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Reid, Sean, Jason Muenzen, and Rasoul Rezvanian. "Value add." Journal of International Education in Business 13, no. 1 (February 28, 2020): 131–43. http://dx.doi.org/10.1108/jieb-07-2019-0036.
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Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.
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Callender, Jamie. "Value-Added Student Assessment." Journal of Educational and Behavioral Statistics 29, no. 1 (March 2004): 5. http://dx.doi.org/10.3102/10769986029001005.
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Gunarto, Muji, and Ratih Hurriyati. "CREATING EXPERIENCE VALUE TO BUILD STUDENT SATISFACTION IN HIGHER EDUCATION." Dinasti International Journal of Education Management And Social Science 1, no. 3 (February 19, 2020): 349–59. http://dx.doi.org/10.31933/dijemss.v1i3.166.
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Higher education products or services received by students are experiential values. The purpose of this study is how to create the values of student experience so that student satisfaction arises. Higher education should now focus on students by creating strong ties with students and alumni. This research was conducted with a survey confirmatory approach. The survey was conducted at 32 universities in South Sumatra Province, Indonesia with a total sample of 357 students. The sampling technique used was stratified random sampling and data analysis using structural equation modeling (SEM) analysis. The results showed that the values of experience in HE were formed through increased co-creation in HE, where students were directly involved in various campus activities. High co-creation shows that there is a stronger attachment of students to HE and higher value of student experience. Co-creation does not directly affect student satisfaction, but it does indirectly affect experience value. If the value of experience is higher, student satisfaction will also be higher.
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Moosmayer, Dirk C., and Florian U. Siems. "Values education and student satisfaction: German business students' perceptions of universities' value influences." Journal of Marketing for Higher Education 22, no. 2 (December 2012): 257–72. http://dx.doi.org/10.1080/08841241.2012.746254.
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Teodorovic, Jelena, Ivana Jaksic, and Vladeta Milin. "Value added of schools in Serbia." Zbornik Instituta za pedagoska istrazivanja 52, no. 1 (2020): 81–135. http://dx.doi.org/10.2298/zipi2001081t.
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Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students? individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia.
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Miron, Mordechai, and Esther Segal. "Student opinion of the value of student evaluations." Higher Education 15, no. 3-4 (1986): 259–65. http://dx.doi.org/10.1007/bf00129215.
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Jones, Helen. "Student - The value of reflection." Nursing Standard 25, no. 2 (September 15, 2010): 61. http://dx.doi.org/10.7748/ns.25.2.61.s54.
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Zeemering, Eric S. "Student public service value priorities." Journal of Public Affairs Education 26, no. 3 (April 12, 2019): 358–79. http://dx.doi.org/10.1080/15236803.2019.1599621.
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Viyevska, M. H., and L. O. Savchenko. "XXI CENTURY STUDENT: VALUE ORIENTATIONS." Educational Dimension 7 (May 26, 2022): 3–8. http://dx.doi.org/10.31812/educdim.5623.
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The article deals with some problems of value orientations in students ’ life. The analysis of value orientations in students' life in higher educational establishments of economy and pedagogy is provided.
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Burks, Robert. "The Student Mathematics Portfolio: Value Added to Student Preparation?" PRIMUS 20, no. 5 (May 28, 2010): 453–72. http://dx.doi.org/10.1080/10511970802433008.
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Mehmood, Rashid, Mubashir Hussain ., Ali Iftikhar Chaudhry ., and Kashif-ur-Rehman . "Student Counseling: Adding Value to Educational Institution." Journal of Education and Vocational Research 2, no. 3 (September 15, 2011): 116–19. http://dx.doi.org/10.22610/jevr.v2i3.31.
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Quality of education has always remained an issue for the educational researchers. It is widely believed that quality of education in Sub-Continent is below the international standards. To find out how educational institutions are adding value towards the knowledge, skills, market value and moral upbringing of students and how much students are satisfied with the environment of educational system and the quality of education they receive.Using this information, how a student counseler can benefit the student as well the organization to add value in the education process. This is a case study where a Govt. Intermediate College was selected for interviews and document analysis purpose. Findings based on general perception of the respondents, All the respondents have matriculated from Public School. The findings showed that students were really concerned about the poor discipline of their schools and generally they were not satisfied with the commitment and capability of their teachers. However, they admitted that school contributed towards their grooming and personality building.
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Özek, Umut, and Zeyu Xu. "Misattribution of Teacher Value Added." Education Finance and Policy 14, no. 1 (January 2019): 115–48. http://dx.doi.org/10.1162/edfp_a_00238.
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The federal Race to the Top competition provided significant impetus for states to adopt value-added models as a part of their teacher evaluation systems. Such models typically link students to their teachers in the spring semester when statewide tests are administered and estimate a teacher's performance based on his or her students’ learning between the test date in the previous school year and the test date in the current year. Because of data limitations in many states, however, the effect of most student learning experiences between two consecutive tests cannot be distinguished from, and hence is often attributed to, the value added of teachers in the spring classrooms. This study examines how teacher evaluations are affected by such misattribution and explores methods that can provide the best approximation in the absence of more detailed data. We find that ignoring previous school-year teachers’ contributions on student learning has a sizeable impact on estimated value-added scores for teachers in the current school year. We also present an alternative approach that can be implemented in the absence of more detailed data on student learning experiences and closely approximates teacher value-added scores that are estimated based on complete student enrollment and roster information.
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May, Don R. "Student Perceived Value of Intensive Experiential Learning." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 1 (May 30, 2017): 1–12. http://dx.doi.org/10.24908/ijsle.v12i1.6662.
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Experiential learning has become a common part of many engineering students undergraduate experience and is frequently accomplished using the service learning model. Intensive service learning for engineers is typically characterized by the type of “high risk” projects associated with developing world, humanitarian based service programs. In this research an expectancy-value theory model is used to evaluate student perceived value of service learning experiences. The model is applied to a case study where both engineering and non-engineering student participated in more than 25 projects over a 12 year period. Seventy-six percent of the respondents indicated that they most highly valued either the importance of the humanitarian mission or the impact of the experience on their perspective on life. Cost (monetary, time and effort) was ranked the least important factor. In all eight categories students rated the value (quality) of the experience higher than their expectation. Evidence suggests that, for engineering students, the value of the experience relative to their career should receive more emphasis and that professional role confidence may be an issue for female students. The results aid in assessing program efficacy and identifying areas where improvements can be achieved.
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Weaver, Melanie R. "Do students value feedback? Student perceptions of tutors’ written responses." Assessment & Evaluation in Higher Education 31, no. 3 (June 2006): 379–94. http://dx.doi.org/10.1080/02602930500353061.
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Fakhruddin, Asef Umar. "PENGUATAN PEMBELAJARAN MELALUI VALUE BASED EDUCATION." Jurnal Pendidikan Agama Islam 14, no. 1 (March 27, 2018): 37–49. http://dx.doi.org/10.14421/jpai.2017.141-03.
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The education purpose is to create the best generation, to educate good character, and also to build a vision. To get the target, the learning process should be touched by friendly hearted and minded, so the students could feel relax, comfortable and easy to understand. Value based education is one of the suitable method used in learning process in order to create optimal learning, give stimulant, and also to give spirit action. Value based education enrich the educators to understand and elaborate the subject and the course deeply, and then to convey to the students softly and communicational. Value based education invites the teachers to understand the core of material, subject, and than formulate it and also to convey softly and communicativelly to the students. It followed by guided and instruction. Through this way, all the student from the kindergarten to university student level can understand the core of its material. The goal is that they have knowledge to survive in the future. That is all about value based education.
Key word: value based education, educator/teacher, student, subject.
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Hemingway, Claire, Catrina Adams, and Molly Stuhlsatz. "Digital collaborative learning: identifying what students value." F1000Research 4 (March 20, 2015): 74. http://dx.doi.org/10.12688/f1000research.6223.1.
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Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls. Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences. Here we present findings generated on PlantingScience (www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology. The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations. We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists. By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.
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Jr., Joseph L. Fail,. "The Value of Student-Originated & Student-Run Ecology Projects." American Biology Teacher 53, no. 3 (March 1, 1991): 170–71. http://dx.doi.org/10.2307/4449253.
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Dollinger, Mollie, and Jason Lodge. "Understanding value in the student experience through student–staff partnerships." Higher Education Research & Development 39, no. 5 (December 6, 2019): 940–52. http://dx.doi.org/10.1080/07294360.2019.1695751.
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Gonzalo, Jed D., Deanna Graaf, Bobbie Johannes, Barbara Blatt, and Daniel R. Wolpaw. "Adding Value to the Health Care System: Identifying Value-Added Systems Roles for Medical Students." American Journal of Medical Quality 32, no. 3 (April 26, 2016): 261–70. http://dx.doi.org/10.1177/1062860616645401.
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To catalyze learning in Health Systems Science and add value to health systems, education programs are seeking to incorporate students into systems roles, which are not well described. The authors sought to identify authentic roles for students within a range of clinical sites and explore site leaders’ perceptions of the value of students performing these roles. From 2013 to 2015, site visits and interviews with leadership from an array of clinical sites (n = 30) were conducted. Thematic analysis was used to identify tasks and benefits of integrating students into interprofessional care teams. Types of systems roles included direct patient benefit activities, including monitoring patient progress with care plans and facilitating access to resources, and clinic benefit activities, including facilitating coordination and improving clinical processes. Perceived benefits included improved value of the clinical mission and enhanced student education. These results elucidate a framework for student roles that enhance learning and add value to health systems.
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Perry, Cody J., David Lausch, Courtney A. McKim, and Jennifer Weatherford. "Knowledge, Use, and Perceived Value of University Student Services." Journal of International Students 10, no. 3 (August 15, 2020): 613–28. http://dx.doi.org/10.32674/jis.v9i4.269.
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Universities throughout the United States struggle with fiscal issues that can be improved by greater retention and graduation rates. One step often taken is to cut student service spending, which hurts students’ ability to finish a degree. While some have advocated for greater spending in student services, we contend that current services may suffice. Since many students do not understand the services available, many do not take advantage of university offerings. This study looks at differences in perceptions between international and domestic students concerning awareness, use, and value of services available at a western U.S. land-grant university. We found many students, both international and domestic, are not aware of available programs, which correlates to less use and perceived value of these services and programs.
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Joyami, Ehsan Namdar, and Davod Salmani. "Value creation for students using the communication marketing approach at Tehran University." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 88–100. http://dx.doi.org/10.18844/prosoc.v6i7.4517.
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The overall purpose of this study is to assess the value creation for students using the communication marketing approach at University of Tehran. This research is a case study and a surveying study. The reliability of all the research questionnaires has been confirmed. Similarly, the validity of the questionnaires has been confirmed by experts. The statistical population of the students is the University of Tehran students; a sample of 109 people has been participated in the study. In this study, descriptive statistics and inferential statistics were used to analyse the data. Five hypotheses have been developed, which include the effect of students’ trust in the university, the university's commitment to the student, the relationship between the university and the students on the perceived value, the perceived value by student on satisfaction and the students’ satisfaction on loyalty. Based on the results of testing the five hypotheses, all research hypotheses are confirmed at a significant level of 0.05. In other words, students' trust in the university with a coefficient of regression (beta) of 0.327, university commitment to students with a regression coefficient of 0.541 and student and university relationship with a coefficient of regression of 0.664 have a significant effect on perceived value of students. Also, the perceived value of the student with a coefficient of regression of 0.654 has a significant effect on student satisfaction. Student satisfaction with a relatively high regression coefficient of 0.832 has a significant effect on student loyalty. All of the calculated coefficients are positive.
Keywords: Satisfaction, loyalty, perceived value, commitment, trust, University of Tehran.
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Reiss, Michael. "Biology Education: The Value of Taking Student Concerns Seriously." Education Sciences 8, no. 3 (August 29, 2018): 130. http://dx.doi.org/10.3390/educsci8030130.
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This article examines the question of how biology courses can take student concerns more seriously than they often do. The focus is on school biology although the arguments apply to other biology courses too. The article begins by examining Michael Young’s argument that schools should provide students with access to powerful knowledge—the sort of knowledge that they are unlikely to obtain from elsewhere—and compares this with John White’s argument that the curriculum should enable student flourishing, and that as part of this, there should be more student choice about what they study. It then discusses recent work on the benefits of independent research projects, in which students undertake authentic investigative work where they have considerable control over the work, and concludes that these generally motivate students and are a good source of learning for them. It goes on to examine what lessons might be learnt for school biology from the informal learning sector, such as Natural History Museums, where visitors have great autonomy with regard to what they study. Finally, it looks at the concept of ‘worldviews’ and argues that this provides another argument for taking student concerns seriously. The article concludes that taking student concerns seriously in school biology would facilitate human development, in particular, development towards greater student autonomy, and that this can be done in ways that have been tried and allow for high quality biology teaching and learning.
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Vdovichenko, Rajisa, and Natalia Mykhalchenko. "Formation of student youth value-orientations through competency approach in personality upbrining." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 47–51. http://dx.doi.org/10.33310/2518-7813-2019-65-2-47-51.
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The article highlights the relevance of the educational paradigm problem concerning the practical formation of competences based on the value-orientations of contemporary student youth in the university educational space, the content of the concepts of «competence», «competence approach», as the necessary condition for the upbringing of a highly culturally competent personality is outlined. The essence and content of the competent approach determine values, since the formation of value-orientations is the main goal of upbringing the personality in the university educational space. Optimization of the process of student youth value-orientations formation through the competence approach involves the continuous enrichment of the inner world of the individual. Changes in the value-orientations of student youth emphasize the importance of the whole system of educational work at the university, the search for and introduction of new forms and methods of working with student youth. An important task of the higher education institution is the creation of university educational space, which will promote the creation of conditions for the development of social and creative activity of student youth, their attraction to the values and meanings of social life, national and universal values formation and assimilation by students towards oneself, family, people, creative work, nature, society and the state. At the same time, special attention is given to solving the problems of the formation and development of the unity of the student group, the mutual understanding of students and teachers, the satisfaction of students cultural needs, especially the interest in the national and civic orientations of the student's personality, the needs of each student in constant self-improvement; a positive motivation for students to have a healthy lifestyle, and a desire to participate in community activities at the university. All this will allow more efficiently conduct the educational process at the university.
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McKillip, William D., and George M. A. Stanic. "Assessing For Learning: Putting the Value Back into Evaluation." Arithmetic Teacher 35, no. 6 (February 1988): 37–52. http://dx.doi.org/10.5951/at.35.6.0037.
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Evaluation is placing a value on something; one judges an outcome as good, fair, or poor or as acceptable or unacceptable. Evaluation is more than a score; in fact, a score on a test is not even necessary for evaluation. The meaning one places on some indicator, which may or may not be a score, is what constitutes evaluation. One can evaluate students, teachers, administrators, textbooks, curriculum, and many other aspects of schools; in this article, we concentrate on ways for teachers to evaluate the mathematics performance of primary school students. It is important to understand that teachers are evaluating students' performance, not the students themselves. This understanding helps one avoid permanently classifying a student as a good student or a poor student. Performance can and does change, and teachers should be alert to significant changes.
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Durrett, L. J. "The value of IEEE student membership." IEEE Potentials 25, no. 3 (July 2006): 16–17. http://dx.doi.org/10.1109/mp.2006.1657755.
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Fisher, J. P. "Increasing the value of student audits." Education for Primary Care 29, no. 6 (July 26, 2018): 381–82. http://dx.doi.org/10.1080/14739879.2018.1483743.
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Gunarto, Muji, Purwanto Purwanto, Dita Amanah, and Dedy Ansari Harahap. "Creating Student Loyalty Through the Value of Context-Based Customer Education." MIX: JURNAL ILMIAH MANAJEMEN 12, no. 1 (February 26, 2022): 14. http://dx.doi.org/10.22441/jurnal_mix.2022.v12i1.002.
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Objective: The objective of this research is to find out how the Covid-19 pandemic forces the learning process at all levels of education including higher education to be carried out online, where face-to-face meetings are not allowed. How the influence of relational contact and physical context on context-based customer education and on the value of student experience and student loyalty in private universities is the aim of this study.Methodology: The survey was conducted in three major cities in Indonesia, namely Palembang, Bandung, and Surabaya with a total sample of 280 students. Characteristics of respondents based on age, gender, and semester of the three samples of cities are relatively homogeneous. Data analysis was carried out using a structural equation model (SEM) approach with the help of LISREL software.Finding: The results showed that the relational context had a positive and significant effect on context-based customer education, but the physical context had no effect. Context-based customer education has a positive effect on the value of student experience and student loyalty.Conclusion: Even though learning is done through online, students hope that there will be a strong interaction between lecturers and students, so that in lectures, at least it is carried out using blended learning. Strong interaction between students and lecturers is a context-based customer (student) education that can improve the student experience and have an impact on student loyalty to their alma mater.
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Daniel, Ben K. "Enterprise Lecture Capture Technologies and Value to Student Learning." International Journal of Information and Communication Technologies in Education 6, no. 2 (May 24, 2017): 23–36. http://dx.doi.org/10.1515/ijicte-2017-0009.
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Abstract Enterprise Lecture Capture technologies have increasingly become pervasive in higher education. This article presents student views on the value of recorded lectures and their contribution to learning. The research examines how students engage with recorded lecture materials and the likely of this engaging impacting on lecture attendance. The results suggest that students found access to recorded lectures valuable to learning. They reported that recorded lectures offer alternative learning opportunities for missed lectures and are useful in revising for exams. Analysis of the data further revealed that provision of recorded lectures to students does not directly contribute to class absenteeism. The present study adds to growing research evidence in support of the value of recorded lectures in enhancing student engagement with learning materials.
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Sibthorp, Jim, Karen Paisley, John Gookin, and Nate Furman. "The Pedagogic Value of Student Autonomy in Adventure Education." Journal of Experiential Education 31, no. 2 (November 2008): 136–51. http://dx.doi.org/10.1177/105382590803100203.
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Allowing students a sense of autonomy has long been considered an important pedagogical tool. This paper synthesizes the current literature on student autonomy from the education, youth development, and outdoor adventure fields and explores its value through an analysis of data from the National Outdoor Leadership School (NOLS). The results supported the two main hypotheses: Developmental outcomes are related to participants' perceptions of autonomy, and autonomous student expeditions (ASE) provide students with authentic and meaningful opportunities to experience autonomy during adventure education programs. A secondary analysis found that injury, evacuation, and near-miss rates were no different during ASEs than when students are accompanied by instructors. Despite these findings, the use of ASEs remains controversial. Implications for research and practice are discussed.
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Baptiste, Yvonne M., Samuel Abramovich, and Cherylea J. Browne. "Measuring the value of a digital supplemental resource." Advances in Physiology Education 45, no. 4 (December 1, 2021): 685–93. http://dx.doi.org/10.1152/advan.00080.2021.
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Supplemental resources in science education are made available to students based on the belief that they will improve course-based student learning. This belief is ubiquitous, with supplemental resources being a traditional component of physiology education. In addition, the recent large-scale transition to remote learning caused by the Covid-19 pandemic suggests an increased relevance and necessity of digital versions of supplemental resources. However, the use of a supplemental resource is entirely dependent on whether students view it as beneficial. If students in a specific course do not perceive a supplemental resource as useful, there is little reason to believe the resources will be used and are worthy of investment. Consequently, measurement of student perception regarding the effectiveness of any digital learning tool is essential for educators and institutions in order to prioritize resources and make meaningful recommendations to students. In this study, a survey was used to determine student perceptions of a digital, supplemental resource. Quantitative methods, including exploratory factor analysis, were performed on data collected from the survey to examine the dimensionality and functionality of this survey. The findings from this study were used to devise an improved, standardized (i.e., reliable and valid) survey that can be used and adapted by physi3ology researchers and educators to determine student perception of a digital supplemental resource. The survey, with known construct validity and internal reliability, can provide useful information for administrators, instructors, and designers of digital supplemental resources.
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Aslantas, Ismail. "Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates." Education Sciences 10, no. 12 (December 18, 2020): 390. http://dx.doi.org/10.3390/educsci10120390.
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It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers.
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Chiang, Hanley, Stephen Lipscomb, and Brian Gill. "Is School Value Added Indicative of Principal Quality?" Education Finance and Policy 11, no. 3 (July 2016): 283–309. http://dx.doi.org/10.1162/edfp_a_00184.
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States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools—that is, schools’ contributions to student achievement growth. In theory, school value added can reflect not only principals’ effectiveness but also other school-specific influences on student achievement growth that are outside of principals’ control. In this paper, we isolate principals’ effects on student achievement growth and examine the extent to which school value added captures the effects that principals persistently demonstrate. Using longitudinal data on the math and reading outcomes of fourth- through eighth-grade students in Pennsylvania, our findings indicate that school value added provides very poor information for revealing principals’ persistent levels of effectiveness.
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Campbell, Judith Prugh, and William C. Bozeman. "The Value of Student Ratings: Perceptions of Students, Teachers, and Administrators." Community College Journal of Research and Practice 32, no. 1 (December 18, 2007): 13–24. http://dx.doi.org/10.1080/10668920600864137.
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McCaffrey, Daniel F., J. R. Lockwood, Daniel Koretz, Thomas A. Louis, and Laura Hamilton. "Models for Value-Added Modeling of Teacher Effects." Journal of Educational and Behavioral Statistics 29, no. 1 (March 2004): 67–101. http://dx.doi.org/10.3102/10769986029001067.
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The use of complex value-added models that attempt to isolate the contributions of teachers or schools to student development is increasing. Several variations on these models are being applied in the research literature, and policy makers have expressed interest in using these models for evaluating teachers and schools. In this article, we present a general multivariate, longitudinal mixed-model that incorporates the complex grouping structures inherent to longitudinal student data linked to teachers. We summarize the principal existing modeling approaches, show how these approaches are special cases of the proposed model, and discuss possible extensions to model more complex data structures. We present simulation and analytical results that clarify the interplay between estimated teacher effects and repeated outcomes on students over time. We also explore the potential impact of model misspecifications, including missing student covariates and assumptions about the accumulation of teacher effects over time, on key inferences made from the models. We conclude that mixed models that account for student correlation over time are reasonably robust to such misspecifications when all the schools in the sample serve similar student populations. However, student characteristics are likely to confound estimated teacher effects when schools serve distinctly different populations.
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Astutiningsih, Dwi Erni. "Efforts to Improve Mathematics Learning Outcomes for Class III Place Value Materials at SDN Baros 04 with Value Pockets Teaching Aids." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 748. http://dx.doi.org/10.20961/shes.v3i4.54397.
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<p><em>This research was carried out with the aim of improving the mathematics learning outcomes of third grade students at SDN Baros 04 by using value pockets props on the number place value material. This type of research is classroom action research (CAR). The subjects were class III students, totaling 23 students. This CAR design includes planning, implementation, observation (evaluation), and reflection. Data collection techniques using observation, tests, and documentation. Data analysis used quantitative descriptive statistics. The results showed an increase in the percentage of student learning outcomes, this can be seen from each cycle. It was found that student learning outcomes increased compared to the pre-cycle average score of 53.91 to 57.82 in the first cycle, then to 71.30 in the second cycle. Thus, it can be concluded that the use of value bag teaching aids in the number place value material can improve student learning outcomes.</em></p>
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Rahardjo, Panggih. "THE ROLE OF THE INTENTION OF THE REGISTRATION OF NEW PROSPECTIVE STUDENTS ON THE DECISION TO RE-REGISTER BECOME A STUDENT OF INDONESIAN POS POLYTECHNIC, BANDUNG." Dinasti International Journal of Digital Business Management 3, no. 1 (December 25, 2021): 74–84. http://dx.doi.org/10.31933/dijdbm.v3i1.1077.
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The study wanted to prove the role of the intention of the list of prospective new students on the decision to re-register as a student at the Bandung Pos Indonesia Polytechnic. The total population of 800 new students in 2020-2021, the sample was determined using the Slovin formula with a total of 100 people. The results showed that all data from the variable intention to register new students and the decision to re-register as a student were declared valid and reliable. The corrected item-total correlation data for the variable data of intention to register new students is between 0.310 -0.645 smaller than 0.300. So it is declared valid. so declared valid. The Cronbach's Alpha value for the variable intention to register new students and the variable for the decision to re-enroll as a student is 0.802 and 0.929, respectively, which is greater than 0.700, so it is declared reliable. This means that the questionnaire used to collect data is a quality questionnaire and meets the requirements to collect data. The data proved to be normally distributed with asymp.sig values of 0.144 and 0.079. The simple linear regression equation is Y = a + b X .Y = 44.145 + 2.817 X. The meaning of this simple linear regression equation is: If without Intention to register a prospective new student, the value of Decision to register as a student is only 44.145. If plus one unit of Intention to register a prospective new student, then the value of Decision to register as a student which was originally only 44.145 will increase to 44.145 + 2.817 = 46.962.. So to increase Decision to register as a student it is necessary to increase Intention to register prospective new students. The author has proven that the Intention to register a prospective new student affects the Decision to register as a student positively and significantly, the t-test value is 20,581 > the t-table value for 100 respondents according to Junaidi (2020:8) of 0.67. The calculated significance value is 0.67. 0.000 < 0.05
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Enzinger, Katharina. "Thinking Through Value Transformations of Movie Costumes." Journal of Extreme Anthropology 1, no. 2 (September 7, 2017): 71–74. http://dx.doi.org/10.5617/jea.4889.
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A student essay for the Special Student Issue of the Journal of Extreme Anthropology accompanying the art exhibition 'Artist's Waste, Wasted Artists', which opened in Vienna on the 19th of September 2017 and was curated by the students of social anthropology at the University of Vienna. This essay investigates the value transformations of costumes created by costume designers for movie productions, tracing their valorization, loss of value, and re-valorization. The text is grounded in interviews with the Viennese costume designer Thomas Oláh.
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Scheuchenegger, Marlies. "Artist's Gaze and Zero Waste: Materiality and Value." Journal of Extreme Anthropology 1, no. 2 (September 7, 2017): 103–5. http://dx.doi.org/10.5617/jea.5442.
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A student essay for the Special Student Issue of the Journal of Extreme Anthropology accompanying the art exhibition 'Artist's Waste, Wasted Artists', which opened in Vienna on the 19th of September 2017 and was curated by the students of social anthropology at the University of Vienna. This essay deals with the question of zero waste and value of art, using the example of art by Leo Schatzl.
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Ross, Sharon H. "Parts, Wholes, and Place Value: A Developmental View." Arithmetic Teacher 36, no. 6 (February 1989): 47–51. http://dx.doi.org/10.5951/at.36.6.0047.
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When a student mentally computes 32 + 59 by thinking 30 + 50 is 80, 9 + 2 is 11, and 80 + 11 is 91, that student has had to call on some well-developed concepts of numerical partwhole relationships and place value. People with good number sense make frequent and flexible use of these two related concepts to perform mental computations and numeric estimates. Students find these concepts difficult; their understanding develops slowly over a period of several years. To be successful at teaching number sense, we must design instruction that respects students' need to construct their own knowledge.
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Suryani, Nunuk. "VCT (VALUE CLARIFICATION TECHNIQUE) LEARNING MODEL APPLICATION TO IMPROVE HISTORICAL VALUE UNDERSTANDING." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (August 8, 2018): 198. http://dx.doi.org/10.17509/historia.v11i2.12382.
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Learning the history referred to as the transfer of value. The role of history education is very important in teaching about values, moral and spiritual. By internalizing these values will be formed nationalism in student attitudes. Establishment of nationalistic attitude is important to anticipate the global challenges and a variety of shocks that hit the disintegration of Indonesia recently. Historical experience proves the attitude of nationalism can generate social dynamics in the past. Education history can be said to have educational value if the history of education can contribute to make students become someone who has a wise attitude or have a noble moral values. For history has educative function, then the teacher can make learning history with a moral approach. Moral approach is an approach that emphasizes the value of the meaning contained in the material presented history. Students should be actively involved in learning activities. In order to more meaningful learning history or high value, teachers can use the methods that can internalize the values in it. One is the model of value clarification. Value clarification learning model first used by Louis Raths in the 1950s while teaching at New York University. VCT learning model (Value Clarification Technique) is a “learning model which to assist students in finding and determining a value that is considered good in dealing with problems through the process of analyzing the existing value in the self-student. This approach will help students understand and find value / meaning of historical events in depth (ultimate meaning). Based on the data analysis it is found that the VCT model to produce an understanding of history better than the conventional models. Students with high emotional quotient have the understanding of historical value better than students with low emotional quotient.
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Walsh, Jason L., Benjamin H. L. Harris, Paul Denny, and Phil Smith. "Formative student-authored question bank: perceptions, question quality and association with summative performance." Postgraduate Medical Journal 94, no. 1108 (September 2, 2017): 97–103. http://dx.doi.org/10.1136/postgradmedj-2017-135018.
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Purpose of the studyThere are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions.Study designWe introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality.ResultsOver two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2).ConclusionsItem analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool.
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Nguyen, Lien Thi Kim, Tom M. Y. Lin, and Hoang Phuong Lam. "The Role of Co-Creating Value and Its Outcomes in Higher Education Marketing." Sustainability 13, no. 12 (June 14, 2021): 6724. http://dx.doi.org/10.3390/su13126724.
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This study examines the role of student co-creation behavior in contributing to student satisfaction, perceived university image, and student positive word of mouth (WOM). Using a sample of 513 students from a Taiwanese university and conducting partial least squares structural equation modeling, the findings indicate that co-creating value is critical to student satisfaction, university image, and positive WOM. The results also show the effect of student satisfaction and university image on student positive WOM. This study confirms the pivotal role of student participation in co-creating value in enhancing satisfaction with the university experience, creating and sustaining a positive image, and building the credibility of the university. This research is particularly important to higher education institutions because it has practical implications for decision-makers, brand managers, and HE marketers who wish to improve understanding of the relationship between the university and students in the process of co-creating value and its outcomes.
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Nazarova, Inna, and Marija Zelenskaya. "Value Priorities and Reproductive Attitudes of Students." Sociologicheskaja nauka i social'naja praktika 9, no. 2 (July 1, 2021): 177–89. http://dx.doi.org/10.19181/snsp.2021.9.2.8110.
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The student’s social ordinary attitudes concerning positive images are investigated. In 2018 there were interviewed 404 undergraduate students from one of the Moscow universities. Social attitudes were studied via the vignettes method – short stories, where the university students (girls and boys) acted as the characters in certain situations. Most respondents (more than 59.0%) approve of the student’s actions aimed primarily at successful higher education, mandatory higher education. A successful boy during the student period manages to combine study with work (part-time) and take responsibility for creating a family, while cohabitation is not approved. Students support the behavior of a girl who is ready not only to study, but also to work, if necessary – to become a breadwinner in the student family, whereas cohabitation for a girl is allowed. Depending on the circumstances, the ideal student is often associated with a rational, career-oriented person ready to delay the childbirth, even if it requires abortion. Abortion is also considered as a way out of a difficult situation: for example, when it poses a threat to your career (continuing your education and keeping your job), if you do not have the support of your family, or if you are likely to lose a loved one (including not saving your marriage). 30% approve of the actions described in the vignettes related to the refusal of studying. In general, for most students the basic values of the Russian society – creating a family and working – are a priority.
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Hendrix, Thomas J., Maureen O'Malley, Catherine Sullivan, and Bernice Carmon. "Nursing Student Perceptions of Reflective Journaling: A Conjoint Value Analysis." ISRN Nursing 2012 (September 5, 2012): 1–8. http://dx.doi.org/10.5402/2012/317372.
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This study used a statistical technique, conjoint value analysis, to determine student perceptions related to the importance of predetermined reflective journaling attributes. An expert Delphi panel determined these attributes and integrated them into a survey which presented students with multiple journaling experiences from which they had to choose. After obtaining IRB approval, a convenience sample of 66 baccalaureate nursing students completed the survey. The relative importance of the attributes varied from a low of 16.75% (format) to a high of 23.58% (time). The model explained 77% of the variability of student journaling preferences (). Students preferred shorter time, complete confidentiality, one-time complete feedback, semistructured format, and behavior recognition. Students with more experience had a much greater preference for a free-form format () when compared to students with less journaling experience. Additionally, the results of English as a second language students were significantly different from the rest of the sample. In order to better serve them, educators must consider the relative importance of these attributes when developing journaling experiences for their students.
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Malisi, Ali Sibro, and Nadiroh Nadiroh. "PENGARUH PARADIGMA LINGKUNGAN DAN PERSONAL VALUE TERHADAP CARBON FOOTPRINT MAHASISWA." JURNAL GREEN GROWTH DAN MANAJEMEN LINGKUNGAN 6, no. 1 (August 29, 2017): 40. http://dx.doi.org/10.21009/jgg.061.03.
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The objective of the research was aimed to finding the influence of environmental paradigm and personal value on environmental issues. Here, the effect of environmental paradigm and personal value on environmental using Carbon Footprint Analysis were evaluated on students at Universitas Negeri Jakarta. This research uses quantitative expost facto method with sample of 194 students. The results showed that there is influence of environmental paradigm and personal value to total carbon footprint of student. It is known that the student's carbon footprint which has DSP paradigm is bigger than the student with NEP paradigm. This also applies to personal values, it is known that students who have egoistic personal values have a greater carbon footprint than those with personal value altruistic and biospheric. Based on the results of this study, it can be concluded carbon footprint is affected by environmental paradigm and personal value.
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Shaheen, Amy W., Kelly Bossenbroek Fedoriw, Susanna Khachaturyan, Beat Steiner, Julie Golding, Julie S. Byerley, Erika S. Helgeson, and Gary L. Beck Dallaghan. "Students Adding Value: Improving Patient Care Measures While Learning Valuable Population Health Skills." American Journal of Medical Quality 35, no. 1 (May 5, 2019): 70–78. http://dx.doi.org/10.1177/1062860619845482.
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Medical students are potential resources for ambulatory primary care practices if learning goals can align with clinical needs. The authors introduced a quality improvement (QI) curriculum in the ambulatory clinical rotation that matched student learning expectations with practice needs. In 2016-2017, 128 students were assigned to academic, university affiliated, community health, and private practices. Student project measures were matched with appropriate outcome measures on monthly practice dashboards. Binomial mixed effects models were used to model QI measures. For university collaborative practices with student involvement, the estimated odds of a patient being screened for breast cancer in March 2017 was approximately 2 times greater than in 2016. This odds ratio was 36.2% greater than the comparable odds ratio for collaborative practices without student involvement (95% confidence interval = 22.7% to 51.2% greater). When student curriculum and assignments align with practice needs, practice metrics improve and students contribute to improvements in real-world settings.
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Hose, Justin C., and Tres Wells. "The marriage of place and value." Teaching Children Mathematics 19, no. 8 (April 2013): 528. http://dx.doi.org/10.5951/teacchilmath.19.8.0528.
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Students say some amazing things. Back Talk highlights the learning of one or two students and their approach to solving a math problem. Each article includes the prompt used to initiate the discussion, a portion of dialogue, student work samples (when applicable), and teacher insights into the mathematical thinking of students. This article investigates a student's understanding of the base-ten number system and how she uses her conceptions of place value to learn about the base-two number system.
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Geraghty, Joseph R., Alexandria N. Young, Tiffani D. M. Berkel, Eric Wallbruch, Julie Mann, Yoon Soo Park, Laura E. Hirshfield, and Abbas Hyderi. "Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education." Perspectives on Medical Education 9, no. 1 (December 10, 2019): 60–65. http://dx.doi.org/10.1007/s40037-019-00547-2.
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AbstractOne area in which medical students can add significant value is medical education, and involving them as key stakeholders in their education can have a profound impact on students and the institutions that serve them. However, detailed descriptions of the structure, implementation and quality of programs facilitating student engagement are lacking. We describe the structure of a novel student engagement program at the University of Illinois College of Medicine-Chicago (UICOM-Chicago) known as the Student Curricular Board (SCB). We surveyed 563 medical students across all levels of training at our institution in order to examine the impact of this program, including its strengths and potential areas of improvement. The SCB serves as a highly structured and collaborative student group that has far-reaching involvement from course-level program evaluation to longitudinal curriculum design. Medical students overwhelmingly valued opportunities to be involved in their curriculum. Students with the greatest exposure to the SCB were more aware of specific program initiatives and expressed increased interest in academic medicine as a career. By highlighting this innovative student engagement program, we aim to share best practices for a highly structured, value-added approach to medical student engagement in medical education that is applicable to other medical schools and student leaders.
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Dewi, Ika Parma, Ambiyar Ambiyar, Afif Rahman Riyanda, Reva Fadilla, and Novi Hendri Adi. "Design and Build a Student Value Processing Information System (eRapor)." SinkrOn 7, no. 2 (April 8, 2022): 439–46. http://dx.doi.org/10.33395/sinkron.v7i2.11310.
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SMK Negeri 1 Kecamatan Luak is a government agency that organizes vocational education. Every semester SMK Negeri 1 Luak Regency does data processing of student scores, but in processing student grades they still use the manual system, namely by collecting assignment scores, test scores, mid-semester test scores and end-semester test scores. The exam is then processed by the subject teacher, then the score is submitted to the administrative staff, after that the administrative staff submits all student scores to the homeroom teacher to be entered into leger paper which is then processed into report cards. This is considered less effective, causing a lot of time and energy needed in the process of processing student grades. Facilitate the process of processing student scores to become e-reports at SMK Negeri 1 Luak District. With the information system for processing student grades at SMK Negeri 1 Luak District, it helps process student grades into report cards and ledgers easily, quickly and precisely. In addition, in a pandemic situation, the information system processing student grades data is very helpful for submitting semester report cards to students and their parents in order to avoid crowds to prevent transmission of the Covid-19 virus. This application is designed using the System Development Life Cycle (SDLC) method, in developing the SDLC the author uses the waterfall method in designing information systems.
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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.
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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.