Education Quality Indicators Research Articles

Meta-thematic analysis of quality in early childhood education and care

Quality in early childhood education and care (ECEC) has drawn the attention of researchers and practitioners due to its correlation with positive individual, societal, and economic results. In ECEC, however, there is no consensus on quality metrics. This meta-thematic study seeks to provide a framework for quality indicators in ECEC and to identify the contextual factors that influence the perception of quality. The study’s data source comprises 14 published papers conducted in 11 countries using qualitative or mixed methods on quality in ECEC. As a consequence of the analysis, 16 early childhood education and care quality indicators were identified. As a result of the second-level studies, the underlying or associated syntheses in the ECEC quality indicators were uncovered. These include child-centeredness, teacher qualifications, culture and atmosphere of the ECEC center, holistic development, and leadership. In addition, it was concluded that cultural values and beliefs, the centralization degree of the education system, and the expectations of stakeholders are contextual elements that influence the quality and perceptions of quality in ECEC.

Practice and Exploration of International Education Management System under the Background of Chinese-Foreign Cooperation in Universities and Colleges

Chinese universities and colleges have increased worldwide cooperation, necessitating strong international education management systems.The study identifies four variables, including perceived benefits of the Chinese-Foreign Cooperation Program, teaching quality indicators of Chinese-Foreign Cooperation, international education management system quality, and four main hypotheses with supporting evidence. There are 327 college teachers in Shenzhen, China, provided data for the research, which used SEM analysis. The findings show that twelve of the sixteen hypotheses are approved, while the other four are rejected. The study discovered that the Perceived Benefits of the Chinese-Foreign Cooperation Program significantly moderates the relationship between International Education Management System Quality and all four components of Teaching Quality Indicators and that International Education Management System Quality significantly affects all four components of Teaching Quality Indicators. However, the Perceived Benefits of the Chinese-Foreign Cooperation Program significantly modify the relationship between International Education Management Service Quality and two components of Teaching Quality Indicators. International Education Management Service Quality significantly affects three components of Teaching Quality Indicators. These results highlight the value of making investments in the creation of an efficient international education administration system to raise teaching standards and increase the advantages of programs for Chinese-foreign cooperation.

Application Entropy Weight and TOPSIS Method in English Teaching Quality Evaluation of "Smart Classroom"

INTRODUCTION: Based on TOPSIS (Technological Ordering of Superiority and Inferiority) and entropy weight method, it aims to evaluate the quality of intelligent classroom English teaching. The brilliant classroom teaching model has attracted much attention for its highly interactive, personalized, and real-time feedback features; however, how to accurately evaluate the quality of intelligent classroom teaching remains a challenge. OBJECTIVES: To combine the TOPSIS and entropy weight methods in practical application and consider the index ordering and weight calculation comprehensively to arrive at the quality evaluation results of each brilliant classroom teaching. METHODS: The TOPSIS method is first used to rank multiple indicators of teaching quality to determine the optimal teaching quality. The TOPSIS method can consider the interrelationships between the hands and find the solution closest to the positive ideal solution and farthest away from the negative perfect solution by calculating each indicator's positive and negative perfect solutions. Then, the weight of each hand is calculated by combining the entropy weight method. The entropy weight method can consider the indicators' information and differences and measure the degree of their contribution to the evaluation results by calculating the entropy value of the hands. RESULTS: The results show that the method can comprehensively consider the correlation and weight of multiple indicators, provide teachers and educational administrators with accurate teaching quality evaluation and improvement suggestions, and thus promote the optimization and enhancement of innovative classroom teaching. CONCLUSION: By analyzing the actual smart classroom teaching data, the Author found that the method can effectively evaluate the quality of intelligent classroom teaching and provide valuable guidance for English teaching improvement.

Can YouTube Be Considered a Reliable Learning Tool for Urology Trainees Seeking Information on Testicular Exploration?

Introduction YouTube, the world's largest video platform, hosts thousands of educational surgical videos that many trainees rely on to enhance their understanding and proficiency in various surgical procedures. Consequently, a crucial inquiry arises regarding the trustworthiness of these videos as a valuable resource for these trainees. In this article, we address this question by focusing on one of the most frequently performed surgical procedures in the field of urology and assessing the effectiveness of these videos as an educational tool for urology trainees (ST3+:Specialty Training Year 3 and above). Methodology We conducted a comprehensive search on YouTube for all videos related to 'Testicular Exploration'. After applying specific inclusion and exclusion criteria, we identified a total of nine eligible videos for analysis. These videos were assessed using the LAParoscopic Surgery Video Educational GuidelineS (LAP-VEGaS) scoring system, which categorized them into two distinct groups. The first group, known as the 'high-quality group', included videos that scored 11 points or higher according to the LAP-VEGaS scoring criteria. The second group, termed the 'low-quality group', consisted of videos that scored less than 11 points using the LAP-VEGaS scoring tool. Additionally, we collected data on various metrics, such as video view counts, duration, likes and dislikes counts, comments count, like ratio, view ratio, and power index, and performed a comparative analysis between the two aforementioned groups. Results Between April 2013 and September 2023, the selected videos exhibited an average total view count of 95,546±138,000. The videos had an average duration of 6.35±2.26 minutes. Furthermore, the mean values for both likes and dislikes were 461.55±581 and 2.89±2.86, respectively. In contrast, the mean like ratio, view ratio, and power index were 0.98±0.0112, 176,00±13,100, and 173.80±131, respectively. The mean LAP-VEGaS scores for videos related to testicular exploration were 9.94±2.05. It is noteworthy that the first group had a statistically higher number of dislikes; however, the view count, comments count, likes count, and view ratio were statistically lower in the same group. Conclusion Videos related to testicular exploration on YouTube exhibit notably low quality and do not serve as a valuable resource for urology trainees. Key factors such as video duration, total view count, and viewer interactions (including likes, dislikes, and comments) should not be relied upon as indicators of educational video quality. Consequently, it is advisable for urology trainees to refrain from using YouTube as a primary source for learning about testicular exploration. Instead, they should seek guidance and support from experienced senior colleagues, educational supervisors, or consultants to explore more reliable sources of information for this surgical procedure.

Peer-ing in: A systematic review and framework of peer review of teaching in higher education

Peer review of teaching (PRT) is often used as a mechanism for professional development and an indicator of teaching quality. Yet there has been minimal research into establishing the key success factors for its retention. This paper provides a systematic review of the PRT literature that evaluates their use of peer review programs (PRPs) and tracks their role in influencing teaching. The thematic analysis allowed us to identify six areas of focus needed for PRP development. A second purpose was to use these insights to inform the development of a PRT framework and elucidate the environment required for its implementation.

The Quality Issues in Higher Education of Turkey: Insights from the Experiences of Faculty Members and Students at State Universities

The purpose of this study is to determine the quality indicators of higher education in Turkey, with the focus on the perspectives of faculty members and students, and to analyze their views regarding the quality status of state universities. Despite numerous studies addressing quality in higher education, there appears to be a paucity of research employing a mixed methodology that integrates the perspectives of both faculty and students. The aim of the present study is to fill this gap in the literature. This research employs a mixed-methods design, incorporating both quantitative and qualitative approaches, in an explanatory sequential parallel pattern. Utilizing a stratified random sampling method, our sample comprises 390 faculty members and 450 university students. The data were analyzed using the SPSS 25 program. For the qualitative aspect of the study, interviews were conducted with thirty faculty members employed at state universities in the provinces of Ankara, Istanbul, Kayseri, Kırıkkale, Kırşehir, and Yozgat. This qualitative data was then analyzed using a "descriptive analysis" technique via MAXQDA software. The quantitative results revealed diverging expectations and perceptions related to the quality of higher education among faculty members and students. Meanwhile, the qualitative section of the study identified several indicators of higher education quality, including: university capacity, university function, internationalization, academic staff, student experience, differences in quality between universities and disciplines, the impact of region/city/district on higher education, mission differentiation, university division, ideal university concept, sense of belonging, transformation, marketization, and competition categories.

Changing Landscapes of Teacher Quality in Initial Teacher Education: Examples from Scotland and Turkey

Teacher quality has attracted much attention both conceptually and empirically, especially in tackling some global challenges. Initial teacher education (ITE) has historically been one of the key actors in developing teacher quality and one of the foci in research. The article contributes to these debates by comparing two ITE programmes, from Scotland and Turkey, which have been recently reshaped. Both countries have currently declared new reformative steps and introduced internationally cared new conceptions into teacher quality. This study utilized a comparative approach and document analysis to investigate the evolution of views on teacher quality in different countries. The findings provide insights into the changes that have occurred in each country's perspective over time. ' Drawing from the two contexts, the paper sought evidence in articulated reports for core values and capacities, digital transformation, teacher agency, and innovative and inclusive pedagogies, which are considered important elements of the teaching profession in related literature. Followingly, the study outlines and compares the decisions and intended actions of these two contexts in terms of similarities and discrepancies under the aforementioned four indicators that can be both an example for international ITE programmes and a road map for teacher quality in ITE curricula design. By comparing two examples of ITE programmes with the suggested indicators of teacher quality, we would like to extract insights to reconsider and re-conceptualize teacher quality in much wider literature and future research.

Conditions for Determining the Individual Focus of a Gift Student on the Basis of the Fuzzy Logic Model

The problem of identification and classification of species on the basis of the analysis of scientific and technical literature are considered. The results of the latest research in the field of identification with the use of information technology were also discussed. Develops an information model that allows you to determine the level of giftedness, responding to the needs of digital education, and shape the trajectory of the development of the gifted learner. The practical part of the research is based on the method of indeterminate logic for the definition of the individual trajectory of the unit, formulated the conditions for the definition of the individual direction of the assigned unit. For this, the mathematical apparatus of fuzzy logic is used. The structure of the data base covers all levels of skills in key indicators of education quality

Perceptions and attitudes of medical students towards student evaluation of teaching: A cross-sectional study

ABSTRACT Background Faculty evaluation surveys in the frame of student evaluation of teaching (SETs) are a widely utilized tool to assess faculty teaching. Although SETs are used regularly to evaluate teaching effectiveness, their sole use for making administrative decisions and as an indicator of teaching quality has been controversial. Methods A survey containing 22 items assessing demographics, perceptions, and factors for evaluating faculty was distributed to medical students at our institute. Statistical analyses were conducted using Microsoft Excel and R Software utilizing regression analysis and ANOVA tests. Results The survey received 374 responses, consisting of 191 (51.1%) male students and 183 (48.9%) female students. In all, 178 (47.5%) students considered the optimal time for providing faculty evaluation to be after the release of the exam results, compared to 127 (33.9%) students, who chose the after the exam but before the release of exam results option. When asked what happens whenever the tutor is aware of the SETs data, 273 (72.9%) and 254 (67.9%) students believed that it would influence the difficulty of the exam and the grading/curving of the exam results, respectively. Better teaching skills (93%, 348), being responsive and open to student feedback and suggestions (84.7%, 317), being committed to class time and schedule (80.1%, 300), and an easier exam (68.6%, 257) were considered important factors to acquire a positive evaluation by a considerable proportion of students. Fewer lectures (p < 0.05), decreased number of slides per lecture (p < 0.01), easier exam (p < 0.05), and giving clues to students about the exam (p < 0.05) were found to be very important to obtain a positive tutor evaluation by students. Conclusions Institutions ought to continue exploring areas for improvement in the faculty evaluation process while raising awareness among students about the importance and administrative implications of their feedback.

Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review

Student engagement is an essential indicator of educational quality and an instability behavior influenced by teachers. However, research on how teacher support influences this behavioral outcome in physical education has started late compared to academic settings. Hence, this systematic review aims to examine the empirical literature regarding the relationship between perceived teacher support and student engagement in physical education. This review complied with the PRISMA statement and ultimately found 11 eligible studies through the literature utilizing several databases, namely, Web of Science, SCOPUS, PsycINFO, ERIC, and SPORTDiscus. The results revealed a significant positive relationship between perceived teacher support and multiple dimensions of student engagement in physical education, especially in behavioral and emotional engagement. Mediating effects were found in five studies, and autonomous motivation and psychological need satisfaction were the crucial mediators. Teacher support plays a vital role in positive student–teacher interactions and students demonstrate enhanced engagement in physical education learning when teachers provide autonomy, competence, and emotional support. This study has great significance for developing instructional strategies to improve the sustainability of student engagement in physical education and also provides insight for researchers exploring options for optimizing motivational teaching styles to promote the development of sustainable teaching practices.

Indicators of higher education quality and salaries of university graduates in Russia

This paper analyzes the relationship between the indicators of higher education quality and the salaries of university graduates in Russia. Based on the data from the longitudinal study ‘Trajectories in Education and Careers’, it is shown that graduates of highly selective universities, higher education institutions which participate in the excellence initiatives, or those awarded a special status (for example, participants of the ‘5–100′ project and National Research Universities) receive a higher wage premium for education compared to other graduates. This conclusion is consistent with the human capital theory and signaling theory. Differences in wages depending on the field of study were also found. Graduate salaries have a gender gap and are also positively associated with family income and school background. Thus, inequality in the labor market has roots both in the variation of the quality of higher education, and before university entry – in family and high school. The findings can substantiate the policy aimed at smoothing educational inequality and differences in wages.

Education quality and student satisfaction nexus using instructional material, support, classroom facilities, equipment and growth: Higher education perspective of Pakistan

PurposeThe primary purpose is to examine the impact between education quality (EQ) and student satisfaction (SS) in terms of instructional materials, support, classroom facilities and equipment, and growth in Pakistani private higher education institutes.Design/methodology/approachThis study utilized correlation-focused quantitative research by randomly distributing a 54-item questionnaire to 440 postgraduate students in Pakistan’s private higher education institutions (HEIs). SPSS (V.23) and PLS-SEM (V.3.3.3) were employed to investigate the data.FindingsThe findings demonstrate that EQ has a direct and significant positive effect on student satisfaction with instructional materials, support, classroom facilities and equipment, and growth in private higher education institutions.Research implicationsThe current study will help policymakers, the Higher Education Commission (HEC), and institutions to pay greater attention to the significance of education quality indicators in making a difference in higher education, which may contribute to student satisfaction. In addition, their efforts will significantly contribute to the nation’s progress. Furthermore, it will contribute to the betterment of the world by accomplishing the sustainable development goal of quality education set by the United Nations. The recent findings will also have far-reaching advantages for society, demonstrating the positive effects that high-quality education may have on a nation’s progress by creating competent and productive students.LimitationsOnly private universities in Pakistan’s higher education sector were considered for this study, and students enrolled in post-graduate degrees were the subjects of this investigation. This study was restricted to testing in only one province, Punjab, Pakistan. Another limitation of this study is that it is based on a research framework deduced from previous underpinnings and literature.OriginalityThese findings contribute to the existing area of research on the direct and significant effects of EQ on SS in HEIs. These findings may positively impact student satisfaction in private higher education institutions. The findings can guide higher education institutions (HEIs) regarding the importance of EQ in achieving desirable student satisfaction (SS). Because the Higher Education Commission (HEC) efforts will contribute considerably to the growth of higher education institutions (HEIs) and the nation, this study is vital for policymakers and practitioners working in higher education.

The impact of career calling on higher vocational nursing students' learning engagement: The mediating roles of career adaptability and career commitment.

Learning engagement is an important predictor of academic success and a key indicator of educational quality. It has therefore attracted considerable research interest, with previous studies exploring how to enhance engagement via pedagogical approaches, strategies, and content, as well as through teacher-student interaction. However, the relationship between individual learners' internal mechanisms and learning engagement has yet to be investigated in depth. Accordingly, the present study explored the direct effects of career calling on higher vocational nursing students' learning engagement and the mediating roles of career adaptability and career commitment via a parallel mediation model. Data were collected from 388 nursing students at two higher vocational colleges in China and the hypotheses were tested using correlation and regression analyses. The results showed that career calling imparted a significant positive effect on the nursing students' engagement in learning, with career adaptability and career commitment mediating this relationship. These findings highlight the importance of promoting learning engagement among nursing students and the need to carefully design instructional activities for the healthcare profession.

Analysis of Factors Affecting Academic Performance of Mathematics Education Doctoral Students: A Structural Equation Modeling Approach

Student academic performance is an important indicator of doctoral education quality, but limited research has focused on how multiple influential factors of doctoral students' academic performance work together. This study aims to explore the factors significantly affecting the academic performance of mathematics education doctoral students in Indonesia. Several factors were recognized from prior studies, such as the fear of delay, student engagement, parental support, teacher support, facilitating conditions, stress level, and well-being. An online questionnaire was designed and answered by a total of 147 mathematics education doctoral students. The partial least squares structural equation modeling (PLS-SEM) approach was adopted to analyze the questionnaire data. The results suggested that teacher support had the strongest positive effects on mathematics education doctoral students' academic performance in Indonesia. Student engagement was the most significant positive factor in improving doctoral students' well-being, while parental support could most significantly reduce their stress levels. Practically, these results are expected to provide implications to universities and supervisors regarding the improvement of doctoral students' well-being to promote their academic success and further the quality of doctoral programs in education. Theoretically, these results can also contribute to building an empirical model that can be used to explore and explain how multiple factors could affect doctoral students' academic performance in other contexts.

Die Wissenschaftlichkeit einer Bachelorarbeit

The article deals with the problem of determining the degree of scientificity of a bachelor’s thesis. With the transition of Ukrainian institutions of higher education to the Bologna system, a number of reforms regarding the structure and quality indicators of education took place. In recent years, almost all universities require students to write and defend bachelor theses. As a consequence of the autonomy of the university system, each university has developed its own requirements for writing bachelor’s theses, which are based on the requirements of the Law of Ukraine “About a Higher Education”. The difference in requirements concerns primarily the scientific level of the bachelor's thesis. Most of the requirements formulate the scientific nature of the work as the presence of scientific elements in it, which does not quite meet European standards, where, for example, in Germany, a bachelor's thesis is considered as a research paper in which the student must demonstrate his ability to work scientifically according to standards of scientific probity. It's time to modernize our Uni.check anti-plagiarism program, because scientific publications from the other countries and older Ukrainian publications are ignored in this program, and this fact creates an opportunity for plagiarism. A serious difference to the Ukrainian realities with regard to the bachelor thesis lies in the requirement of the universities of German-speaking countries to formulate the research topic themselves and to narrow it down in such a way that the student's own contribution can be demonstrated.In Ukrainian practice, research topics are given and are often too general for the student to inevitably convey well-known facts in the bachelor thesis. The tendency, which only became apparent in the early 2020s, to offer special courses in academic writing at universities raises the hope that bachelor students will be prepared for academic work and will know exactly that they are writing an academic paper.

State-Level Indicators of Childhood Educational Quality and Incident Dementia in Older Black and White Adults

Higher educational attainment is associated with reduced dementia risk, but the role of educational quality is understudied, presenting a major evidence gap, especially as it may contribute to racial inequities. To evaluate the association between state-level educational quality during childhood and dementia risk. This cohort study analyzed longitudinal data collected from January 1, 1997, through December 31, 2019 (23-year follow-up period). The sample comprised members of Kaiser Permanente Northern California (KPNC), a large integrated health care delivery system, who completed an optional survey during 1964-1972. Eligible individuals were US born; non-Hispanic Black or non-Hispanic White; aged 65 years or older as of January 1, 1996; were still alive; and did not have a dementia diagnosis or lapse in KPNC membership greater than 90 days between January 1 and December 31, 1996. Historical state-level administrative indicators of school quality (school term length, student-teacher ratio, and attendance rates) linked to participants using birth state and birth year (with a 6-year lag) and divided into tertiles using the pooled sample. Dementia diagnoses from electronic health records between 1997 and 2019 were analyzed between March 1 and August 31, 2022. The associations of educational quality with incident dementia were estimated using Cox proportional hazards regression models. Among 21 450 KPNC members who participated in the optional survey, individuals born before availability of educational quality records (n = 87) and missing educational attainment (n = 585) were excluded. The final analytic sample was 20 778 individuals (56.5% women, 43.5% men; mean [SD] age, 74.7 [6.5] years; 18.8% Black; 81.2% White; 41.0% with less than high school education). Among Black individuals, 76.2% to 86.1% (vs 20.8%-23.3% of White individuals) attended schools in states in the lowest educational quality tertiles. Highest (vs lowest) educational quality tertiles were associated with lower dementia risk (student-teacher ratio: hazard ratio [HR], 0.88 [95% CI, 0.83-0.94]; attendance rates: HR, 0.80 [95% CI, 0.73-0.88]; term length: HR, 0.79 [95% CI, 0.73-0.86]). Effect estimates did not differ by race and were not attenuated by adjustment for educational attainment. In this cohort study, lower state-average educational quality was more common among Black individuals and associated with higher dementia risk. Differential investment in high-quality education due to structural racism may contribute to dementia disparities.

Formatives Assessment – eine vernachlässigte Dimension von Unterrichtsqualität?

In order to determine the quality of classroom teaching, empirical studies in educational research often refer to the model of the three basic dimensions „Effective Classroom Management“, „Constructive Support of Student Learning“, and „Cognitive Activation“. Formative assessment, by contrast, is particularly in the Anglo-American context regarded as a major indicator of teaching quality. Against this background, the article pursues the question concerning the extent to which formative assessment is represented in the three basic dimensions. A contrastive analysis shows that some aspects of formative assessment (measured with the items of the TUFA rating instrument) are partly reflected in the three basic dimensions. This result suggests that certain quality-related aspects of formative assessment ought to be included in the model in amore systematic way. Such an extension would provide a basis for increasing the validity of ratings of the quality of classroom teaching.

Revisiting quality indicators of management education

Revisiting quality indicators of management education

Revisiting quality indicators of management education

Revisiting quality indicators of management education

Peran Studi Banding dalam Meningkatkan Kualitas Guru dan Kinerja Sekolah

Efforts to improve teacher quality can be raised through two sides: 1). The External Side, namely the encouragement from outside that spurs to participate in academic activities or upgrading or the existence of educational institutions that provide opportunities for students to study again; and 2). The internal side is that someone can learn independently to grow in the office. Thus, the figure or figure of a teacher that society expects is a teacher who has the ability and skills to create optimal learning outcomes, has sensitivity in reading the signs of the times, has intellectual insight and is forward-thinking, and is never satisfied with existing knowledge. On him. One of the efforts to improve the teacher quality indicators above is to carry out comparative study activities. Usually, comparative studies are carried out to improve the quality of human resources of a particular institution/agency, where one of the benefits of having a comparative study is to provide enlightenment or inspiration to the driving force personnel from the said institution/institution, to get new enthusiasm in carrying out their duties and functions. From the results of the descriptive study, it is evident that the role of comparative studies in improving teacher quality and school performance is genuine and essential. This is because the comparative study is a learning concept carried out in different locations and environments, which is an activity that schools commonly carry out to improve quality, formulate plans, expand the business, improve systems, determine new policies, and improve laws and regulations. Keywords: Comparative study; Teacher Quality; School Performance.