Relevant bibliographies by topics / Education, Difference-in-difference

Academic literature on the topic 'Education, Difference-in-difference'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education, Difference-in-difference.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education, Difference-in-difference"

1

Ellsworth, Elizabeth, and Janet L. Miller. "Working Difference in Education." Curriculum Inquiry 26, no. 3 (1996): 245. http://dx.doi.org/10.2307/1179960.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ellsworth, Elizabeth, and Janet L. Miller. "Working Difference in Education." Curriculum Inquiry 26, no. 3 (September 1996): 245–63. http://dx.doi.org/10.1080/03626784.1996.11075461.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Barbosa, Isabel, and Flávia Vieira. "Making a Difference in Teacher Education?" International Journal of Learning in Higher Education 20, no. 1 (2014): 31–43. http://dx.doi.org/10.18848/1447-9494/cgp/v20i01/48680.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Eagan, M. Kevin, Sylvia Hurtado, Mitchell J. Chang, Gina A. Garcia, Felisha A. Herrera, and Juan C. Garibay. "Making a Difference in Science Education." American Educational Research Journal 50, no. 4 (August 2013): 683–713. http://dx.doi.org/10.3102/0002831213482038.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Monson, Jo, and Jean Redpath. "Emotions and Group Work in Higher Education: Does Difference Make a Difference?" International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 11, no. 5 (2012): 57–74. http://dx.doi.org/10.18848/1447-9532/cgp/v11i05/39030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Marton, Ference. "Sameness and Difference in Transfer." Journal of the Learning Sciences 15, no. 4 (October 2006): 499–535. http://dx.doi.org/10.1207/s15327809jls1504_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Evans, John. "Making a Difference? Education and ëAbilityí in Physical Education." European Physical Education Review 10, no. 1 (February 2004): 95–108. http://dx.doi.org/10.1177/1356336x04042158.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gupta, Rumki. "Empowerment and Gender Difference in Education Status." Delhi Business Review 11, no. 1 (January 5, 2010): 55–60. http://dx.doi.org/10.51768/dbr.v11i1.111201005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ki, Bertille Kélan. "What Made the Difference in My Education?" Anesthesia & Analgesia 135, no. 3 (August 17, 2022): 667–68. http://dx.doi.org/10.1213/ane.0000000000005955.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cardinal, Monique C. "Religious education in Syria: unity and difference." British Journal of Religious Education 31, no. 2 (March 2009): 91–101. http://dx.doi.org/10.1080/01416200802661100.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education, Difference-in-difference"

1

Leverenz, Carrie Shively. "Collaboration and difference in the composition classroom." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287418355.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Yi, Lin. "Education, cultural difference and social mobility in multiethnic northwest China." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/4c28b046-f4bb-4120-8d3b-84e70fbef37c.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Altieri, Elizabeth M. "Learning to Negotiate Difference: Narratives of Experience in Inclusive Education." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29309.

Full text
Abstract:
This narrative inquiry examined how a small group of general educators constructed three essential understandings of themselves as teachers within the context of inclusive education: (a) To move past their fear of disabilities and negative perceptions of students with disabilities, they had to learn to see children with disabilities in new ways, identify what it was about their differences that mattered, and respond to them as valued members of their classrooms; (b) To move past feelings of inadequacy and incompetence, they had to figure out how to negotiate those learning differences that mattered the most; and (c) To keep from being overwhelmed with the additional demands inclusion placed on them as teachers, they needed to garner support through a variety of relationships, and work through conflicts that arose from trying on new roles and patterns of interaction. These understandings were constructed through two interrelated processes: Learning through experience, and learning through narrative, specifically, informal talk, structured dialogue, and stories. The representation of this inquiry was a polyvocal text which privileged what the teachers had to say, and which featured their voices in solo and in dialogue with others. This alternative format was used to convey the evolving nature of the teachers' practice, as well as the contradictions and complexities that expand our understanding of teacher learning and development in inclusive educational settings.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
4

Aman, Robert. "Impossible Interculturality? : Education and the Colonial Difference in a Multicultural World." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106245.

Full text
Abstract:
An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.
Fokus för denna avhandling är spridningen av begreppet interkulturalitet inom utbildning. Utbildningspolicy, akademisk litteratur och mängden kurser i högre utbildning ägnade åt begreppet vittnar alla om dess betydelse i försöken att förena det kulturellt partikulära med det universella. Med Europas koloniala förflutna i åtanke och dess skapande av hierarkier mellan vad som definieras som kunskap, ämnar denna avhandling undersöka vilka kunskaper som krävs för att bli interkulturell. Syftet är framför allt att besvara frågan vad som händer med interkulturalitet om kulturella skillnader istället förstås som koloniala skillnader. Utifrån ett dekolonialt perspektiv som fokuserar på hur skillnader skapas och upprätthålls utifrån föreställningar om kulturella identiteter, analyseras EU-policy, akademisk litteratur samt intervjuer med studenter som avklarat en kurs i interkulturalitet. Analysen visar på hur interkulturalitet, i dess nuvarande tappning, riskerar fastna i en singulär europeisk utblick på världen upphöjd till universell lag. Snarare än att mildra eller förändra maktrelationer och skapa möjligheter till mellanmänskliga möten, riskerar därför interkulturaliteten att bidra till fortsatt förtryck av den som anses kulturellt annorlunda. En alternativ utgångspunkt står att finna i en annan översättning av interkulturalitet – interculturalidad – hämtad från ursprungsbefolkningarnas kamp för att bli synliggjorda, att dela makten, på den offentliga arenan i Bolivia, Ecuador och Peru. Genom att lyfta fram begreppet interculturalidad, som just har sitt ursprung i singulariteten och bär med sig själva erfarenheten av kolonialism, tillförs en möjlig distansering från interkulturalitet med dess implicita eurocentrism. Avslutningsvis argumenteras för att befrielse från kolonialismens ok kräver att interkulturalitet omkodas som inter-epistemisk.
APA, Harvard, Vancouver, ISO, and other styles
5

Kadiwal, Laila. "Religious pluralism in Ismaili Muslim religious education : from difference to diversity." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/55033/.

Full text
Abstract:
Three questions command even greater attention today, as over forty countries, including many Muslim-majority states, unite against Daesh (the so-called ‘Islamic State'): How do Muslims relate to the Muslim ‘other'? How do Muslims relate to the religious ‘other'? What role can Muslim religious education play in fostering peace? Islam and Muslim education are suspected of promoting intolerance. This thesis investigates a group of Shia Ismaili Muslim trainee-teachers' attitudes to plurality in their religious education programme. The Secondary Teacher Education Programme (STEP) is a two-year postgraduate course of the Ismaili Muslim community to train religious education teachers. STEP, a novel development in Muslim education, experiments with an innovative pedagogical approach to plurality. The research spanning over three years involved in-depth interviews, focus group, observations and textual analysis. 21 trainee-teachers from 13 different countries participated in the study. Alan Race's (1983) typology ‘inclusivismexclusivism- pluralism' serves as a key theoretical lens through which to examine attitudes to religious others. The thesis argues that a ‘rooted religious pluralisation' is taking place in the Ismaili community facilitating the emergence of the ‘tradition' of pluralism in the community. The study shows that initially, the participants were inclusive of other religious communities and worldviews on ‘theological', ‘humanistic' and ‘instrumental' grounds, but were selective about how they embraced it. Many of them believed that their religious perspective exceptionally equipped them over their religious ‘other'. Gradually, STEP's ‘civilizational, normative and humanistic' approach cultivated an ‘academically informed pluralism' in most trainee-teachers. It strengthened their Ismaili Muslim identity on the one hand and generated an appreciation for diversity on the other. The individuals developed not only greater socio-cultural and historical awareness of religion, but also their ability to make a space for faith academically. It cultivated in the participants a degree of ‘inter-tradition competence' and ‘intra-Islam competence'. The individuals were not ‘pluralist angels', but they discursively participated in pluralism. The present study makes three key contributions. Firstly, this is the first study to propose the thesis of ‘rooted religious pluralisation'. It identifies the key features and tendencies inherent in a religious community's engagement with diversity through a five-dimensional working framework. Moreover, as a study of the socio-cultural process of ‘intra-faith pluralisation' in Muslim religious education setting, it is unique. It is about making sense of the everyday experiences of the Muslims who encounter diversity within their own faith. The thesis identifies various stages involved in the process of developing intra-faith competence and provides tools and vocabulary to discuss them meaningfully. Moreover, the study suggests the possibility of a Muslim education that can play a vital role in combating extremism and sectarianism. Current scholarship does not sufficiently take account of new and thought-provoking pedagogical developments in Muslim education. There is a dearth of studies on Muslim faith communities' efforts to build ‘intra-Islam competency' in their followers through faith-based education. The literature is also silent about how Ismaili Muslims handle differences among themselves regarding matters of faith, how they view differences within Islam and relate to wider religious plurality. Thus, the study contributes to a niche in the existing literature on religious pluralism.
APA, Harvard, Vancouver, ISO, and other styles
6

Brown-Oyola, Janice Lorraine. "The Difference in Attitudes of Regular and Special Education Teachers Toward Inclusion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3241.

Full text
Abstract:
Inclusion has been introduced throughout the educational community as a method to increase math and reading scores of underachieving schools on standardized tests. The problem was that teachers were not effectively implementing inclusion. Guided by Bandura's (1994) self-efficacy theory, which hypothesizes that a person's sense of efficacy provides information of their capability and the ability to assess their performance, the purpose of this quantitative quasi-experimental study was to determine if there was a significant difference in attitudes on inclusion between regular and special education teachers using the 4 subsections of the Scale of Teachers: Attitudes Toward Inclusive Classrooms through an online survey program. A t test was used to examine the attitudes of 50 regular and 50 special education teachers on inclusion in an elementary charter school after the special education subgroup failed to show progress on standardized tests over a 5 year period. Overall, the data indicated significant differences between regular and special education teachers' attitudes on inclusion. Both regular and special education teachers did not agree on Factor 1: advantages and disadvantages of inclusion and Factor 2: teacher feelings on inclusion. However, the teachers did agree on Factor 3: philosophical beliefs on inclusion and Factor 4: administrative issues on inclusion. This study's implications for social change included evidence to incorporate a unified vision for best practices for professional development as well as the importance of collaborative teaching at the undergraduate level, and a working knowledge of various learning disabilities, which may be used by school principals, teachers, parents, and policy makers to create an effective inclusion program.
APA, Harvard, Vancouver, ISO, and other styles
7

Goodman, Morgan. "Teachers Make the Difference: Accessing a Black Woman's Specific Funds of Knowledge to make a Difference in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/126.

Full text
Abstract:
The purpose of this ethnography was to examine the elements of my personal goals and aspirations of being an elementary school teacher with the real experience of teaching students within my classroom. Through the lens of an ethnography, and grounded in the research components of culturally inclusive education and, this thesis provides a critical and needed pedagogical approach to how teachers can make a difference in the lives of their students, and in the process learn that they are really the ones being taught.
APA, Harvard, Vancouver, ISO, and other styles
8

Lopez, Cristina S. "Difference and gender in evolutionary biology : a feminist rhetoric of science /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276534442.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jaede, Marguerethe A. "Coaching in the Presence of Difference: Considerations, Roadblocks, and Possibilities." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557125615648375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Doherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16302/1/Catherine_Doherty_Thesis.pdf.

Full text
Abstract:
This research investigates the cultural politics of 'borderless' education. In Australia, online internationalised education has recently emerged as a market innovation borne from the intersection of two agendas in the higher education sector: an enthusiasm for technological means of delivery; and the quest for international full-fee paying enrolments. The empirical study analyses how both cultural difference and cultural sameness were produced in a case study of borderless education and were made to matter in both the design and the conduct of online interaction. A core MBA unit offered online by an Australian university was selected for the study because its enrolments included a group enrolled through a partner institution in Malaysia. The study is framed in the broad context of the changing cultural processes of globalisation, and in educational markets where knowledge is business. In this more fluid and complicated cultural landscape, the technologies and social practices supporting online education were understood to offer new cultural resources for identity processes. Pedagogy, rather than providing an inert stage for cultural identities to interact, was understood to play an active role in invoking and legitimating possible orientations for student identities. The framework thus builds on a metaculture, or understandings of culture and cultural identity, more appropriate for the cultural conditions of globalising times. The study was conducted as a virtual ethnography of the case study unit drawing on: the observation and recording of all virtual interaction in the unit's website; interviews and dialogues with the lecturer and designer involved; email interviews with some students; and the collection of course artefacts and related documentation. The methodological arguments and design addressed the complexity of grasping how culture is lived in globalised times, and how it is invoked, performed and marked in virtual interactions. Using layered textual analyses synthesising Bernstein's theory of pedagogic discourse and Systemic Functional Linguistics, a description of the unit drew out contradictory aspects in its macrogenre design. On one hand, the design aimed for cultural saming in terms of delivering undifferentiated curriculum and pedagogy for the diverse cohort of students. On the other hand, it also aimed for cultural differencing in the 'student subsidy'of the curriculum. The analysis showed how cultural difference was thus produced as both a curricular asset, and as a series of pedagogical problems in the case study unit. The 'student subsidy' design involved allocating students to purposefully mixed groups for assessable small group discussions in order to enrich the curricular treatment of cultural diversity as a topic of interest. This design invoked expressions of a range of cultural identities and knowledge claims about cultural differences. These claims were analysed with reference to how they were legitimated, and who invoked what culture on behalf of which groups. Despite the design of an undifferentiated process, the conduct of the unit displayed a number of pedagogical problems or 'regulative flares' in which groups of students complained about being overly or insufficiently differentiated. The analysis focused on three such flares: troubles with naming protocols; troubles around genre expectations for assessment tasks; and trouble over 'local' markers for the Malaysia students. These were summarised as trouble with the unit's 'default settings' and presumptuous assumptions about whose cultural terms applied in this educational setting. The study makes a contribution to the sociology of education, in particular with regard to internationalisation and online modes of delivery. The empirical study also contributes to the sociology of the cultural processes of globalisation. More practically, it is suggested that such programs could profitably embrace a version of culture more in line with the entangled routes and global flows that have brought the students and provider together, one that can accommodate and celebrate glocalised identities.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education, Difference-in-difference"

1

Kallio, Alexis Anja, ed. Difference and Division in Music Education. New York : Routledge, 2020. | Series: ISME global perspectives in music education: Routledge, 2020. http://dx.doi.org/10.4324/9780429278525.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Werner, Mauch, and Papen Uta, eds. Making a difference: Innovations in adult education. Frankfurt am Main: P. Lang, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Conference, Standing Conference on University Teaching and Research in the Education of Adults. Diversity and difference in lifelong learning. Sussex [England]: SCUTREA, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

National Foundation for Educational Research in England and Wales, ed. Action research: Making a difference in education. Slough: National Foundation for Educational Research, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ainley, Patrick. Degrees of difference: Higher education in the 1990s. London: Lawrence & Wishart, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

A world of difference: Tackling inclusion in schools. Stafford: Network Educational Press, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Degrees of difference: Higher education in the 1990s. London: Lawrence & Wishart, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

1944-, Romerdahl Nancy Sue, and Kappa Delta Pi (Honor society), eds. Teacher leaders: Making a difference in schools. West Lafayette, Ind: Kappa Delta Pi, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

M, Caskey Micki, ed. Making a difference: Action research in middle level education. Greenwich, CT: IAP, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

1957-, Cornwell Grant Hermans, ed. Democratic education in an age of difference: Redefining citizenship in higher education. San Francisco: Jossey-Bass Publishers, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education, Difference-in-difference"

1

Glăveanu, Vlad Petre, and Ronald A. Beghetto. "The Difference That Makes a ‘Creative’ Difference in Education." In Creative Contradictions in Education, 37–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21924-0_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gallagher, Tony. "Dealing with Difference in Education." In Education in Divided Societies, 136–55. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230536722_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rodríguez-Sánchez, Andrea. "Internalised Violence and Music Education." In Difference and Division in Music Education, 39–55. New York : Routledge, 2020. | Series: ISME global perspectives in music education: Routledge, 2020. http://dx.doi.org/10.4324/9780429278525-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Penteado, Miriam Godoy, Fabiane Guimarães Vieira Marcondes, Clélia Maria Ignatius Nogueira, and Leo Akio Yokoyama. "Difference, Inclusion and Mathematics Education in Brazil." In Mathematics Education in Brazil, 265–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93455-6_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Machold, Claudia, and Raphael Bak. "Difference and early childhood education in Germany." In Early Childhood Education in Germany, 107–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429275593-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McGlynn, Claire. "Negotiating Cultural Difference in Divided Societies." In Peace Education in Conflict and Post-Conflict Societies, 9–25. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620421_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kertz-Welzel, Alexandra. "On Hating Classical Music in Music Education." In Difference and Division in Music Education, 79–92. New York : Routledge, 2020. | Series: ISME global perspectives in music education: Routledge, 2020. http://dx.doi.org/10.4324/9780429278525-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mortimer, Kristie. "Recommendations and Implications for Dance Studio Education." In Dance and Cultural Difference in Aotearoa, 123–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1171-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Churchill, Warren N., and Tuulikki Laes. "Made In/visible." In Difference and Division in Music Education, 131–43. New York : Routledge, 2020. | Series: ISME global perspectives in music education: Routledge, 2020. http://dx.doi.org/10.4324/9780429278525-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kallio, Alexis Anja. "Introduction." In Difference and Division in Music Education, 1–7. New York : Routledge, 2020. | Series: ISME global perspectives in music education: Routledge, 2020. http://dx.doi.org/10.4324/9780429278525-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education, Difference-in-difference"

1

Hilton, Clive. "It’s the cultural difference that makes the difference: International collaboration in multidiscipline, transcultural, design pedagogy." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.10.220.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Breakah, Tamer. "Difference in Student Performance When Changing Course Duration." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sabat, Alse Ona, Mardiyana, and Ikrar Pramudya. "Gender Difference: Students’ Mathematical Literacy in Problem Solving." In International Conference of Mathematics and Mathematics Education (I-CMME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Long, Qingyun, and Qiaoduo Hu. "Gender difference in learning styles of computer majors: Measurement and analysis." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Anderson, Kirk. "Diversity as Development: Neoliberalism, Governmentality, and Difference in Higher Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688812.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pan, Shasha, and Chuanhui Zhang. "Difference Analysis on Ecological Civilization Construction in Reclamation Area." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Marina, Dmitrieva, and Baybulatov Arseniy. "EDUCATION POLICY OF RUSSIA AND CHINA IN TAJIKISTAN: DIFFERENCE IN APPROACHES." In Россия и Китай: история и перспективы сотрудничества. Благовещенский государственный педагогический университет, 2020. http://dx.doi.org/10.48344/bspu.2020.70.66.124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Ziqi. "Same and Difference: Representations of Sexuality in Adolescents." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.128.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Young Ju, Hur, and Lee Suk Yeol. "Difference in Characteristics of Self-Directed Learning Readiness in Students Participating in Learning Communities." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jones, Edwin C., and James R. Rowland. "Frontiers in education—have we made a difference? If so, what?" In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757553.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education, Difference-in-difference"

1

Burdsall, Tina. Do I Really Belong Here? : The Effects of Difference in Paths Through Higher Education on Graduate Student Perception on Legitimacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2927.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

Full text
Abstract:
A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
APA, Harvard, Vancouver, ISO, and other styles
3

Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

Full text
Abstract:
In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for pupils from disadvantaged backgrounds (i.e., from rural areas, emerging regions, and from the lowest socio-economic background). We make use of a unique longitudinal dataset on 33 schools in six regions of Ethiopia covering the period 2012 to 2019.
APA, Harvard, Vancouver, ISO, and other styles
4

Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5960.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.122.

Full text
Abstract:
This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
APA, Harvard, Vancouver, ISO, and other styles
6

Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

Full text
Abstract:
Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
APA, Harvard, Vancouver, ISO, and other styles
7

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

Full text
Abstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
APA, Harvard, Vancouver, ISO, and other styles
8

Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

Full text
Abstract:
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
APA, Harvard, Vancouver, ISO, and other styles
9

Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

Full text
Abstract:
This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
APA, Harvard, Vancouver, ISO, and other styles
10

Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.

Full text
Abstract:
Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education, Difference-in-difference' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography