Education Quality Indicators Research Articles

Indicators of Quality in Education: A Meta Analysis

Indicators of Quality in Education: A Meta Analysis

Educational growth: An analysis of distribution among Brazilian municipalities

AbstractThis study analyzes the distribution of education in terms of quality and quantity in Brazilian municipalities during the first decade of 2000 to investigate how educational improvement was distributed to municipalities with different levels of income and education. Given the considerable educational heterogeneity and the lack of studies at the municipal level, the aim is to contribute to this debate by (1) applying the pro‐poor growth measurement methodology to indicators of educational quantity and quality (2) using the Brazilian municipalities as units of analysis, and (3) conducting estimations using the Growth Incidence Curve. The results indicate that there was an improvement in the quantity and quality of education and that, on average, educational growth can be considered pro‐poor.

Competencies and reputation: What appeals to nonprofit graduate alumni?

ABSTRACT Given increasingly crowded education marketplaces, an emerging perspective views education as a marketable product and seeks to explain what drives loyalty of alumni. Satisfaction has been used as an indicator of education quality and resides in a complex relationship of factors pertaining to students and institutions. The nonprofit graduate education marketplace has a competitive field of offerings, and this study engages alumni from three programs to help make sense of the value alumni attach to their degree. The findings confirm a nuanced relationship between alumni satisfaction of university and program reputation and competencies derived from the degree. The analysis draws insights for nonprofit graduate education program administrators and points to directions for future research.

Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.

Previous research provides evidence that ratings from students and external observers can deliver reliable and valid measures of teaching quality. However, there is still a lack of research on how stable these measures are across time and classes, which is particularly important when they are used for evaluations. We addressed this issue in 3 different studies from Germany. Study 1 examined stability over time using a longitudinal sample of 174 teachers and 106 classes. The results show that student ratings of teaching quality are relatively stable when the same class rates the same teacher in 2 subsequent school years. However, we also found teacher-independent stabilities, which occurred when the same students rated different teachers. Study 2 examined stabilities in student ratings across classes. In this study, each teacher (N = 95) was evaluated by 2 different classes (N = 190). The results of a 3-level model reveal rather low stabilities across classes within teachers. Study 3 drew on a unique dataset in which 1 single teacher taught the same content to 30 different classes of the same grade level. Teaching quality as rated by students and external observers varied considerably between these classes. Differences in teaching quality were related to student learning, and the motivation of students in a class was a significant predictor of differences in teaching quality. In summary, the results of these studies show that both researchers and policymakers should be cautious when interpreting measures of teaching quality as indicators of teacher quality. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

The Link between Structural Quality Indicators in Pre-primary and PISA Science Literacy Skills: A Cross-Country Comparison

The main aim of this study was to make a comparison across distinct countries to investigate the relationship between several quality indicators in pre-primary education and children’s subsequent science competency in the Program for International Student Assessment (PISA) between 2000-2015 years. The cross-national indicators that were used were obtained from previous records, including public and private expenditure, pupil-teacher ratio, enrollment rate, duration, age of beginning in pre-primary education, individual countries' adult literacy rates, and income per capita. The results showed that the relationship between public expenditure, pupil-teacher ratio, income per capita, adult literacy rate and children’s subsequent science performance on the PISA were positively statistically significant at a country-level. One of the important implications of the current study is that countries that spend less (which include Turkey) should plan a detailed pre-primary expenditure agenda for the public sector and raise their current level of public spending.

Análise de eficiência na gestão de recursos das Instituições Federais de Ensino Superior à luz da nova administração pública

O presente estudo analisa a relação entre as perspectivas de eficiência alocativa, técnica e social nas Instituições Federais de Ensino Superior. Utilizando conceitos ligados à Nova Administração Pública, especialmente quanto à busca pela eficiência institucional, que otimiza recursos na promoção de melhores bens e serviços à sociedade, são obtidos os escores de eficiência por meio da Análise Envoltória de Dados, para verificar a diferença estatística entre grupos (teste de Kruskal-Wallis) e, por fim, analisar a relação entre esses conceitos mediante Regressões Simultâneas. Os resultados apontam que, dentre as três perspectivas de eficiência analisadas, somente o aspecto social, correspondente à proporcionalidade de utilização dos serviços educacionais, que varia significativamente entre as instituições. Em contrapartida, considerando a similaridade das perspectivas de eficiência alocativa e técnica, percebe-se que o gasto de recursos públicos e os indicadores de qualidade de ensino são homogêneos. Ou seja, a qualidade de ensino e seu custo equivalem entre as instituições.

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

A Bayesian longitudinal model for quantifying students’ preferences regarding teaching quality indicators

The aim of the paper is to estimate the posterior mean values and analyze the posterior variation in students’ prioritization of teaching quality components within a 10-year frame. The results are based on longitudinal data gathered among Greek university students during the period of the national economic crisis in Greece spanned from 2009 to 2018. The analysis consists of fitting a Bayesian hierarchical beta regression model with a Dirichlet prior on the model coefficients that correspond to twenty quality attribute measures. Using this natural way to implement the usual constraints, the model coefficients can be interpreted as weights and thus they measure the relative importance that the students give to the different attributes. By estimating the posterior means and positioning measures of all consecutive sampling instances and summarizing posterior distributions of the differences between consecutive periods in the model weights, the study identifies and evaluates the major changes and patterns in students’ perception of academic quality over the ten-year sampling period.

APPLICATION OF ARTIFICIAL INTELLIGENCE IN DISTRIBUTION OF UNIVERSITY SYSTEM MODEL

Higher education and improving the quality indicators of higher education is always a hot problem for all time. Education is the core of the country's society. Over hundreds of years, higher education systems have changed to match the level of civilization, the amount of human knowledge, the new pace of life and the development of information technology. . Many higher education methods in developed countries have applied very effectively and met many high educational standards such as ABET, QS - Quacquarelli Symonds, Times Higher Education, SARWU - Shanghai Academic Ranking of World Universities ... Using AI, Big Data has also been applied to minimize time dependence and increase human understanding. From the traditional education model, the world has come to teach online with the application of IoT. In this article, we introduce a new model of higher education that can be applied in the near future to higher-end IoT applications than online, distributed education. We call this the Distributed Higher Education System Model – DUSM. With application of artificial intelligence to make virtual environment in education, we hope have a big change in education to advance quality of education. The analysis of the method will be presented in detail and hopefully it will be quickly applied to suit the capacity of social information technology.

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Associations between learning environment factors and student satisfaction among occupational therapy students

Purpose Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction. Design/methodology/approach In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression. Findings All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%. Originality/value The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.

Teacher Quality and Mathematics Performance in Primary Schools in Kenya

This study examines the relationship between teacher quality and student achievement in Mathematics among Grade 4 pupils located in 91 urban primary schools and 181 rural primary schools in Kenya. We hypothesise that teacher quality indicators including teacher characteristics, teacher qualification comprising initial teacher education and teacher professional development and teacher classroom practices are significantly associated with student achievement. Our analysis is based on data from the 2012 World Bank and African Economic Research Consortium Service Delivery Indicators. We test our hypotheses by means of a multilevel regression. We find that teacher quality indicators have significant effects on Mathematics achievement in Kenya. Different effects between urban and rural primary schools are observed. The findings of this study underscore the need for policy makers to focus on improving teacher quality by strengthening initial teacher preparation and in-service programmes.

Istraživanje satisfakcije poslodavca kvalitetom visokog obrazovanja

Education has a strategic importance for economic and social development, as well as a positive effect on the entire society. Therefore, the education system must be effective and efficient in order to create a knowledge-based society and a stable economic environment. An important indicator of education quality is the employer satisfaction, which therefore presents a topic of numerous studies around the world. In this regard, the aim of the research was to examine the satisfaction of employers as users of higher education services through scientific methods. The sample included 33 private and public sector entities from various industries, with different ownership structures and a different number of employees. The research was conducted in the Republic of Serbia from May to July 2019. The data were processed using SPSS 21.0. programme in order to conduct descriptive statistics and cross-tabulation. Finally, the research findings indicate the existence of employer dissatisfaction, resulting from the outcomes of certain study programs, i.e., competencies and skills related to occupational profiles.

REGIONAL TYPOLOGY APPROACH IN EDUCATION QUALITY IN WEST JAVA BASED ON AGRICULTURAL AND NON-AGRICULTURAL ECONOMIC STRUCTURE

West Java is the province in Indonesia with the highest population and has a location close to the capital. However, the condition of education in West Java is generally still low. This is estimated because there are imbalances between districts / cities. The research objective is to get a clear picture of the condition of education in West Java by using secondary data issued by the Central Statistics Agency. The research method uses descriptive analysis, with analysis tools of regional typology. The division of regional typologies from the two indicators produces four regional terms, namely developed regions, developed regions constrained, potential areas to develop, and disadvantaged areas. Based on the indicators of education quality and life expectancy in 2017, from 27 municipal districts in West Java there were 33.3% in developed regions, 18.52% in developed regions were constrained, 7.4% in potential developing regions, and 40.74 % in disadvantaged areas. Bandung and Bekasi regencies are included in developed regions. While the cities of Banjar and Tasikmalaya include potential developing regions. Regional division with three indicators, namely the average length of school, Location Quation, and life expectancy. This division produces three filled quadrants. Quadrant I has 29.6%, quadrant III has 18.5%, and the remaining 51.9% is in quadrant IV. The results of this regional typology show that there are imbalances in education and public health.

An innovative framework for higher education to evaluate learning gain: a case study based upon the discipline of marketing

ABSTRACT The value for money of UK undergraduate degree courses is under increasingly critical scrutiny. Understanding the level of learning achieved by students on any particular course has therefore become of paramount importance as an indicator of teaching quality. The change to the learning that a student undertaking a course has acquired can be expressed as being their ‘learning gain’ and this paper applies a course level lens to investigate this using an innovative bottom-up approach which considers both the distance travelled by each student (explicit knowledge), and also their journey travelled (tacit understanding). Benchmarking learning gain data was collected from undergraduate marketing students, and gaps in perceived learning were identified. Changes to the teaching were implemented to address issues identified, and data was collected from the next cohort of students for comparison. Students reported significant improvements in learning after the changes in teaching had been implemented.

The Impact of Mathematics Teacher Quality on Student Achievement in Oman and Taiwan

Following the educational reform trend around the world, Oman and Taiwan emphasize on teacher quality to improve student learning. This study investigated the relationship between teacher quality and eighth graders mathematics achievement in Oman and Taiwan by utilizing TIMSS 2011 data. The research question examined to what extent teacher quality as defined by the measurable variables (teacher qualification, teaching practices and professional development) impacts student achievement in Oman and Taiwan. The study employed Ordinary Least Square (OLS) statistical analysis to examine the relationship between teacher quality and eighth-grade student math performance in both countries. The results show that teacher quality indicators in Oman and Taiwan have a positive impact on eighth graders mathematics achievement. However, teacher quality variables that influence student achievement in both countries vary depending on the education context, student characteristics and school factors. The study findings support policy intervention aimed at improving teacher quality and recommends providing more opportunities for participation in content-focused and pedagogical-focused professional development.

Contribution of Pharmacy Practice Residents to Resolution of Drug Therapy Problems for Patients: RES-DTP Study

Canadian pharmacy practice residency programs promote development of key competencies for direct patient care resulting in resolution of drug therapy problems (DTPs), which is 1 of 8 national clinical pharmacy key performance indicators. There are no Canadian data on the contribution of residents to resolution of DTPs, including DTPs for priority diseases covered in disease-state education modules (PD-DTPs) or quality indicator DTPs (QI-DPTs), as assessed through application of evidence-based interventions proven to reduce morbidity, mortality, or health resource utilization. To describe the contribution of pharmacy practice residents to direct patient care using 3 process-of-care measures: resident-resolved DTPs, PD-DTPs, and QI-DTPs. This prospective, observational single-group study was conducted across 5 rotation sites within the authors' health authority from September 2, 2013, to June 13, 2014. The primary outcome was number of DTPs resolved. The secondary outcomes were number of PD-DTPs resolved; number of QI-DTPs resolved; numbers of DTPs, PD-DTPs, and QI-DTPs resolved over time; and residents' satisfaction with electronic tracking of resolved DTPs (in terms of training, usability, efficiency, and time requirements). Four residents completed a total of twenty-one 4-week rotations and resolved a total of 1201 DTPs. Of these, 620 (52%) were PD-DTPs and 479 (40%) were QI-DTPs. Overall, the number of interventions increased for rotations 1-3, decreased for rotations 4 and 5, and increased again for rotation 6. The median score for all questions in all domains of the satisfaction survey was 4 out of 5 ("agree"). Pharmacy practice residents were resolving DTPs, PD-DTPs, and QI-DTPs for patients and were contributing significantly to direct patient care. On the basis of literature evidence, the number and type of interventions observed in this study would be expected to improve clinical and health economic outcomes for patients.

The prevailing leadership styles of public school principals and their relation to the quality of education from the point of view of quality education evaluators in Jordan

The study aimed to identify the prevailing leadership styles (democratic,autocratic, and sedentary) among the principals of public schools and their relation to the quality of education from the point of view of the evaluators of the quality of education in Jordan. In order to achieve the objectives of the study, the researcher prepared a questionnaire consisting of (35) items dealing with two fields. The first field consisted of (15) items distributed to the prevailing leadership styles among the principals. The study sample consisted of (100) residents of the quality of education in the Ministry of Education. The study found that the three leadership styles of public school principals were in favor of the democratic leadership model with an average of 3.68 and a high degree of appreciation followed by an autocratic pattern with an average of 3.35 and a medium degree of appreciation. The mean pattern was average (2.60) with a medium degree of appreciation. The average level of assessment of the quality indicators of education and accountability was also found. The total arithmetic average of the axis (3.35). It also showed an average level of assessment of the indicators of the quality of education and accountability, where the total arithmetic average of the axis (3.35). The study found that the three leadership styles of public school principals were in favor of the democratic leadership pattern at an average of 3.68 and high, followed by the autocratic pattern with an average of 3.35 and a medium grade. The plurality came last with an average of (2.60) Education (adequacy, security, credibility, effectiveness), and a statistically significant relationship between prevailing leadership styles and the quality of education in Jordan. Based on the results, the study recommended activating and directing school principals to follow the democratic pattern in the practice of leadership and moving away from the autocratic and sedimentary patterns. he results also showed a strong positive correlation between leadership patterns of school principals and quality indicators of education. Based on the results, the study recommended activating and directing school principals to follow the democratic pattern in the practice of leadership and moving away from the autocratic and sedimentary patterns.

Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders

Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

Core indicators of quality in practice education placements in allied health and social care professions: a scoping review protocol.

The objectives of this scoping review are: i) to explore quality practice education placements from the perspective of allied health stakeholders including students and professional organizations, and to conceptually map the evidence within a quality framework; and ii) to identify any gaps in the literature.The researchers seek to answer the specific research question: what are the core indicators of quality in practice education as reported by stakeholders across allied health and social care professions?