Relevant bibliographies by topics / Year 12 students

Academic literature on the topic 'Year 12 students'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Year 12 students"

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Lawrence, Anne, and Marc Paterson. "Mathematics word problems and Year 12 students." Set: Research Information for Teachers, no. 1 (May 1, 2005): 34–38. http://dx.doi.org/10.18296/set.0606.

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Martin, Anne L. "Does year 12 French improve proficiency?" Australian Review of Applied Linguistics 17, no. 1 (January 1, 1994): 85–103. http://dx.doi.org/10.1075/aral.17.1.05mar.

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Abstract Do students believe that Year 12 LOTE courses contribute to the development of oral and aural proficiency in the target language? Attitudinal and performance data collected from university French 1 students shed some light on students’ satisfaction with their Year 12 LOTE course and on the relationship among perceived outcomes, course components, language of instruction and language performance. The findings, while not definitive, provide some insights for secondary and tertiary LOTE teachers, together with some baseline data for further research into the success of school language programs.
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Taiwo, Olaniyi O., and Hassan P. Jalo. "Dental Injuries in 12-year Old Nigerian students." Dental Traumatology 27, no. 3 (April 18, 2011): 230–34. http://dx.doi.org/10.1111/j.1600-9657.2011.00997.x.

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Hesketh, Beryl, and Sonja Whiteley. "Year 12 Students' Estimates of Their Examination Performance." Australian Journal of Career Development 5, no. 2 (July 1996): 34–38. http://dx.doi.org/10.1177/103841629600500210.

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Accuracy of self-assessment is critical to effective career planning. Over a two year period, a total of 425 students were asked to estimate their Tertiary Entrance Rank (TER) after sitting the final Year 12 examination. Estimates were compared with their actual rank obtained in the state examination. On average males performed worse than expected while females performed better, although neither group self-assessed very accurately. Results are discussed in relation to the reasons for the inaccuracy, and implications for career planning are outlined.
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Hackling, Mark W., and Patrick J. Garnett. "Year 12 students’ attainment of scientific investigation skills." Research in Science Education 20, no. 1 (January 1990): 134–41. http://dx.doi.org/10.1007/bf02620488.

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Jorge, Jorge, Ana Braga, and António Queirós. "Changes in Myopia Prevalence among First-Year University Students in 12 Years." Optometry and Vision Science 93, no. 10 (October 2016): 1262–67. http://dx.doi.org/10.1097/opx.0000000000000926.

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Castro, David. "Light mental representations of 11-12 year old students." JOURNAL OF SOCIAL SCIENCE RESEARCH 1, no. 1 (February 28, 2013): 35–39. http://dx.doi.org/10.24297/jssr.v1i1.3055.

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The light is a separate entity in the area, independent sources that produce it and the effects it causes during its spread. In several research focused on representations of light that are children from 5 to 15 years found that these representations are often incompatible with the scientific model. 112 (60 boys and 62 girls) participated in this research where we studied representations of children 11-12 years on the light. As a technique of research we chose the directive individual interview. The results of the research show that children of 11-12 years, use different categories of representations for the light.
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Morton, Kate, and Mark Cescato. "The Efficacy of Relaxation Training with Year 12 Students." Australian Journal of Guidance and Counselling 10, no. 1 (November 2000): 133–44. http://dx.doi.org/10.1017/s1037291100004192.

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This study explored the potential benefits of an eight-week relaxation training program for students in their final year of high school. The relaxation program was structured around the concept of applied relaxation, consisting of a blend of progressive muscle relaxation, cue-controlled, and rapid relaxation, whilst also incorporating a cognitive coping strategies component, and goal-directed visualisation. Treatment participants were compared with control group members on measures of anxiety, stress, and locus of control. Overall, the results support the efficacy of a school-based relaxation training program in reducing student stress and anxiety levels, but not on influencing locus of control orientation towards internality. Furthermore the results of this project indicate that it is possible to incorporate relaxation training within a preventative framework as part of the regular school curriculum.
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Volpe, Rebecca L., Christine Bruce, and Michael J. Green. "Integrating Second-Year Medical Students and First-Year Physician Assistant Students Into a 12-Week Ethics Course." Journal of Physician Assistant Education 28, no. 4 (December 2017): 223–25. http://dx.doi.org/10.1097/jpa.0000000000000175.

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Mozaffari, Hamid Reza, Fatemeh Rezaei, Masoud Sadeghi, Seyed Ahmad Baghaeepour, Farid Pourshadan, and Roohollah Sharifi. "DMFT index among 12-year students in 2013: a report in Kermanshah city, Iran." Scholars Journal of Dental Sciences 3, no. 7 (July 2016): 199–203. http://dx.doi.org/10.21276/sjds.2016.3.7.2.

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Dissertations / Theses on the topic "Year 12 students"

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Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.

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Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
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Orrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.

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Brocklebank, R. J., and n/a. "The ACT year 12 certificate : a student based review." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060613.133106.

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The aim of this Field Study is to establish the extent to which Year 12 students understand and appreciate the ACT College System of senior secondary and the information which appears on the ACT Year 12 Certificate. In order to provide the reader with a basis for understanding what happens over the final two years of secondary education in the ACT the author has established the historical context that gave rise to the establishment of the Secondary Colleges in the ACT. This brief history outlines the causes and reasons which led to separation from the NSW state system of education and the decision to develop a different approach to the provision of education for students in Year 11 and 12. To provide an idea of how the system works a description of what makes up the College System is provided. This includes an explanation of how the colleges relate to the high schools, their curriculum, the accreditation of courses, assessment and certification. The role of the ACT Schools Accrediting Agency is explained in the way it underpins the credibility of the system and of how it carries the responsibility for the final generation of the ACT Year 12 Certificate. While this study looks at the system some seven years after it began, earlier evaluations had taken place which examined matters linked with the ACT Year 12 Certificate. In writing this report the author reviews two important assessments of the system, one of the role of the ACT Schools Accrediting Agency and the other concerned with the success of the Colleges as educational institutions from a student viewpoint. The author also attempts to compare the changes which came with the ACT College System with recent developments and current thinking about senior secondary education in other Australian states. The major part of the Field Study was a survey of a sample of Year 12 students at the end of 1983 to establish the extent to which they understood the aspects of the system they had been a part of for two years. The data and findings of this survey are presented. The report concludes with an outline of the most recent changes, developments and reactions which in some way affect the system. At the end of the conclusion, the author presents a list of recommendations aimed at overcoming some of the problems pin-pointed in the report.
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Soustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.

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This field study aims to identify and examine the consequences and influences of course selections and career choices made by students, their parents and college staff. Because of a lack of information regarding the implications of their selected programmes of study, many students choose unwisely and as a result, have become confused about the relevance of their choices in relation to the achievement of their ultimate career aspirations. To achieve the aims of this study, an analysis of the course selections and career choices of the Year 12 graduates of 1983 from Copland College was completed. This field study is divided into three main sections. The first section comprises Chapters I and II which outline the historical development of secondary colleges within the Australian Capital Territory. The author briefly discusses the influence of both the Hughes and the Campbell Reports and illustrates how these Reports were used as the basis for the establishment of the educational structure we now have for our senior secondary college students in Canberra. In addition, this section details the historical background of careers education within the Australian Capital Territory and the influences this has had on the status of career education at Copland College. The second section covers Chapters III, IV and V. In this section the function of the Student Services Faculty within Copland College is discussed and also a brief explanation given of the type of information gathered by college and administrative staff for career and course advice. The author provides a description of the procedures II used to obtain and collate the information collected for this field study. A questionnaire method of data collection was the basis used to examine the post-collegiate activities of over 240 graduate students of 1983, and part of the questionnaire relates specifically to the destinations of these ex-students. Finally, the third section incorporates Chapters VI and VII. It details the results of my research covered in earlier chapters and at the same time, synthesizes that of other educationalists as it relates to this field study. The concluding portion of this section sets out recommendations proposed to meet the problems identified in such areas as student course selections and careers advice.
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Paynter, Christine, and n/a. "A profile of the away from home Year 12 college student in the A.C.T." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20061031.151506.

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Questionnaires were administered to 118 Secondary College students in the A.C.T. to obtain quantitative data about the students' self perception, about their friendship groups, their relationships with the other members of their family, their attitudes to their education and their employment experiences and expectations. The data also identified away from home students and at home students. The data obtained from these two student groups was analysed. The away from home group of students were then interviewed individually and qualitative data analysed for recurring themes and a profile of the away from home Year 12 student emerged. The away from home students in this A.C.T. study had been through periods of unstable accommodation, poverty, family distress, leaving school or changing schools and had made a conscious decision to complete their Year 12 Certificate to improve their employment opportunities. As a result of this study predictive indicators for an away from home student were generated. Following these findings an understanding of the specific issues and needs of away from home students can be encouraged among student welfare groups, parents and other educational/ welfare bodies. This in turn should assist the student achieve his or her educational outcomes and academic success.
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Stockwell, Melinda Elisabeth. "Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59726.

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This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.
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Lavery, Shane, and res cand@acu edu au. "Why Bother to be a Student Leader? An Exploration of the school experiences and self-perceptions of Year 12 students in three Catholic schools." Australian Catholic University. School of Educational Leadership, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp35.29082005.

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The focus of this research was Year 12 student leadership in three Catholic schools. Pivotal to the thesis were the leadership experiences and self-perceptions of the schools’ Year 12 students. Two theoretical propositions underscored the study: all Year 12 students are called to some form of leadership within their school; and schools should strive to build a leadership culture inclusive of all Year 12 students. The review of the literature drew attention to three themes which formed the conceptual framework underpinning the research, namely organisational leadership, Christian leadership and its meaning for the Catholic School, and student leadership. In the light of the review it seemed appropriate that the conduct of the study should be predominantly qualitative, interpretive, and planned around collective case study. For each of the three case study schools, data collection took the form of a document search, an interview with a key informant staff member, a Year 12 student survey questionnaire utilising both qualitative and quantitative questions, and two Year 12 student focus group interviews. The “general analytic strategy” (Yin, 1994, p. 30) employed in this research was to follow the theoretical propositions underlying this study which, in turn, reflected a set of seven research questions. Findings from the study indicated that there was a strong belief among senior students from the three schools that every Year 12 student should have the opportunity to participate in leadership. Furthermore, students saw leadership as entailing duty, a sense of service, as well as involvement with younger students. Students also highlighted a range of benefits associated with leadership participation, as well as certain pressures, notably the need to balance study commitments with leadership responsibilities, and the demands of having to be a role model “all the time”.
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Holly, Christina R. "An investigation of the factors that influence the career aspirations of Year 12 science students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1549.

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What has become apparent in recent years is the lack of upper secondary students choosing science related subjects in their final years of schooling. Even of those students who choose science subjects to study in Years 11 and 12 in Australia, many tend to choose non-science pathways for tertiary education options (department of Education, Science and Training, 2003). This is worrying trend, given the numbers of science professionals and teachers required in the new age of technology. By investigating a sample of Western Australian Year 12 students that study any science related subjects, it is expected that there may be some underlying factors that can be identified that play important roles in their career aspirations. Previous research suggests that these factors will most likely be a combination of social, environmental and individual influences. Science learning experiences, albeit positive or negative, also most certainly determine an individual’s interest in science. It is important to understand why science is failing to capture the interest of our best students, who potentially could contribute intellectually to the future of Australian science. A sample of five secondary metropolitan schools was involved in the collection of data. Using a qualitative case study research method, Year 12 science students, aged 16 to 17 years, were surveyed on aspects of career aspirations and experiences in science. Focus groups from each school participated in a narrative inquiry with the author to further probe their thoughts about career choices in relation to science learning experiences. Staff involved in helping students with their career decisions such as Career Advisors, Year 12 Coordinators and science teachers were also interviewed. In summary, it can be noted, that whilst many of our Year 12 science students are reported high levels of enjoyment of science, there is significant room for improvement. Teachers are seen as a vital link in fostering students’ enjoyment of science, and need to be able to teach science in a relevant fashion, enabling students to understand and to be able to explain the concepts of science. Teachers also have an important role to play by identifying the range of careers that scientific knowledge will support. The study found that personal interest and academic ability are significant factors that influence the career aspirations of Year 12 students, it must also be acknowledged that parental influences also have a large influence on career aspirations of Year 12 students, as well as a range of other factors that will be discussed in the body of this research. The choices of university versus TAFE continue to be an issue, with the majority of students opting for university courses even when not academically able to fulfil the course requirements. Career counsellors also need to play a more active role in helping Year 12 students with decisions by being more readily accessible with relevant information, as this was one criticism of Year 12 students that participated in this research. In conclusions, it is important to note that a greater priority needs to be given to developing the quality of secondary science, and education about career pathways in science. It is very important that all students experience a science education that will make a difference in their lives whilst fostering scientific literacy. It is also important, as a society, to attract our best young minds into science as this will only endeavour to increase the competitiveness of Australian science (Goodrum, Hackling & Rennis, 2001).
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Gorman, Mary Ann. "Experiences of 10- to 12-Year-Old Elementary Students of Instruction to Participate in IEP Meetings." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716190.

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This research utilized an interpretive, multiple-case design to explore how fourth- and fifth-grade charter school students with high-incidence disabilities experienced instruction to participate in their annual IEP meetings and how they described their experiences of their meetings. Using student interviews, observations of the instruction and IEP meetings, review of instructional materials, and researcher-developed tools for students to self-record data, the study focused on students' perceptions of their experiences. Specifically, this research examined factors that motivated students to participate in their IEP meetings and factors that supported and impeded their participation.

A review of the literature revealed a wide gap around research on preparation of elementary students to participate in their IEP meetings. Much of the research on how best to involve students with disabilities in their educational programming has focused on student development and training in the context of transition planning, specifically with regards to self-determination skills (e.g., problem-solving, goal-setting, self-regulation). However, researchers have suggested that students in elementary grades may require adult support and monitoring, as well as contextual practice opportunities, in order to build self-efficacy in using these skills.

Results from the research are presented separately for each student and finally compared and contrasted across students. Findings were (a) students were primarily motivated to participate in their meetings out of a need to develop competence and mastery in their academic pursuits and (b) they perceived their teachers and mothers as critical supports in their efforts. Factors found to support and impede students' participation related to: accessibility of language and content, teachers' expectations for the students' participation, level of autonomy support students received, the extent to which students perceived their voices were validated, and the extent to which students' participation focused on strengths versus deficits.

The discussion provides an analysis of motivational, support, and impediment factors through a theoretical lens that integrates self-determination theory and self-efficacy theory. The discourse highlights the importance of autonomy support to enhanced student competence and ultimately to students' more active participation in their IEP meetings. Recommendations for future research, policy, and practice are provided.

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Anyika, Janet Kelechi. "An exploratory study of a mindfulness-based, targeted intervention with 12 and 13 year-old students." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6302/.

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The evidence base for the benefits of mindfulness for children is growing and the beneficial outcomes of Mindfulness-Based Interventions (MBIs) are found in a broad range of domains. The aim of this research study was to explore and evaluate the outcomes and process of an MBI delivered in a school setting to students aged 12 and 13-years-old by a Trainee Educational Psychologist. A mixed methods approach was employed within a paradigm of pragmatism which was well suited to the complexity of phenomenon to be studied. In order to answer the research questions an intervention design was utilised in which outcomes for two groups of students were compared. Multiple of sources of data were analysed; qualitative data derived from semi-structured interviews was thematically analysed and interpreted alongside findings from a quantitative analysis of data obtained from the Child and Adolescent Mindfulness Measure and the Strength and Difficulties Questionnaire. Evidence was found for an increase in mindfulness; most students reported experiencing improved self-awareness, awareness of their environment and feelings of calm and relaxation associated with mindfulness practice. A significant difference was found between pre- and post-intervention parental total difficulties scores on the SDQ, suggesting that student’s difficulties had improved from the parent’s perspectives.
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Books on the topic "Year 12 students"

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Australian Council for Educational Research., ed. Year 12: Students' expectations and experiences. Hawthorn, Australia: Australian Council for Educational Research, 1989.

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Roberts, David. Year 12 students' perceptions of higher education. Leeds: HEIST, 1996.

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Pilkington, Glenn. Year 12 perspectives 2009. Edited by Art Gallery of Western Australia. Perth, W.A: Art Gallery of Western Australia, 2010.

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1942-, Long Michael G., ed. The science achievement of year 12 students in Australia. Victoria, Australia: ACER, 1991.

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Flynn, Marcellin. Catholic schools 2000: A longitudinal study of year 12 students in Catholic schools, 1972-1982-1990-1998. NSW: Catholic Education Commission, 2002.

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Sumner, R. Hampshire TVEI extension: A survey of Year 12 students : follow-up from Year 11 survey of expectations andpreparation : second phase consortia 1992. [Winchester?]: Hants CC?, 1992.

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Lokan, Jan. Maths & science on the line: Australian year 12 students' performance in the Third International Mathematics and Science Study. Melbourne: Australian Council for Educational Research, 1997.

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Pogue, Lynda. Ages 12 through 15: The years of transition. [Mississauga, ON]: Ontario Public School Teachers' Federation, 1996.

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Marshall, Heather. Death and grief: Twelve lessons with worksheets to photocopy, activities and resources for students in years 9-12. Melbourne, Vic: Council for Christian Education in Schools (Victoria), 1990.

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R, Burden Paul, ed. Countdown to the first day of school: A K-12 get ready checklist for beginning teachers, teacher transfers, student/preservice teachers, mentors and school administrators, teacher educators. Washington, D.C: National Education Association of the United States, 2000.

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Book chapters on the topic "Year 12 students"

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Santosa, Paulus Insap. "Quality of interaction and environment support as perceived by first-year students in Indonesia." In Global Student Engagement, 133–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003254096-12.

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Molina, Marta, Rebecca Ambrose, and Aurora del Rio. "First Encounter with Variables by First and Third Grade Spanish Students." In Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds, 261–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68351-5_11.

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Pang, JeongSuk, and JeongWon Kim. "Characteristics of Korean Students’ Early Algebraic Thinking: A Generalized Arithmetic Perspective." In Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds, 141–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68351-5_6.

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Coudenys, Blansefloer, Gina Strohbach, Tammy Tang, and Rachel Udabe. "On the Path Toward Lifelong Learning: An Early Analysis of Taiwan’s 12-Year Basic Education Reform." In Education to Build Back Better, 75–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_4.

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AbstractOver the past two decades, Taiwan has sought to adopt a holistic approach to education. Reform has been directed towards guiding students to realize their individual potential and to contribute to increasing national competitiveness. In recent years, the extension of basic education from nine to twelve years serves to advance an increasingly equitable, high-performing education system, one which encourages students’ lifelong learning and their contributions to a dynamic and diverse society. This chapter assesses the preliminary implementation of Taiwan’s 12-Year Basic Education reform, which consists of the 2014 Senior High School Education Act, and the 12-Year Curriculum Guidelines implemented in 2019. We analyze government data sourced through the Ministry of Education and the National Statistics Bureau; interviews with teachers, school administrators, professors, and national education researchers; and an online survey disseminated among teachers around the country. Taiwan’s 12-Year Basic Education reform works to reimagine society’s definition of educational success and broaden opportunities for all students—by expanding and diversifying enrollment opportunities for senior high school, revising comprehensive curricular guidelines, supporting innovative pedagogies, and increasing school autonomy. Taiwan’s transition to twenty-first century learning within a traditionally high-stakes, exam-centric educational culture serves as an important case study for discussion within the global pursuit to redefine teaching and learning for the students of today and citizens of tomorrow.
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Bonfim Gaviolli, Íria, and Miriam Godoy Penteado. "12. Meetings amongst Deaf and Hearing Students in the Mathematics Classroom." In Landscapes of Investigation, 197–210. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.12.

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In this chapter, we are aiming to contribute to practices in mathematics classes that value the idea of meetings amongst differences. We present landscapes that were designed specifically in order to favour interaction among deaf and hearing students. The discussion is based on data produced in a public elementary school in Brazil, in a fifth-year class with both deaf and hearing students. The results highlight that the organisation of tasks based on dialogic communication is essential in order to respond to unpredictability and to enable collaboration in conditions of equity in the mathematics classroom.
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Malara, Nicolina A., and Giancarlo Navarra. "New Words and Concepts for Early Algebra Teaching: Sharing with Teachers Epistemological Issues in Early Algebra to Develop Students’ Early Algebraic Thinking." In Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds, 51–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68351-5_3.

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Heck, André, Marthe Schut, and Nataša Brouwer. "Design and Implementation of an Inquiry-Based Mathematics Module for First-Year Students in Biomedical Sciences." In Inquiry in University Mathematics Teaching and Learning, 215–34. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021-12.

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Kawasaki, Tetsushi, and Yoshiki Nisawa. "A Study of the Effectiveness of Mathematical Modelling of Home Delivery Packaging on Year 12 Students’ Function Education." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 537–49. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_46.

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Bjørn, Pernille, Maria Menendez-Blanco, and Valeria Borsotti. "FemTech.dk Research Initiative." In Diversity in Computer Science, 9–12. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13314-5_2.

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AbstractFemTech.dk is situated in the Department of Computer Science at University of Copenhagen Denmark and has been an ongoing inquiry into the specific circumstances within computer science that produce gender imbalance and includes activities dedicated to making a change through design interventions. FemTech.dk was created in 2016 to engage with research within gender and diversity and to explore the role of gender equity as part of digital technology design and development. FemTech.dk considers how and why computer science as a field and profession in Denmark has such a distinct unbalanced gender representation in the twenty-first century. The focus was initially on the student base of the bachelor’s program in computer science, which from the 1980s until 2016 was remarkably smaller than for other science programs at the University of Copenhagen. In terms of numbers, only 15 women students entered the bachelor’s degree program in 2012 and 2013, and only 12 women students entered the program in 2014. In each of these 3 years, more than 160 students entered the program in total. Reviewing the 15-year period 2000–2014, the share of women students in the program was 7–9%, the lowest percentage of women in a study program across all of the University of Copenhagen. To compare, in 2016 the share of women students in the Math program was 30%, and in Physics was 25%.
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Carranza, Pablo, and Ailen Morales. "Designing and Building a Mobile Support for Solar Panels: A Project for 12-Year-Old Students that Requires Concepts, Among Others, of Mathematics." In Mathematical Modelling Programs in Latin America, 203–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04271-3_10.

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Conference papers on the topic "Year 12 students"

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Lanyi Sik, Cecilia. "Developing Serious Games for 12-16 Year Old Students." In InSITE 2011: Informing Science + IT Education Conference. Informing Science Institute, 2011. http://dx.doi.org/10.28945/1477.

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Mulyati, Sri, Yeyen Suryani, and Atin Nuryatin. "Students’ Digital Media Literacy of Universitas Kuningan (Survey on Universitas Kuningan Students Academic Year 2019/2020)." In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.12-12-2020.2305018.

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Gruev, Stanislav. "EFFICIENCY OF SPORTS GAMES TRAINING FOR 12 AND 13-YEAR OLD STUDENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/125.

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ABSTRACT Training in physical ability, the development of motoric qualities and the formation of knowledge in sports are fundamental educational components of the subject of Sports Education. Interrupting their unity and interconnection may be considered as the cause for the lower levels of motoric activity in schools. A suitable program in sports games, through its complex effects and emotional impact may contribute to alleviating this problem. The goal is to develop and approbate a methodology that improves the training in football and volleyball for 12 and 13-year-old students, which relies on general learning about sports, coordination training, game drills, and education through playing the games. The specifics of the program focus on mastering the gamers components in a dynamic environment, varying conditions, physical training, a positive emotional atmosphere, and applying the game approach. The pedagogical experiment was carried out for the duration of two semesters with 98 male and female students from the sixth grade. The data from the sports and pedagogical testing was processed by mathematical and statistical methods and expert conclusions were drawn on the specifics of the inclusion of football and volleyball games. The results indicate the presence of a positive change in the motoric qualities and technical skills during the experimental games, which results from the methodology used and the active participation on behalf of the students. The assessment results in game condition reflect the positive effect of the game method.
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Bagkeris, Emmanouil, Eirini Koutoumanou, Dean Langan, Chibueze Ogbonnaya, Catalina Suarez-Rivera, and Angie Wade. "Student Perceptions on Overall Quality of Education of Statistics: A 12-Year Retrospective Study." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14d2.

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Several factors may affect the quality of education (QoE). The challenges have intensified over the past 20 months of COVID-19. Our goal is to understand the effect of transitioning to online-learning on QoE amongst those undertaking statistical courses. A total of 714 evaluation forms were collected from students over a period of 12 years. Students were asked to rate the overall QoE of the research methods course. More than 90% of the students agreed that the overall QoE was very good/excellent over the past 12 years. Despite the online delivery of the course since 2020, more than 90% reported a very good/excellent QoE. A synergy of factors may contribute to the retention of an overall good QoE. Further studies could assess the effectiveness of online learning.
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Yonata, Bertha, Dian Novita, Utiya Azizah, and Mitarlis Mitarlis. "First Year Conception of Students in the Concept of Atom and Periodec System Elements." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296339.

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Coragem Ballejo, Clarissa, Lori Viali, and María Magdalena Gea. "Development and Evaluation of Statistical Literacy: A Proposal With 6th Year Elementary Students." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2d2.

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This article analyzes the statistical literacy from a practice carried out with 6th year elementary school students (11-12 years). The approach of the study is qualitative, but the analyzes are also based on quantitative data. Through the project "Meu Amigo," students from a school in Porto Alegre, Brazil interviewed their friends to collect data and build information about these classmates. Thus, they experienced the stages of statistical investigation, from the collection of data, through the organization, analysis and communication of the results. For the analysis of the information, a model of evaluation by headings was developed, organized in components and indicators. It was found that the indicators related to graphic and textual representations achieved better scores. However, the results relating to the tables showed less than the desired results. Este artigo analisa o letramento estatístico a partir de uma prática realizada com estudantes do 6º ano do Ensino Fundamental (11–12 anos). A abordagem do estudo é qualitativa, mas as análises se apoiam, também, em dados quantitativos. Por meio do projeto “Meu Amigo,” os discentes de uma escola de Porto Alegre – Brasil entrevistaram seus amigos para coletarem dados e construírem informações sobre esses colegas. Assim, vivenciaram as etapas da investigação estatística, desde a coleta de dados, passando pela organização, análise e comunicação dos resultados. Para a análise das informações, elaborou-se um modelo de avaliação por rubricas, organizado em componentes e indicadores. Constatou-se que os indicadores relacionados às representações gráficas e textuais alcançaram melhores pontuações. Já os relativos às tabelas revelaram resultados aquém do desejado.
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Ram, Krishnil R., Roneel V. Sharan, and Mohammed Rafiuddin Ahmed. "A Regional University Perspective on Engineering Education of Multi-Cultural Freshman Students From South Pacific Countries." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66589.

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Of late, there is a growing need for quality engineers who have the ability to solve complex engineering problems with reasonable knowledge of ethics and economics. This has led many universities to pursue accreditation by professional engineering bodies. While the accreditation process installs a standardized system of quality teaching, it is important that the engineering entrants have a degree of understanding that allows implementation of quality teaching methods. This study looks at the performance of first year engineering students in a bid to identify major issues that students face in a Bachelor of Engineering program. The learning of students in the School of Engineering and Physics at the University of the South Pacific is influenced by interactions of at least 12 different cultures from the 12 member countries of the university. The study looks at how students perform across cultures in the first year mechanical engineering courses, mainly engineering mechanics and engineering graphics & design. The general trend over the last five years shows that while the student numbers in the program have been increasing, student performance in one course seems to be improving but declining in the other; the two courses differ considerable in contents, required skill sets, and assessment methodologies. The study also presents possible reasons for the varied performance by considering issues such as cultural and academic backgrounds, use of teaching tools and resources, and revisions to the course and program and looks at how multi-cultural engineering education can be improved. The number of female students taking up engineering as their major is also looked at and positive trends are seen with female participation increasing from 7.6% in 2008 to 13.9% in 2013.
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Dyatlov, V. S., N. A. Samolovov, and G. G. Rybakov. "TECHNICAL AND TACTICAL TRAINING OF 12-13-YEAR-OLD BOYS WHO PLAY FOOTBALL IN EXTRACURRICULAR ACTIVITIES." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/14.

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The features of technical and tactical training of 12–13-year-old students who play football in extracurricular activities are considered. Compiled a set of exercises to improve technical and tactical training. Testing of the effectiveness of the developed sets of exercises to improve the technical and tactical training of 12–13-year-olds who play football in extracurricular activities was organized.
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Mensing, Karen, Janice Mak, Megan Bird, and Jeff Billings. "Computational, model thinking and computer coding for U.S. Common Core Standards with 6 to 12 year old students." In 2013 IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2013. http://dx.doi.org/10.1109/iceta.2013.6674397.

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Mendez, Miriam, David Mendez, and Juana Anguita. "The use of tablets and its influence in the motivation of 12-13-year old students: gender differences." In The International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2019. http://dx.doi.org/10.33422/icmetl.2019.06.291.

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Reports on the topic "Year 12 students"

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Wandeler, Christian, and Steve Hart. The Central Valley Transportation Challenge. Mineta Transportation Institute, December 2022. http://dx.doi.org/10.31979/mti.2022.2029.

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The Central Valley Transportation Challenge provides underserved minority students, who are primarily from rural areas, with high quality transportation-related educational experiences so that they learn about transportation-related topics and opportunities in transportation careers. The CVTC is a project-based learning program that brings university faculty and students to K–12 classrooms in rural areas. The project operated with three main objectives: (1) support K–12 teachers’ understanding and implementation of the CVTC programs; (2) connect K–12 students with university faculty and students, and transportation professionals through the CVTC program; and (3) develop an online hub with transportation-related lesson plans and sequences. The results of this study are reported as five case studies and a description of the online hub. The case studies illustrate how different pedagogical approaches and uses of technology were implemented and how the project connections between the schools, community members and professionals from transportation-related fields were developed. In addition, to support the sustainability of transportation-related learning across subsequent years, the research team created an online transportation resource repository. This hub was populated with lessons and units developed by pedagogical and content experts. The lessons cover the grades K–12 and range from brief lessons to very engaging and holistic two-week-long lesson sequences. The CVTC has proven to be a highly flexible and adaptive model due to the use of technology and the teachers’ experience and pedagogical expertise. The timing of the program during the COVID-19 pandemic also provided the students that were learning from home with an engaging learning experience and some relief for teachers who were already dealing with a lot of adjustments. In that sense, the program reached traditionally underserved students, but did so in a critical time where these students faced even more obstacles.
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Wandeler, Christian, and Steve Hunt. The Fresno State Transportation Challenge. Mineta Transportation Institute, January 2022. http://dx.doi.org/10.31979/mti.2022.2009.

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The Fresno State Transportation Challenge uses an action civics approach to support K-12 students in developing transportation-related projects that have a positive impact on the community. In 2020 the goal was to expand, refine, and create structures to sustain the implementation of the Transportation Challenge across subsequent years. As a result of the COVID pandemic, the process and goals of the project were adapted. The project was extended into April 2021 and was entirely conducted through remote participation. The focus was on two high schools. The expansion into the high school age bracket was successful and the experience with these two projects will allow for easier expansion in additional high schools in the future. One high school focused on the topic of active mobility, specifically biking, and addressed the challenge of how to get more students to bike to school. The other high school combined the transportation challenge with an economic vitalization project. The students were asked to also develop a modern transportation concept. Both projects exposed high school students to the topic of transportation and expanded awareness of transportation careers. Students also developed important competencies in the domains of problem solving, collaboration, communication, and leadership.
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Busso, Matías, and Sebastián Montaño. Signaling Specific Skills and the Labor Market of College Graduates. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004454.

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We study how signaling skills specic to the major aects labor market outcomes of college graduates. We rely on census-like data and a regression discontinuity design to study the impacts of a well-known award given to top performers on a mandatory nationwide exam, which constitutes a graduation requirement for college seniors in Colombia. Students who can rely on the signal when searching for a job have a wage premium of 7 to 12 percent compared to otherwise identical students. This positive return persists even ve years after graduation. The signal mostly benets workers who graduate from low-reputation colleges, and allows workers to nd jobs in more productive rms and in sectors that better use their skills. We rule out that the positive wage returns are explained by human capital. The signal favors mostly less advantaged groups, implying that less information frictions about students' skills could potentially reduce earnings gaps. Our results imply that information policies like those that formally certify specic skills can potentially improve the eciency in talent allocation of the economy and level the playing eld for workers who come from disadvantaged backgrounds.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Peer Evaluation Behavior of First Year Engineering (FYE) students and K-12 students. Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316850.

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Nurturing an Innovative District: Inclusive Computing Pathways in Talladega County Schools. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/132.

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This district overview highlights the work Talladega County Schools (Talladega) did over the course of three years to plan, build, and implement computing pathways. Talladega County Schools is a 7,500-student district in rural Alabama. Talladega has eleven STEAM-certified schools and 48% of all educators participate in STEAM leadership professional learning. As a member of Digital Promise’s League of Innovative Schools, Talladega applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Talladega set an equity goal of focusing on including two specific populations: offering computer science and computational thinking to students from low socioeconomic households as well as female students.
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