Educational Outcomes For Students Research Articles

Intelligent Tutoring Systems Authoring Tools For Nonprogrammer Authors: A Systematic Review

Many studies have been shown that Intelligent Tutoring Systems (ITSs) contribute to a remarkable improvement in the educational outcomes of students. Several authoring tools have been developed to contribute to making ITSs easier to build and widespread. However, there is still a lacks of current understanding in the ITSs community on how authoring tools could support nonprogrammer authors to build ITSs. This study uses a systematic literature review (SLR) method to identify primary empirical studies for nonprogrammers regarding the usage of ITSs authoring tools. The concern of this study is summarizing and analyzing the state of the art of the development of authoring tools. This study identifies the ITSs components and types that can be authored, the technologies used, and also search for proof of the advantages of ITSs authoring tools as well.

Using social capital to develop South African principals and schools

One feature of deprived communities is a lack of social capital. Yet, research reports that social capital contributes to poverty reduction and positively impacts schools and student educational outcomes. In South Africa, there is a deficit in social capital in under-resourced and underperforming schools that limits students’ educational opportunities and achievement. Partners for Possibility (PfP) responds to the lack of social capital in South African schools by partnering school principals and business leaders to develop support structures such as collaboration, networking, and professional learning communities. Findings from a site visit, conversational interviews, and examining participants’ portfolios indicate that PfP provides opportunities for developing three types of social capital: structural, cognitive, and relational. These produce options that would otherwise be unavailable to these students. The discussion raises issues about social capital as a resource for development and offers suggestions for further research.

The Impact of Behavioral Nudging in Economic Theory on High School Grading Policies and Student Achievement

This research paper examines the implications of neoclassical economic theory and behavioral economic nudges on high school teachers' grading policies and the motivation and academic achievement of students. I further develop the literature in education economics to investigate various grading policies chosen by teachers and the impact on student motivation and educational outcomes. I highlight teacher preferences which include a traditional grading policy or five-point system, using the letters A-E/F. On the other hand, students prefer grading systems that evaluate what they are learning, allow for effort-based achievement, and consider classroom participation, as opposed to homework and exam scores alone. I examine the benefits and detriments of different grading policies within my high school, Menlo-Atherton High School including traditional grading, standards-based grading (SBG) and pass-fail grading. First, I review the current literature and analyze the major differences between the approaches of neoclassical versus behavioral economics including nudges. Specifically, I examine factors that contribute to a student’s academic achievement and review the literature on grading. Second, I focus on student behavior and motivation that help to incentivize greater academic achievement. Third, I interview several teachers to characterize their grading policy and overall student motivation. Last, I compare the student and teacher findings and the associated behavior and motivation. Overall, my findings and analysis appear to support directionally that a new educational policy focused on a standards-based grading (SBG) policy combined with various behavioral nudges impact student decisions, motivate high school students, and improve educational outcomes.

Uneven impacts of COVID-19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi-experimental analysis of administrative data.

This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporate third‐order differences over time between low‐SES and other students, and pre‐ versus during‐COVID‐19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre‐ and during‐COVID‐19 for high‐SES students, there was a significant drop in attendance rates during COVID‐19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID‐19 for these students. The findings demonstrate that even “relatively short” lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID‐19 recovery.

Experiences Integrating Interns Into Research Software Teams

While interns are invaluable additions to teams by achieving focused work when other team members may be distracted with other duties, effectively integrating an intern for a short duration, such as a 12-week summer internship, can be challenging. With internships also serving an educational mission, balancing project impact against the best educational outcomes for students can be difficult. I have had 13 different interns I have paid over the last ten years at Sandia National Laboratories with a 100% success record, with each generating at least one externally peer-reviewed publication. All have also created useful code-related artifacts usable by the team later. I have consistent feedback from students and their advisors that they return to school noticeably improved. This article covers many of the challenges and tested solutions that may work well for other teams.

Timing and Duration of Student Homelessness and Educational Outcomes in Los Angeles

As student homelessness grows, little is known about how the timing and duration of homeless experiences shape K–12 outcomes. Using Los Angeles Unified School District administrative data, the authors examine whether these temporal dimensions of homelessness predict students’ achievement and attendance. The authors find that homeless students scored lower on math tests and missed more school days than students who were never homeless. These associations are largest when students experience homelessness in the year the outcomes are measured. Experiencing homelessness in only 1 year and in 2 or more years both negatively predict outcomes, but associations are larger for students experiencing homelessness in only 1 year.

The combined impact of school design and procurement on student wellbeing and educational outcomes

PurposeDespite growing evidence of the impact of school facilities on wellbeing and educational outcomes, no attention has been given to understanding this impact in relation to the interrelationship of design and procurement and their combined effect. This paper aims to address this gap by presenting the outcomes of a study of the design/procurement relationship pre-opening and post-opening of schools.Design/methodology/approachQualitative case study methodology enabled in-depth exploration of six Australian Government schools procured through “public private partnerships” (PPP) or “design & construct” (D&C) and “design, bid, build” (DBB). Data collected through interviews with architects, education department officers, school principals and teachers were analysed thematically using techniques aligned with grounded theory methodology.FindingsThe paper reports three key findings: pre-opening of schools, budget impacts design similarly for procurement across PPP and (D&C/DBB) case schools; pre-opening of schools, prescriptive design impacts procurement similarly across PPPs and D&C/DBB schools; post-opening of schools, procurement impacts design and school operation in different ways across PPP and D&C/DBB schools. These findings point to a fundamental finding that it is design and procurement together that impacts well-being and educational outcomes as experienced by principals and teachers.Practical implicationsThis research may be of practical value for education departments, architects, facility managers, school principals and teachers.Originality/valueThis paper provides original evidence of the relationship between procurement and design and their combined impact on student well-being and educational outcomes.

Program Evaluation of Healthy Moves™: A Community-Based Trainer in Residence Professional Development Program to Support Generalist Teachers With Physical Education Instruction

Elementary school teachers are often responsible for teaching physical education to their students, with little formal training in that instruction. This study evaluates a trainer in residence professional development program designed to improve physical education instructional attitudes and practices in elementary school generalist teachers. Participants were 139 teachers and 3577 first to fifth grade students at 11 public elementary schools in Oregon. Program evaluation measures included pre- and postteacher surveys on teacher attitudes and practices toward teaching physical education for fidelity, postprogram lesson observations for sustainability, and teacher-reported program barriers to and facilitators of feasibility. A multivariate repeated-measures analysis of covariance test assessed changes in teacher attitudes and practices related to physical education instruction. There were main effects of time observed for teacher encouragement and enthusiasm and physical education teaching practices (F2,127 = 9.68, P < .001, ηp2=.132). Postprogram observations indicated sustained use of activity components and an average of 86% of physical education class time spent with students engaged in moderate to vigorous levels of physical activity. The trainer in residence community-based approach shows promise as an appropriate professional development strategy for generalist teachers responsible for physical education instruction. However, a longer duration, randomized control trial is needed to determine the efficacy of these programs in promoting student physical education outcomes.

Online exam proctoring technologies: Educational innovation or deterioration?

AbstractDuring the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies to monitor and control an increasing number of student cheating incidents. Although it looks like a natural and effective solution for a fair assessment of student online learning performance, the authors argue that proctoring technologies are rooted in problematic assumptions about educational fairness and authoritarian pedagogical approaches. The authors have conducted a qualitative case study in a large‐sized, top‐tier university in South Korea to investigate the negative impacts of adopting proctoring technologies on student subjectivities, pedagogical relationships and educational outcomes, which have not been fully discussed in previous studies. By utilising Foucault's theorisation of disciplinary governmentality, the authors effectively demonstrate that the binary subjectification of students as cheaters and the cheated has degraded the value of student engagement in university education whilst creating more competitive and distrusting relationships amongst students and between students and teachers. Nevertheless, without challenging the unethical consequences of online proctoring technologies or fundamentally unfair social and educational systems, students willingly accept and adopt them as docile bodies, which has led to educational deterioration rather than innovation. Practitioner notesWhat is already known about this topic There is an increasing number of online exam proctoring technologies available with advanced technical features. During the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies with exam‐related policies and regulations to stop student cheating behaviours. Previous studies have discussed both advantages and disadvantages of adopting online exam proctoring technologies, including specific ethical concerns. What this paper adds Online exam proctoring technologies are deeply rooted in problematic educational approaches such as teacher‐centred knowledge transmission. The adoption of online exam proctoring technologies has produced negative impacts on student subjectivities, pedagogical relationships and educational outcomes. Focusing on student cheating as an individual and interpersonal problem neglects the more fundamental issue of social and educational inequality. Implications for practice and/or policy The negative consequences and damages created by the adoption of online exams and online exam proctoring technologies need to be carefully reflected. The notion of academic fairness needs to be approached with a broader perspective, considering the different social and academic circumstances each student is in. It is essential to critically engage students with the broader conversation about educational fairness to develop them as critical thinkers and future leaders in their chosen fields.

‘What is this about? Let’s play this out’: the experience of integrating primary health care registered nurses with school learning and support teams

Changes in public health profiles and moves towards inclusive models of education have led to significant number of students in mainstream schools with special health needs. Addressing these needs requires collaboration between health professionals, educators and families. Integrated models of school-based health care can facilitate this collaboration; however, there is little evidence to guide their implementation. The School-Based Primary Health Care Service (SB-PHCS) is one such service that has been established in far west New South Wales. The School-Based Primary Health Care Service embeds health district-employed registered nurses with school learning support teams to increase service access, and improve health and education outcomes for students. We conducted focus groups with nurses and learning support teams to explore their experiences of implementing the School-Based Primary Health Care Service. Focus group transcripts were analysed using framework analysis. We found that defining the role and working across systems were challenges to program implementation, whereas a collaborative culture, relationship building and flexibility in work processes facilitated the integration of nurses into the school teams. We recommend others embarking on similar initiatives involve key stakeholders early in service development, understand each other's systems and processes, and provide clarity about the new role, but plan to adapt the role to fit the context. This study will be of interest to those involved in the implementation of integrated models of school-based health care.

Need-based Grants in the Developing World: The Impact of the Universidade para Todos (ProUni) Program on Educational Outcomes of Brazilian College Students

Need-based Grants in the Developing World: The Impact of the Universidade para Todos (ProUni) Program on Educational Outcomes of Brazilian College Students

Black, Indigenous, People of Color and Feelings of Safety in School: Decomposing Variation and Ecological Assets

Feeling unsafe at school undermines student well-being and educational outcomes. Black, Indigenous, People of Color (BIPOC) might feel less safe at school due to attending systemically inequitable schools and discriminatory treatment. This QuantCrit study examines two facets of this inequality of opportunity: factors explaining differing rates of feeling unsafe and ecological assets of BIPOC students. Methods include decomposition to understand differences in feelings of safety and structural equation modeling to examine relationships between safety, ecological assets, and subsequent outcomes, using data from two nationally represented, longitudinal data sets. We find that BIPOC students felt less safe at school than did White students, and these differences are more attributable to variation between schools for Black students and within-school differences for Hispanic and American Indian students. The association between feeling unsafe and early adulthood socioeconomic status was fully mediated by ecological assets for Black and Hispanic students, but only partially mediated for White students.

Delivering evidence-based parenting support in educational settings

Parent-child relationships influence learning throughout a child’s formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child’s schooling. Parenting has a pervasive influence on children’s language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.

MOTIVASI BELAJAR SISWA MIS I'ANATUSHIBYAN 02 PARUNG

Besides that, school is also a product where humans are educated and nurtured to become smart, productive, and qualifield human beings. The main purpose of education is to help students develop every potential that exsists in them so that they can become human beings who are balanced between their personal and social lives. The quality of student education outcomes can be determined by many factors, one of the most important is student motivation. Student motivation to learn greatly determines the success achieved by these student. Student who have high learning motivation will be able to achieve high learning achievement as well, but conversely, stuydent who have low motivation tend to get low learning achievement as well and will experience higher learning disabilities. To help increase a student’s motivation to learn, it is necessary to know the level of student motivation to learn. The phenomenon in the field shows that the level of student learning motivation is very important to know so that it can help these student to improve it, this is known after the researcher conducted interviews with supervisors at the school, according to the supervisor some students in the school had low motivation. To actively participate in teaching and learning activities in the classroom. Student motivation in this study is related to motivation, driving, change, and goals of motivation it self. The school that was taken as the research location was MI I’anatusshibyan 02 Parung. The students referred to in this study were all students of MI I’anatusshibyan 02 Parung.

Education and Research: A Symbiosis to Better Understand a Novel Coral Disease

Ongoing ecological events, such as new and emerging diseases, provide an important platform for education and research. Field courses and undergraduate research projects can be critical to assisting students with learning scientific skills and career discernment as these experiences provide more one-on-one instruction and an immersive learning environment. A novel coral disease called “Stony Coral Tissue Loss Disease” (SCTLD) provided one such opportunity. SCTLD is characterized by rapid progression with entire coral heads dying within 2–3 weeks after initial observation of the onset of symptoms. At a wider geographic scale, the disease has migrated with extreme velocity and has now been documented across the Caribbean from as far North as the Southeast Florida Reef Tract, as far South as St. Lucia, and as far West as Honduras and Belize. Here, I summarize what is currently known about SCTLD and document an educational field course that involved eight undergraduate students with visits to multiple locations along the Florida Keys Reef Tract during the disease progression in March 2019. Students were able to observe sites where SCTLD had been present for over 2 years and sites where the disease was only just emerging for observational comparison. Student educational outcomes from field trips and activities will be discussed. Current research and educational activities can interact to enhance each other, creating a positive feedback loop. Future directions for research, educational opportunities, and their interaction to accelerate understanding of this novel disease are discussed.

Explaining the Variability in School Nurse Workload and Educational Outcomes.

This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records (N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6-.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.

Impact of School Nurse Ratios and Health Services on Selected Student Health and Education Outcomes: North Carolina, 2011-2016.

Determination of adequate school nurse staffing is a complex process. School nurse-to-student ratios and the health services school nurses provide to students should be considered. The purpose of this study was to examine the impact of North Carolina school nurse-to-student ratios and school nurse health services on the health and education outcomes (eg, absences, grades, self-management) of students receiving services for asthma and diabetes. This study of all 115 school districts in North Carolina used the Annual School Health Services Report Survey from 2011 to 2016. Descriptive statistics for health services, programs and outcomes, and generalized linear modeling were used to estimate the association of ratios and health services with asthma and diabetes outcomes. By the 2015-2016 school year, the average ratio decreased to 1:1086 in North Carolina public schools. Annually, 100,187 students received services for asthma, 3832 students received services for type 1 diabetes, and 913 students received services for type 2 diabetes. Lower ratios and nurse health services were associated with improved student outcomes, including decreased absences (p=.05), improved grades (p=.05), and student self-management of their health condition (p=.05). Lower school nurse-to-student ratios and services were associated with improvements in students' health and education outcomes.

Correlative Study between Personality Traits, Student Mental Skills and Educational Outcomes

The main purpose of this study is determining the correlations between personality traits, academic mental skills and educational outcomes using a quantitative methodology, based on a non-experimental, correlational study. In addition, the following variables are taken into consideration: gender, grade averages and school cycle. The sample is composed of 695 students: these are two institutions (middle and high school) under the provincial direction of Mediouna. In order to gather the information, participants were asked to complete the 16pf 5 questionnaire and scale measuring academic mental skills. Note that the results obtained are processed by the IBM SPSS 23 software. The results demonstrate that the 16 personality scales of the Cattell 16PF5 test and the 9 school grades have significant correlations: 77.77% of all correlations, with essentially the following factors: abstractedness, tension, emotional stability, dominance, social-boldness, vigilance and apprehension maintain (8/9) significant and positive relationships with 38.88% and low intensity (r = 0.031 to 0.0465). Additionally, mental skills (affective, cognitive and metacognitive strategies) and grades have significant correlations with 70.37% of all calculated correlations, with low, average and/or positive, negative intensities, according to each strategy with each grade of school subjects. In the end, it is necessary to make considerable efforts to better understanding the multidimensionality of school success and to ensure an effective and relevant pedagogical intervention.

Primary school classmate characteristics and school nursing predicting graduation from high school.

To examine how primary school context variables, such as total students in the school, students with disability, and aspects of school nurse workload, predict later educational outcomes of high school attendance, being on-track to graduate, and graduation. This secondary analysis of 3,782 student records from 2008 to 2018 was conducted using United States public-school district data. Classmate attendance in fifth-grade predicted being on-track to graduate (adjusted odds ratio [AOR]=1.42 [95% confidence interval [CI]=1.27, 1.60]) and graduation (AOR=1.14 [95% CI=1.03, 1.26]). School nurse workload aspects affected being on-track to graduate: (low-income students per school nurse [AOR=0.77 [95% CI=0.70, 0.85]; total students per school nurse [AOR=1.3 [1.18, 1.44]) and graduation (low-income students per school nurse [AOR=0.82 [95% CI=0.75, 0.90]; total students per school nurse [AOR=1.4 [1.26, 1.57]). Characteristics of the school population such as classmate attendance and students with limited resources per school nurse are areas for future interventions as they affect student educational outcomes and lifelong health.

An outpatient telehealth elective for displaced clinical learners during the COVID-19 pandemic

BackgroundIn response to the COVID-19 pandemic, medical schools suspended clinical rotations. This displacement of medical students from wards has limited experiential learning. Concurrently, outpatient practices are experiencing reduced volumes of in-person visits and are shifting towards virtual healthcare, a transition that comes with its own logistical challenges. This article describes a workflow that enabled medical students to engage in meaningful clinical education while helping an institution’s outpatient practices implement remote telemedicine visits.MethodsA 4-week virtual elective was designed to allow clinical learners to participate in virtual telemedicine patient encounters. Students were prepared with EMR training and introduced to a novel workflow that supported healthcare providers in the outpatient setting. Patients were consented to telehealth services before encounters with medical students. All collected clinical information was documented in the EMR, after which students transitioned patients to a virtual Doxy.me video appointment. Surveys were used to evaluate clinical and educational outcomes of students’ participation. Elective evaluations and student reflections were also collected.ResultsSurvey results showed students felt well-prepared to initiate patient encounters. They expressed comfort while engaging with patients virtually during telemedicine appointments. Students identified clinical educational value, citing opportunities to develop patient management plans consistent with in-person experiences. A significant healthcare burden was also alleviated by student involvement. Over 1000 total scheduled appointments were serviced by students who transitioned more than 80 % of patients into virtual attending provider waiting rooms.ConclusionsAfter piloting this elective with fourth-year students, pre-clerkship students were also recruited to act in a role normally associated with clinical learners (e.g., elicit patient histories, conduct a review of systems, etc.). Furthermore, additional telemedicine electives are being designed so medical students can contribute to patient care without risk of exposure to COVID-19. These efforts will allow students to continue with their clinical education during the pandemic. Medical educators can adopt a similar workflow to suit evolving remote learning needs.