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Journal articles on the topic 'Education gaps'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Jahanshahi, Babak, and Arash Naghavi. "Education reform and education gaps." Applied Economics Letters 24, no. 19 (January 25, 2017): 1385–88. http://dx.doi.org/10.1080/13504851.2017.1282110.

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2

Fisher, P. Brian, and Erin McAdams. "Gaps in sustainability education." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 407–23. http://dx.doi.org/10.1108/ijshe-08-2013-0106.

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Purpose – This paper aims to examine how both the amount and type of coursework impact students’ conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students’ environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize “sustainability”. Design/methodology/approach – Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students’ conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation). Findings – The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students’ perceptions. Originality/value – This study expands on previous research by examining the influence of the number and type of academic coursework on students’ conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students’ continued perceptions of sustainability, academic programming of sustainability and the practice of it.
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3

Jones, C. "Gaps in programming education." Computer 28, no. 4 (April 1995): 70–71. http://dx.doi.org/10.1109/2.375185.

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4

Ornstein, Allan C. "Achievement Gaps in Education." Society 47, no. 5 (August 4, 2010): 424–29. http://dx.doi.org/10.1007/s12115-010-9354-y.

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5

Leone, Julián, and Jorge Lo Cascio. "Income gaps: Education and inequality." Economics and Business Review 6 (20), no. 4 (2020): 27–50. http://dx.doi.org/10.18559/ebr.2020.4.3.

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6

Lindblom, Lars. "Childhood, education and distribuendum gaps." Ethics and Education 15, no. 1 (December 9, 2019): 48–61. http://dx.doi.org/10.1080/17449642.2019.1700443.

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7

Pfeffer, Fabian T. "Growing Wealth Gaps in Education." Demography 55, no. 3 (March 27, 2018): 1033–68. http://dx.doi.org/10.1007/s13524-018-0666-7.

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8

Fredin, Eric S., Teresa Haugen Monnett, and Gerald M. Kosicki. "Knowledge Gaps, Social Locators, and Media Schemata: Gaps, Reverse Gaps, and Gaps of Disaffection." Journalism Quarterly 71, no. 1 (March 1994): 176–90. http://dx.doi.org/10.1177/107769909407100117.

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In a study of a public school controversy, a knowledge gap is found that the authors describe as a gap of disaffection. Among women only, higher education leads to greater knowledge, but does so partly through reduced trust of government and lower perceived fairness of the news media. Similar findings occur with other less powerful groups.
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9

Daniels, Desiree. "Gender Gaps in Education White Paper." Agenda, no. 24 (1995): 49. http://dx.doi.org/10.2307/4065894.

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10

Ackerman, Xanthe Scharff, and Kaitlyn Scott. "Gains and gaps in girls’ education." Compare: A Journal of Comparative and International Education 47, no. 1 (November 8, 2016): 133–36. http://dx.doi.org/10.1080/03057925.2016.1241392.

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11

Amini, Mohammad, Hamid Rahimi, and Zahra Rasooli. "Sex Education Gaps in University Curriculum." Journal of Research Development in Nursing and Midwifery 13, no. 1 (June 1, 2016): 54–61. http://dx.doi.org/10.18869/acadpub.jgbfnm.13.1.54.

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12

Spenner, Kenneth I. "Education and Jobs: Exploring the Gaps." Contemporary Sociology: A Journal of Reviews 39, no. 4 (July 2010): 463–65. http://dx.doi.org/10.1177/0094306110373238dd.

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13

Dacam, David. "Education and jobs: exploring the gaps." Journal of Education Policy 26, no. 2 (March 2011): 313–15. http://dx.doi.org/10.1080/02680939.2011.550453.

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14

Christie, Kathy. "States Address Achievement Gaps." Phi Delta Kappan 84, no. 2 (October 2002): 102–3. http://dx.doi.org/10.1177/003172170208400203.

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15

Cheraghi, Maryam, and Thomas Schøtt. "Education and training benefiting a career as entrepreneur." International Journal of Gender and Entrepreneurship 7, no. 3 (September 14, 2015): 321–43. http://dx.doi.org/10.1108/ijge-03-2013-0027.

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Purpose – The purpose of this study is to account for gender gaps owing to a lack of education and training. Gender gaps pervade human activity. But little is known about forces reshaping gaps across career phases, from education to running a business. Such gaps may accumulate over one’s entrepreneurial career and widen or narrow due both to environmental forces that reconfigure the gap across career phases and to the gendering of competencies and benefits from education and training. Design/methodology/approach – A representative sample of 110,689 adults around the world was surveyed in the Global Entrepreneurship Monitor. Gender-related effects were ascertained by odds ratios estimated by hierarchical modelling, controlling for country and attributes of individuals. Findings – Education and entrepreneurial training, both during and after formal schooling, are highly beneficial in developing competencies and during career phases – i.e. intending to start a business, starting a business, and running a business. Early gaps in human capital are reproduced as gaps in careers, and continuous disadvantages in the environment repeatedly widen gaps throughout a person’s entrepreneurial career. That said, gender gaps are reduced slightly over time as women gain greater benefit from training than men. Research limitations/implications – The cumulative effects of early gender gaps in education and training call for research on gendered learning, and recurrent gender effects across career phases call for research on gendering in micro-level contexts such as networks and macro-level contexts such as institutions. Practical implications – Understanding the gendering of human capital and careers has implications for policy and education aimed at developing human resources, especially for mobilising women. The finding that women gain greater benefit than men from training is informative for policies that foster gender equality and empower women pursuing careers. Originality/value – Conceptualising the entrepreneurial career as a sequence of several stages enables the assessment of gender gaps owing to initial disadvantages in education and to recurrent disadvantages on the career path.
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16

Lindstrom, Lauren, Robin M. Harwick, Marcus Poppen, and Bonnie Doren. "Gender Gaps." Career Development and Transition for Exceptional Individuals 35, no. 2 (January 2012): 108–17. http://dx.doi.org/10.1177/2165143412437737.

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Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities. Barriers and supports were identified in four major categories: a) individual/interpersonal skills, b) career options, c) school system issues, and d) disability needs. Recommendations for practice are discussed.
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17

Tatebe, Jennifer. "Bridging gaps: service learning in teacher education." Pastoral Care in Education 31, no. 3 (September 2013): 240–50. http://dx.doi.org/10.1080/02643944.2013.774044.

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18

BRUNK, DOUG. "Survey Finds Gaps in Diabetes Education Efforts." Internal Medicine News 38, no. 14 (July 2005): 26–27. http://dx.doi.org/10.1016/s1097-8690(05)71146-x.

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19

Hatton, Kate. "Multiculturalism: narrowing the gaps in art education." Race Ethnicity and Education 6, no. 4 (December 2003): 357–72. http://dx.doi.org/10.1080/13613320332000146375.

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20

Moore, Freeman L., and James T. Streib. "Identifying the gaps between education and training." ACM SIGCSE Bulletin 21, no. 1 (February 1989): 52–55. http://dx.doi.org/10.1145/65294.65299.

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21

Jacobson, Susan K. "Effective primate conservation education: gaps and opportunities." American Journal of Primatology 72, no. 5 (December 29, 2009): 414–19. http://dx.doi.org/10.1002/ajp.20792.

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22

McLachlan, John C. "Gaps and Bridges." Medical Education 50, no. 10 (September 15, 2016): 984–85. http://dx.doi.org/10.1111/medu.12897.

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23

Lindorff, Margaret. "Skills gaps in Australian firms." Journal of Vocational Education & Training 63, no. 2 (June 2011): 247–59. http://dx.doi.org/10.1080/13636820.2011.567336.

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24

Conger, Dylan, and Mark C. Long. "Gender Gaps in College Enrollment." Educational Researcher 42, no. 7 (October 2013): 371–80. http://dx.doi.org/10.3102/0013189x13503983.

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25

Valant, Jon, and Daniel A. Newark. "The Politics of Achievement Gaps." Educational Researcher 45, no. 6 (July 11, 2016): 331–46. http://dx.doi.org/10.3102/0013189x16658447.

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26

Quinn, David M. "Black–White Summer Learning Gaps." Educational Evaluation and Policy Analysis 37, no. 1 (March 2015): 50–69. http://dx.doi.org/10.3102/0162373714534522.

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27

Gopalan, Maithreyi. "Understanding the linkages between racial/ethnic discipline gaps and racial/ethnic achievement gaps in the United States." education policy analysis archives 27 (December 9, 2019): 154. http://dx.doi.org/10.14507/epaa.27.4469.

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This study estimates racial/ethnic discipline gaps, using multiple measures of school discipline outcomes, in nearly all school districts in the United States with data collected by the Office of Civil Rights between 2013 and 2014. Just like racial/ethnic achievement gaps, discipline gaps also vary substantially, ranging from negative to greater than two standard deviations, across districts. However, unlike the correlates of racial achievement gaps, the extensive set of district-level characteristics available in the Stanford Education Data Archive (SEDA) including economic, demographic, segregation, and school characteristics, explain roughly just one-fifth of the geographic variation in Black-white discipline gaps and one-third of the variation in Hispanic-white discipline gaps. This study also finds a modest, statistically significant, positive association between discipline gaps and achievement gaps, even after extensive covariate adjustment. The results of this analysis provide an important step forward in determining the relationship between two forms of persistent inequality that have long plagued the U.S. education system.
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28

Patterson, Janice H. "Minorities gain, but gaps remain." Peabody Journal of Education 66, no. 2 (January 1989): 72–94. http://dx.doi.org/10.1080/01619568909538639.

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29

Olszewski-Kubilius, Paula, Saiying Steenbergen-Hu, Dana Thomson, and Rhoda Rosen. "Minority Achievement Gaps in STEM." Gifted Child Quarterly 61, no. 1 (October 11, 2016): 20–39. http://dx.doi.org/10.1177/0016986216673449.

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This longitudinal study examined the outcomes of Project Excite on reducing minority students’ achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them for advanced math and science courses in high school. This study compared the performance of Project Excite participants with that of students from their local school districts and the state on the Illinois Standards Achievement Test, the Explore test, the Measures of Academic Progress, and on rates of placement in above-grade-level math courses in ninth grade. Project Excite participants consistently outperformed their Black, Latino, and low-income peers, and they came close to the performance levels of White, Asian, and non-low-income students. They were more likely to be placed in above-grade-level math courses than their minority peers in ninth grade.
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30

ArévaloWierna, Carla de los Ángeles. "Migration and education. Access to education gaps migrant children in Argentina." Población & Sociedad 28, no. 1 (June 1, 2021): 4–31. http://dx.doi.org/10.19137/pys-2021-280102.

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31

Shekarey, A., A. Zare-ee, H. Haji Rashidi, and M. Sedaghat Rostami. "Human rights education in Iranian secondary education: gaps in the curriculum." Procedia - Social and Behavioral Sciences 5 (2010): 2103–7. http://dx.doi.org/10.1016/j.sbspro.2010.07.421.

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32

Buchberg Trejo, Meredith, Kristin M. Kostick, Jerry D. Estep, and J. S. Blumenthal-Barby. "Identifying Knowledge Gaps among LVAD Candidates." Journal of Clinical Medicine 8, no. 4 (April 23, 2019): 549. http://dx.doi.org/10.3390/jcm8040549.

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Education is an important aspect of evaluation and consent for left ventricular assist device (LVAD) candidates. A better understanding of candidate knowledge during the education process can help identify knowledge gaps and improve informed consent processes. This paper presents the results from a validated, LVAD-specific Knowledge Scale administered to candidates before and after education to identify items most and least frequently answered correctly. At baseline and 1-week, both candidates educated with a standard education and an LVAD-specific decision aid were most likely to answer logistical items relating to support and self-care correctly with ≥90% of candidates answering these items correctly after education. Candidates were least likely to answer questions about risks, transplant eligibility, and expenses correctly with <60% of candidates answering them correctly after education. Items with the greatest improvement in correct answers from baseline to 1-week were primarily related to the logistics of living with an LVAD. Candidates educated with the decision aid showed significant improvements on more knowledge items including those related to the forecasting of recovery and complications when compared to candidates educated with a standard education. The 20-item scale provides a standardized way for clinicians to identify knowledge gaps with LVAD candidates, potentially helping to tailor education. Targeted improvements in LVAD education should focus on the understanding of risk and potential complications to ensure that decision-making and informed consent processes emphasize both the patient and clinicians’ conceptualizations of knowledge needs for informed consent.
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33

Holzman, Brian, Daniel Klasik, and Rachel Baker. "Gaps in the College Application Gauntlet." Research in Higher Education 61, no. 7 (June 19, 2019): 795–822. http://dx.doi.org/10.1007/s11162-019-09566-8.

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34

Aguilar, Teresita E. "Bridging Cultural Gaps Between Higher Education and Diversity." Practicing Anthropology 39, no. 2 (April 1, 2017): 9–13. http://dx.doi.org/10.17730/0888-4552.39.2.9.

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This paper addresses challenges and contradictions between the culture of higher education and the cultures of diverse students. Significant gaps in student success are cause for serious concern in higher education. Responses to this concern include various diversity initiatives. A general overview of the culture of higher education and the new student demographic is presented, followed by a summary of common diversity initiatives. A culture-centric model is presented as a framework for comprehensive institutional transformation to reduce the cultural gap.
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35

Rumbley, Laura, Hilligje Van't Land, and Juliette Becker. "Higher Education Leadership Training: Global Maps and Gaps." International Higher Education, no. 93 (March 29, 2018): 4–6. http://dx.doi.org/10.6017/ihe.0.93.10415.

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Globally, most higher education leaders, managers, and policymakers receive no formal/specialized training for their work. Compared to the need, there is a relatively small number of structured training opportunities that exist to build leadership and management capacity in higher education around the world. These training programs are almost universally small in scale and largely unable to offer systematic accounts ofthe long-term impact of their efforts. This is a critical concern in the face of the myriad opportunities and imperatives facing higher education institutions and systems worldwide—particularly in low-income and emerging economy contexts—now and into the foreseeable future.
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Rumbley, Laura, Hilligje Van't Land, and Juliette Becker. "Higher Education Leadership Training: Global Maps and Gaps." International Higher Education 2, no. 93 (March 29, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.93.10368.

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Globally, most higher education leaders, managers, and policymakers receive no formal/specialized training for their work. Compared to the need, there is a relatively small number of structured training opportunities that exist to build leadership and management capacity in higher education around the world. These training programs are almost universally small in scale and largely unable to offer systematic accounts ofthe long-term impact of their efforts. This is a critical concern in the face of the myriad opportunities and imperatives facing higher education institutions and systems worldwide—particularly in low-income and emerging economy contexts—now and into the foreseeable future.
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37

Wu, Jen Her, Yi g. Chen, Jack Chang, and Binshan Lin. "Closing off the knowledge gaps in IS education." International Journal of Innovation and Learning 4, no. 4 (2007): 357. http://dx.doi.org/10.1504/ijil.2007.012576.

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38

Weiss, Joan, Nina Tumosa, Elyse Perweiler, Mary Ann Forciea, Toni Miles, Ellen Blackwell, Susan Tebb, Daniel Bailey, Scott A. Trudeau, and Mary Worstell. "Critical Workforce Gaps in Dementia Education and Training." Journal of the American Geriatrics Society 68, no. 3 (January 22, 2020): 625–29. http://dx.doi.org/10.1111/jgs.16341.

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39

Cavallone, Mauro, Rosalba Manna, and Rocco Palumbo. "Filling in the gaps in higher education quality." International Journal of Educational Management 34, no. 1 (January 6, 2020): 203–16. http://dx.doi.org/10.1108/ijem-06-2019-0189.

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Purpose It is not easy to grasp the concept of “value” in the higher education context. In fact, different stakeholders generally hold diverging perspectives about the value generated by Higher Education Institutions (HEIs). The purpose of this paper is to disentangle the value expectations and perceptions of current and former students (i.e. the main stakeholders) of a medium-sized university established in Northern Italy. Design/methodology/approach A mixed, qualitative–quantitative case study was undertaken. A semi-structured survey was delivered through a computer-assisted web interview technique to a sample of 2,572 people. Inter alia, the interviewees were asked to express their value perceptions and value expectations toward the case institution and to rate their own assessment of educational services’ quality. Findings The respondents felt that the university was effective in delivering functional, extrinsic and intrinsic value; conversely, they perceived several gaps in the case institution’s ability to accomplish emotional and relational value. Moreover, the interviewees argued that the institution was unsuccessful in establishing a bridge between higher education and the labor market, focussing on conceptual issues, rather than on experiential learning and soft skills. Practical implications The gap between the students’ value expectations and perceptions hampers the perceived quality of educational services. The lack of awareness of this gap is thought to trigger organizational inertia, which contributes to the impoverishment of educational services’ quality. Originality/value The paper sheds light on different value perceptions and expectations held by students of a medium-sized HEI; also, it provides some insights into the organizational and management implications of diverging value perceptions and expectations of students.
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40

Cushner, Kenneth, and Richard Brislin. "Bridging Gaps: Cross-Cultural Training in Teacher Education." Journal of Teacher Education 37, no. 6 (December 1986): 51–54. http://dx.doi.org/10.1177/002248718603700608.

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41

Malcolm, Janice, and Miriam Zukas. "Bridging Pedagogic Gaps: Conceptual discontinuities in higher education." Teaching in Higher Education 6, no. 1 (January 2001): 33–42. http://dx.doi.org/10.1080/13562510020029581.

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42

Eriksen, J. G. "SP-0543: Innovative education to cover the gaps." Radiotherapy and Oncology 127 (April 2018): S289. http://dx.doi.org/10.1016/s0167-8140(18)30853-3.

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43

Sharma, Neel. "Medical education generation gaps: Moving forward is possible." Medical Teacher 39, no. 6 (April 9, 2017): 669–70. http://dx.doi.org/10.1080/0142159x.2017.1308476.

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44

Temple, Judy A. "Rural Gaps in Participation in Early Childhood Education." Journal of Agricultural and Applied Economics 41, no. 2 (August 2009): 403–10. http://dx.doi.org/10.1017/s107407080000287x.

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While state government spending on early education has grown in recent years, accessibility of preschool programs for rural children remains a problem. Using census-tract data from a nationally-representative data set on U.S. children, multinomial logit estimation reveals significant differences in early education experiences between rural and nonrural children. Both rural children and children of less-educated mothers are less likely to participate in preschool. This paper concludes by discussing the appropriate role of local, state, or federal governments in funding rural preschool programs. While early educational investments are being touted as effective economic development tools, the nature of the positive externalities associated with preschool makes it unlikely that any single rural community would invest in high-quality programs without state or federal assistance.
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45

Unni, Jeemol. "Skill Gaps and Employability: Higher Education in India." Journal of Development Policy and Practice 1, no. 1 (January 2016): 18–34. http://dx.doi.org/10.1177/2455133315612310.

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46

Palid, Chuck. "Industry and Education: Some Thoughts on Bridging Gaps." Hospitality & Tourism Educator 3, no. 1 (April 1990): 10–11. http://dx.doi.org/10.1080/23298758.1990.10685403.

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47

Yuen, Cynthia X., and Donovan Lessard. "Filling the Gaps." Journal of Physician Assistant Education 29, no. 4 (December 2018): 220–25. http://dx.doi.org/10.1097/jpa.0000000000000219.

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48

Xu, Di, Sabrina Solanki, and John Fink. "College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation." American Educational Research Journal 58, no. 5 (March 3, 2021): 954–92. http://dx.doi.org/10.3102/0002831221991138.

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This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students.
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49

Reardon, Sean F., Erin M. Fahle, Demetra Kalogrides, Anne Podolsky, and Rosalía C. Zárate. "Gender Achievement Gaps in U.S. School Districts." American Educational Research Journal 56, no. 6 (April 25, 2019): 2474–508. http://dx.doi.org/10.3102/0002831219843824.

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We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school districts; some districts have more male-favoring gaps and some more female-favoring gaps. Math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult income, education, and occupations; however, we do not find strong associations in ELA.
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50

Shores, Kenneth, Ha Eun Kim, and Mela Still. "Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes." American Educational Research Journal 57, no. 5 (January 23, 2020): 2089–131. http://dx.doi.org/10.3102/0002831219900128.

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We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and districts with large gaps in one outcome are likely to have large gaps in another. Socioeconomic and segregation variables explain 1.7 to 3.5 times more variance for achievement relative to nonachievement outcomes. Systemic patterns of racial socioeconomic inequality drive inequalities across multiple educational outcomes; however, discretionary policies at local levels are more influential for nonachievement outcomes.
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