% (10/69) were unable to provide the required data, leaving 59 completed questionnaires (61%). The rate of placing women on ES/ER was above 1.0% for 26/54 (48%) responding breast screening units and above 2.0% for 13/54 (24%) units. Women were placed on ES/ER because of ( a) previous breast cancer (21% of cases; cancer detection rate 2.4%), ( b) diagnostic uncertainty (51%; cancer detection rate 3.0%), or ( c) family history (27%; cancer detection rate 0.6%). Breast screening units with a high rate of placing women on ER were significantly more likely to have a high recall rate ( rS=0.63; n=53; p<0.0005) or a high benign surgical biopsy rate ( rS=0.33; n=49; p<0.05), or both. The cancer detection rate of ES/ER tended to decrease with increasing ES/ER rates ( rS=−0.37; n=51; p<0.01). Conclusions A relatively large number of women were placed on ES or ER for a range of reasons. If the recommendations given are followed, the number of women placed on ER may be reduced while maintaining the cancer detection rate at the required level. The option of ES should not be used.