Journal articles: 'Educational Outcomes'

1

Cross, Christopher T., and Betty Balcomb. "Educational outcomes." International Journal of Educational Research 11, no. 4 (January 1987): 415–24. http://dx.doi.org/10.1016/0883-0355(87)90023-1.

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Thurlow, Martha L., and James E. Ysseldyke. "Focusing on Educational Outcomes." Special Services in the Schools 8, no. 2 (August 9, 1994): 167–83. http://dx.doi.org/10.1300/j008v08n02_11.

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Romano, Elisa, Lyzon Babchishin, Robyn Marquis, and Sabrina Fréchette. "Childhood Maltreatment and Educational Outcomes." Trauma, Violence, & Abuse 16, no. 4 (June 11, 2014): 418–37. http://dx.doi.org/10.1177/1524838014537908.

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Fitz-Gibbon, C. T. "Researching outcomes of educational interventions." BMJ 324, no. 7346 (May 11, 2002): 1155a—1155. http://dx.doi.org/10.1136/bmj.324.7346.1155/a.

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Shriner, James. "Broadening Educational Outcomes Beyond Academics." Special Services in the Schools 9, no. 2 (April 20, 1995): 139–54. http://dx.doi.org/10.1300/j008v09n02_12.

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Turnbull, Ann. "Parental Perspectives on Educational Outcomes." Special Services in the Schools 9, no. 2 (April 20, 1995): 185–91. http://dx.doi.org/10.1300/j008v09n02_16.

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Reed, V. A., G. C. Jernstedt, and J. F. OʼDonnell. "Nature, nurture, and educational outcomes." Academic Medicine 72, no. 4 (April 1997): 245–6. http://dx.doi.org/10.1097/00001888-199704000-00004.

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Gropper, Roberta G. "Educational Outcomes and Specialized Accreditation." Nurse Educator 21, no. 3 (May 1996): 8–10. http://dx.doi.org/10.1097/00006223-199605000-00003.

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Monks, James. "Loan burdens and educational outcomes." Economics of Education Review 20, no. 6 (December 2001): 545–50. http://dx.doi.org/10.1016/s0272-7757(00)00030-3.

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Oosterbeek, Hessel, and Bas van der Klaauw. "Ramadan, fasting and educational outcomes." Economics of Education Review 34 (June 2013): 219–26. http://dx.doi.org/10.1016/j.econedurev.2012.12.005.

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Cassen, Robert, Leon Feinstein, and Philip Graham. "Educational Outcomes: Adversity and Resilience." Social Policy and Society 8, no. 1 (January 2009): 73–85. http://dx.doi.org/10.1017/s1474746408004600.

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In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the paper concludes with a discussion of interventions to enhance resilience.

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Ludwig, Jens, Helen F. Ladd, and Greg J. Duncan. "Urban Poverty and Educational Outcomes." Brookings-Wharton Papers on Urban Affairs 2001, no. 1 (2001): 147–201. http://dx.doi.org/10.1353/urb.2001.0010.

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Hugh, Steven. "BUSINESS PRACTITIONER ORIENTED EDUCATIONAL OUTCOMES." International Journal of Business Strategy 13, no. 4 (October 1, 2013): 187–94. http://dx.doi.org/10.18374/ijbs-13-4.14.

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Casciano, Rebecca, and Douglas S. Massey. "School Context and Educational Outcomes." Urban Affairs Review 48, no. 2 (December 5, 2011): 180–204. http://dx.doi.org/10.1177/1078087411428795.

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Bernardi, Fabrizio, and Chiara Ludovica Comolli Comolli. "Parental separation and children’s educational attainment: Heterogeneity and rare and common educational outcomes." Zeitschrift für Familienforschung 31, no. 1-2019 (April 9, 2019): 3–26. http://dx.doi.org/10.3224/zff.v31i1.01.

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While the association between parental separation and children’s lower educational achievements is a robust finding, the evidence regarding its heterogeneity across social groups is mixed. Some studies show that socioeconomically advantaged families manage to shelter their pupils from the consequences of parental break-up, while others find the opposite. We contribute to this debate and sketch a structural theory of the heterogeneity of the consequences associated to parental separation on children’s educational outcomes. We argue that the separation penalty and its heterogeneity across social backgrounds differ depending on the selectivity of a given educational outcome. In particular, the smallest penalty will be observed for very rare and very common outcomes. The rarity of an educational outcome depends on pupils’ social background, which might produce the observed heterogeneity even if the separation penalty itself is equal across parental social background. We investigate the heterogeneity of the consequences of separation by parents’ education in Spain on two children’s outcomes. One outcome (enrolment in tertiary education) is rare for children in low educated families, while the other (retaking in primary and secondary education) is rare for children in highly educated families. The results show that the penalty associated to parental separation for retaking a year in primary and secondary education is larger for children of low educated mothers. No heterogeneity is found for enrolment in tertiary education.

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Blumberg, Fran C., and Jeanna N. Pagnotta. "Gameplay and Educational Outcomes: Reminders for Educational Game Development." Games for Health Journal 3, no. 2 (April 2014): 115–16. http://dx.doi.org/10.1089/g4h.2014.0012.

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McBrien, Sarah, Zachary Bailey, Jonathan Ryder, Paige Scholer, and Geoffrey Talmon. "Improving Outcomes." American Journal of Clinical Pathology 152, no. 6 (August 8, 2019): 775–81. http://dx.doi.org/10.1093/ajcp/aqz100.

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AbstractObjectivesTo determine the strength of study design and outcomes in literature describing pathology education for medical students.MethodsA search was conducted for articles related to pathology education published over 45 years describing an educational intervention. The primary data collected included phase of education, domain of objectives, number of learners and institutions, type of intervention, use of a comparison/control group, randomization, and strength of statistical analysis.ResultsOf 655 articles, 54 (8%) met inclusion criteria. The majority (65%) reported experiences of 100 learners or fewer, and only one was multi-institutional. Only 46% used a comparison/control group. Statistical significance of results was not reported in 39%. None examined outcomes at a point distant from the educational intervention.ConclusionsMost studies describing pathology educational interventions are not of strong experimental design. Consumers of educational research should be cognizant of these potential weaknesses in educational studies.

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Bankson, Nicholas. "Outcomes Measurement in Higher Education: Educational Outcomes and Accreditation." Perspectives on Issues in Higher Education 2, no. 1 (June 1998): 3–4. http://dx.doi.org/10.1044/ihe2.1.3.

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Resnick, Michael B., Jeffrey Roth, Mario Ariet, Richard L. Bucciarelli, Randy L. Carter, Julia C. Emerson, Jo M. Hendrickson, et al. "Educational Outcome of Neonatal Intensive Care Graduates." Pediatrics 89, no. 3 (March 1, 1992): 373–78. http://dx.doi.org/10.1542/peds.89.3.373.

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Studies of developmental outcome of neonatal intensive care unit graduates have generally been limited to the first 2 to 3 years of life, with outcome determined by psychometric tests. This study followed neonatal intensive care unit graduates born 1975 through 1983 (n = 457) into the public school system and compared their educational outcomes with those of newborn nursery graduates (n = 656). Outcomes were evaluated by placement in four academic categories: regular classroom, academic problems, speech/language impairment, and major impairment. Educational outcomes for children of both groups were essentially the same. Their placement in the four academic categories were equally affected by nonmedical variables, primarily income (below/above poverty level), race, and sex. Seventy percent of poverty-level children were in one of the three problem categories, compared with 40% of children above poverty level. Neither neonatal intensive care unit treatment nor low birth weight were major predictors of educational outcome. The only clear-cut neonatal intensive care unit effect occurred among children born with sensory or physical impairments. Therefore, in order to reduce poor educational outcomes, follow-up and intervention programs should be targeted primarily to children with diagnosable handicaps and from minority, low-income families.

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Sawyer, Taylor. "Educational Perspectives: Educational Strategies to Improve Outcomes from Neonatal Resuscitation." NeoReviews 21, no. 7 (July 2020): e431-e441. http://dx.doi.org/10.1542/neo.21-7-e431.

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21

Chudinova, E. V. "“New Biology” and Its Educational Outcomes." Психологическая наука и образование 24, no. 3 (2019): 63–73. http://dx.doi.org/10.17759/pse.2019240306.

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The paper presents data of a study on the effectiveness of an experimental school course in biology based on the principles of Davydov—Elkonin developmental learning in comparison with traditional courses. The study involved 395 students of 5th, 6th, and 9th classes. The results show that children can be more successful at achieving not only subject, but also metasubject educational outcomes like reading literacy, ability to work with signs, symbols and models etc, which are all required by the federal state education standard, if the content of education is changed in such a way that the integral system of key concepts becomes the subject matter, presented not as a means of describing an object, but rather as a basis for its transformation by students. When learning is organised that way, it provides an opportunity for primary school students with underdeveloped reading skills to compensate for the lack of reading literacy, although it will still be hard for them to master subject concepts successfully enough.

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Whittaker, C. "P0472 / #848: EDUCATIONAL COLLABORATIONS IMPROVING OUTCOMES." Pediatric Critical Care Medicine 22, Supplement 1 3S (March 2021): 239. http://dx.doi.org/10.1097/01.pcc.0000740224.25755.d7.

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23

Yeh, Stuart. "Race, Test Scores, and Educational Outcomes." Teachers College Record: The Voice of Scholarship in Education 118, no. 9 (September 2016): 1–32. http://dx.doi.org/10.1177/016146811611800905.

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Background Policymakers wish to know what changes must be made to the primary and secondary education system so that when students apply to college they are highly prepared, ready to perform at high levels, and likely to be successful in college. Purpose The purpose of the current study was to investigate the significance of strong educational preparation for all students—and especially for minority students—as measured by standardized test scores. While the importance of educational preparation may already seem well established, previous studies have tended to minimize or obscure the significance of the type of preparation that is measured by test scores. Existing studies are not adequate for the purpose of estimating the total effect of a hypothetical intervention that raises student achievement by one standard deviation (SD). Research Design The current study employed logistic regression with a nationally-representative dataset, controlled for key covariates, and analyzed the hypothetical effect of raising student test scores by one SD. Findings Raising test scores by one SD would substantially reduce the probabilities that black, Hispanic, Asian, and white students would drop out of high school, and would greatly increase the probabilities that both minority and white students would compile a rigorous high school record, complete algebra 2 in high school, enroll at a 4-year institution, and attain a baccalaureate degree. Recommendation The results reported here underline the importance of swiftly adopting the most efficient approaches for raising student achievement. To the extent that existing approaches for raising student achievement are unproductive, inefficient, and disproportionately affect minority students, current policies may serve to depress baccalaureate attainment rates and to perpetuate the disadvantaged status of minorities.

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Ensley, Amy. "CAPE Educational Outcomes: A Student’s Perspective." American Journal of Pharmaceutical Education 77, no. 8 (October 14, 2013): 181. http://dx.doi.org/10.5688/ajpe778181.

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25

Epstein, T. L. "Equity in Educational Experiences and Outcomes." OAH Magazine of History 6, no. 1 (June 1, 1991): 35–40. http://dx.doi.org/10.1093/maghis/6.1.35.

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LE, ANH T., PAUL W. MILLER, WENDY S. SLUTSKE, and NICHOLAS G. MARTIN. "Opportunity and Educational Outcomes in Australia*." Economic Record 87 (July 14, 2011): 125–35. http://dx.doi.org/10.1111/j.1475-4932.2011.00749.x.

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ALLMENDINGER, JUTTA. "Educational systems and labor market outcomes." European Sociological Review 5, no. 3 (December 1989): 231–50. http://dx.doi.org/10.1093/oxfordjournals.esr.a036524.

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Croll, Paul. "FAMILIES, SOCIAL CAPITAL AND EDUCATIONAL OUTCOMES." British Journal of Educational Studies 52, no. 4 (December 2004): 390–416. http://dx.doi.org/10.1111/j.1467-8527.2004.00275.x.

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Ysseldyke, Jim, and Martha Thurlow. "The National Center On Educational Outcomes." Diagnostique 22, no. 4 (July 1997): 213–24. http://dx.doi.org/10.1177/073724779702200403.

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Pholphirul, Piriya. "Educational mismatches and labor market outcomes." Education + Training 59, no. 5 (June 12, 2017): 534–46. http://dx.doi.org/10.1108/et-11-2016-0173.

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Purpose Educational mismatches constitute negative impacts on labor markets in most countries, Thailand is no exception. The purpose of this paper is to quantify the degree of educational mismatch in Thailand and its impacts on labor market outcomes. Design/methodology/approach This study analyzes data obtained from Thailand’s Labor Force Survey to estimate the likelihood of horizontal and vertical mismatches and their impacts on labor market outcomes. Findings Estimation results reveal the existence of a high level of both vertical and horizontal mismatches in the labor market. The vertical mismatch tends to be most prevalent in the case of graduates with degrees in the social sciences, while the existence of the horizontal mismatch is mostly found in the case of graduates with backgrounds in the physical sciences. Samples with a degree in health science seem to be least impacted by both types of mismatch. Education-job mismatches, either vertical or horizontal mismatches, are found to cause negative impacts on workers’ employment. Findings indicate that workers who encountered either horizontal or vertical educational mismatches tended to have lower monthly incomes than did those without such mismatches. Vertical mismatches seemed to result in lower incomes than did the horizontal mismatches. Furthermore, both types of mismatch are found to not have any significant impact on workers’ employability. Research limitations/implications Nevertheless, due to different types of mismatches such as skill mismatch or personality mismatch, this paper only quantifies degree mismatch on the context of Thailand only. Nevertheless, different structure of labor market can show different findings. Practical implications Both horizontal mismatch and vertical mismatch can be mitigated with strong collaboration system between colleges/universities and employers. Therefore, the government should further promote better cooperation between universities and the private sector (industry-university linkages) by encouraging more exchanges between high-level executives and students of the private sector and higher-education institutes. More opportunities for students to practice their skills in real workplace settings should be provided, and students should also be able to gain credits from participating in such training. In Thailand, at present there are only a few degree programs that require students to complete an internship. Social implications As for social policy recommendations, to reduce both horizontal and vertical mismatches in practices, it is essential that the education sector promote a life-long learning framework that allows workers whose jobs do not match their educational background (or with their educational attainment) to receive the training and develop the skills required by employers. Originality/value Comparing to other literature in these areas in which survey data from the authors are relied, this paper, however, uses the Thai Labor Force Survey, which is the national representative sample data set. The results found from this paper are therefore useful to be reliable on implying appropriated policy recommendations.

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Rennie, Jeanette. "Educational Outcomes for Students with Disabilities." Physiotherapy 82, no. 4 (April 1996): 273. http://dx.doi.org/10.1016/s0031-9406(05)66898-8.

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Eagle, Chris. "Computer Security Competitions: Expanding Educational Outcomes." IEEE Security & Privacy 11, no. 4 (July 2013): 69–71. http://dx.doi.org/10.1109/msp.2013.83.

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Falvo, Donna R. "Educational Evaluation: What are the Outcomes?" Advances in Renal Replacement Therapy 2, no. 3 (July 1995): 227–33. http://dx.doi.org/10.1016/s1073-4449(12)80056-2.

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Jobe, Alan H. "Nature versus nurture in educational outcomes." Journal of Pediatrics 148, no. 1 (January 2006): A1. http://dx.doi.org/10.1016/j.jpeds.2005.12.037.

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Dinham, Stephen. "Principal leadership for outstanding educational outcomes." Journal of Educational Administration 43, no. 4 (August 2005): 338–56. http://dx.doi.org/10.1108/09578230510605405.

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Thrash, Patricia A. "Educational "Outcomes" in the Accrediting Process." Academe 74, no. 4 (1988): 16. http://dx.doi.org/10.2307/40249895.

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Fischbach, Antoine, Ulrich Keller, Franzis Preckel, and Martin Brunner. "PISA proficiency scores predict educational outcomes." Learning and Individual Differences 24 (April 2013): 63–72. http://dx.doi.org/10.1016/j.lindif.2012.10.012.

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Barrier, Émilie, and Ingrid Munck. "Analysing educational outcomes using international data." Prospects 22, no. 3 (September 1992): 334–40. http://dx.doi.org/10.1007/bf02195956.

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Papay, John P., Richard J. Murnane, and John B. Willett. "Income-Based Inequality in Educational Outcomes." Educational Evaluation and Policy Analysis 37, no. 1_suppl (May 2015): 29S—52S. http://dx.doi.org/10.3102/0162373715576364.

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Kerr, Robert A. "Curricular Integration to Enhance Educational Outcomes." Pharmacotherapy 20, no. 10 Part 2 (October 2000): 292S—296S. http://dx.doi.org/10.1592/phco.20.16.292s.35007.

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Alvarez, M. E., L. Bye, R. Bryant, and A. M. Mumm. "School Social Workers and Educational Outcomes." Children & Schools 35, no. 4 (September 24, 2013): 235–43. http://dx.doi.org/10.1093/cs/cdt019.

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Hansen, Jamie M., Aaron P. Jackson, and Tyler R. Pedersen. "Career Development Courses and Educational Outcomes." Journal of Career Development 44, no. 3 (April 21, 2016): 209–23. http://dx.doi.org/10.1177/0894845316644984.

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Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

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Hanushek, Eric A., Steven G. Rivkin, and Dean T. Jamison. "Improving educational outcomes while controlling costs." Carnegie-Rochester Conference Series on Public Policy 37 (December 1992): 205–38. http://dx.doi.org/10.1016/0167-2231(92)90008-7.

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Reynolds, Eileen E. "Fostering Educational Innovation Through Measuring Outcomes." Journal of General Internal Medicine 26, no. 11 (September 7, 2011): 1241–42. http://dx.doi.org/10.1007/s11606-011-1844-0.

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Belot, Michèle, and Jonathan James. "Healthy school meals and educational outcomes." Journal of Health Economics 30, no. 3 (May 2011): 489–504. http://dx.doi.org/10.1016/j.jhealeco.2011.02.003.

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Kelly, Aine, and Mahesh M. Thapa. "Educational Curriculum, Assessment, Research and Outcomes." Academic Radiology 20, no. 3 (March 2013): 261–62. http://dx.doi.org/10.1016/j.acra.2012.12.005.

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Bezborodova, Lyudmila Alexandrovna, and Alexander Sergeevich Zhuk. "Metadisciplinary educational outcomes in primary school." Pedagogical Education in Russia, no. 5 (2022): 57–65. http://dx.doi.org/10.26170/2079-8717_2022_05_06.

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Adebiyi, Marie Elomba, Younis Al-Hassan, Carole Hansbourgh, and Christopher Edginton. "Values Attached to Educational Goals, Study Processes, and Educational Motivation." Journal of Education and Development 1, no. 1 (November 16, 2017): 48. http://dx.doi.org/10.20849/jed.v1i1.252.

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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students’ values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students’ values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students’ values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.

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Fraser, Mark W., Shenyang Guo, Alan R. Ellis, Aaron M. Thompson, Traci L. Wike, and Jilan Li. "Outcome Studies of Social, Behavioral, and Educational Interventions." Research on Social Work Practice 21, no. 6 (April 20, 2011): 619–35. http://dx.doi.org/10.1177/1049731511406136.

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This article describes the core features of outcome research and then explores issues confronting researchers who engage in outcome studies. Using an intervention research perspective, descriptive and explanatory methods are distinguished. Emphasis is placed on the counterfactual causal perspective, designing programs that fit culture and context, and developing nuanced explanations for program outcomes. Five emerging challenges are discussed: (a) adapting interventions to the contexts and cultures in which programs are to be implemented, (b) avoiding potentially false attributions of program failure due to differential implementation, (c) making causal inferences from observational data with propensity score analysis (PSA), (d) examining person-centered outcomes in program evaluation, and (e) adjusting for rater effects in longitudinal research.

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O’Nions, Elizabeth, Dieter Wolke, Samantha Johnson, and Eilis Kennedy. "Preterm birth: Educational and mental health outcomes." Clinical Child Psychology and Psychiatry 26, no. 3 (April 16, 2021): 750–59. http://dx.doi.org/10.1177/13591045211006754.

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Journal articles on the topic 'Educational Outcomes'

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