Education Statistics Research Articles

The Influence of Integrated Emergency Response System (SPGDT) Health Education on Pre-Health Services on Residents' Knowledge of Maternal Emergencies in the Work Area of the Plaju Health Center

Background: The Integrated Emergency Management System (SPGDT) is an emergency patient management system consisting of pre-hospital service elements, in-hospital and inter-hospital services. Quick response services to reduce the number of victims and avoid disability, by involving the community, competent health workers (nurses and medical personnel), emergency ambulance services and communication systems. Objective : To determine the effect of SPGDT health education on pre-health services on residents' knowledge of maternal emergencies. Methods : This research was a Quasi Experiment with a nonequivalent pretest-posttest non-control group design which was carried out in July 2023 in the working area of ​​​​the Plaju Palembang Health Center and a sample of 28 people were given health education about SPGDT in pre-health services to residents' knowledge about maternal emergencies. The media used was a booklet compiled by the researcher himself. Data analysis used the Wilcoxon test. Results: Health education statistics on prevention of pregnancy emergencies; Unsafe Abortion in Adolescents is effective in increasing respondents' knowledge with a value of 0.000. Conclusion : statistically health education is effective in increasing respondents' knowledge about SPGDT in Pre-Health Services Against Residents' Knowledge of Maternal Emergencies in the Work Area of ​​​​Plaju Palembang Health Center with a P value of 0.000. Suggestion : Suggestions for further research, namely that further research can be carried out discussing the effectiveness of health education to prevent pregnancy emergencies in pre-health services using other media.

Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy

Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.

Retention in statutory social work from fast-track child and family programs

Summary Two fast-track child and family social work training programs have been established in England — Step Up to Social Work and Frontline. Trainees’ financial support is far higher than for mainstream social work degrees. One of the reasons claimed for setting up these programs is addressing retention, although critics (of Frontline) predicted graduates would not stay in social work. A 4-year study assessed retention and reasons for leaving social work. Attrition rates from statutory social work were calculated from responses ( n = 2543) to annual surveys, plus looking up non-respondents in the professional register. Interviews were conducted with fast-track graduates ( n = 80) and employers ( n = 29). Findings The overall rate of social work graduates not in statutory social work at 18 months post-qualification was 12% for fast-track programs, and Higher Education Statistics Agency survey data show attrition at 15 months post-qualification as 18% for all social work routes. Frontline's original national recruitment approach was less successful for retention than Step Up to Social Work's regional approach. Perceived local authority support and intrinsic job satisfaction were associated with attrition in longitudinal bivariate analysis. Fast-track graduates leaving statutory social work typically moved to work in social care (including policy roles), health, or education. Applications Early-career attrition appears to be somewhat lower from fast-track programs than from all social work graduates. Longer-term comparison is not yet possible. In promoting retention, employers should be aware of the importance of staff perceptions of the local authority as supportive, and of their intrinsic job satisfaction.

Mobile devices in Hungarian university statistical education

The methodological renewal of university statistics education has been continuous for the last 30 years. During this time, the involvement of technology tools in learning statistics played an important role. In the Introduction, we emphasize the importance of using technological tools in learning statistics, also referring to international research. After that, we firstly examine the methodological development of university statistical education over the past three decades. To do this, we analyze the writings of statistics teachers teaching at various universities in the country. To assess the use of innovative tools, in the second half of the study, we briefly present an online questionnaire survey of students in tertiary economics and an interview survey conducted with statistics teachers.
 Subject Classification: 97-01, 97U70, 87K80

Influence of Gender, Qualification and Experience on Incidence of Stress and Coping Strategies among Primary School Teachers in Ekiti State

The study explored the influence of gender, qualification and experience on incidence of stress and coping strategies among primary school teachers. This study adopted descriptive design of research type. The population for the study consisted of primary schools in Ekiti State. The sample consisted of 21 primary schools, 378 teachers participated. Two instruments were used for the study. They are the sources of stress and coping strategies adapted from Ugwuja (2009). When validated by Ugwuja, the instrument yielded the reliability co-efficient indices of .73 for sources of stress, .71 for stress management, and .81 for overall instrument respectively. The data collected were analysed using using Analysis of Variance (ANOVA). The result indicated that significant difference existed in the incidence of stress among primary school teachers in Ekiti state based on gender with male teacher having highest incidence of stress, no significant difference in incidence of stress among primary school teachers in Ekiti state based on teacher qualification and there is no significant difference in incidence of stress among primary school teachers in Ekiti state based on teaching experience. The study recommended that marital counselling should be organized for both the divorcee and married in order to reduce their stress level. The school management should look for a way to reduce the work load of the teachers generally. In addition to this, the government should make teaching more attractive by increasing teacher salary

Statistics anxiety and predictions of exam performance in UK psychology students.

Statistics anxiety is common among social science students. Despite much evidence examining statistics anxiety and test performance, little research has explored the role of student self-prediction on test performance in a higher education setting. The purpose of this study was to investigate the relationship between statistics anxiety and both students' self-prediction of their future exam performance and actual test performance on a formal statistics assessment at undergraduate level in psychology students in the UK. Using a cross-sectional design, two hundred and two students were required to complete Statistics Anxiety Rating Scales, the Mathematical Prerequisites for Psychometrics Scale, and provided self-predicted test performance scores. Test performance data was obtained from a formal statistics assessment. As predicted, we demonstrated statistics test anxiety to be negatively associated with self-predicted performance. Additionally, we found statistics anxiety was positively associated with test performance. The findings highlight the complex relationship between statistics anxiety and test performance, suggesting there may be an optimal level of anxiety for performance in statistics assessments. The results we report have implications for psychology research methods and statistics instructors who may wish to incorporate the findings into statistics instruction modules in order to assuage high levels of statistics anxiety and foster student well-being.

High school mathematics texts construction of statistics practices

IntroductionA robust understanding of statistics has become crucial in our data centric societies. In the school setting the teaching of statistics is situated within the mathematics curriculum in the U.S. However, many mathematics teachers often have little to no past experiences with statistics before teaching it. Given such circumstances, textbooks likely play a strong role influencing the statistics curriculum teachers enact for students. In this study, I investigate how the discourse of two common high school textbook series form what the actions are for doing statistics.MethodsFor this study I used a Foucauldian discourse analysis to inductively analyze the texts for the actions they create.ResultsOne of the main results of the study was that the actions are very routinized/algorithmic in nature. Furthermore, most actions were associated with analyzing data. I also contrast the findings of the analysis to the discourse of the field of statistics education, namely through the Guidelines for Assessment and Instruction in Statistics Education, which highlighted some significant absences including statistical questions to drive investigation and discussion of collecting data.DiscussionThe findings have implications for teacher education in terms of topics to focus teachers’ attention on and to help provide them further support with teaching to their students.

Teaching and learning of probability

In this paper, we develop a personal synthesis of the most outstanding research on the teaching and learning of probability in the past years. We conducted a systematic search to examine publications on this topic in mathematics education, statistics education, education, and psychology journals. This exploration was complemented by additional studies published in conference proceedings or books. We classified these papers to highlight the main recent research tendencies in the field, according to the theme studied and considering the research objectives. Epistemological analyses suggest that informal inference based on simulation diminishes the topic abstraction but reduces probability to its frequentist view. Topics receiving particular attention include children’s probabilistic knowledge, the effect of visualizations on solving conditional probability problems, teachers’ education and probability modelling. In the final section, we recommend relevant points in which more investigation is needed to complete our knowledge about teaching and learning. In particular, we miss research on teachers’ mathematical knowledge of many probability concepts and on their didactic knowledge.

Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools

This special issue of Teachers College Record—“Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools”—aims to bring attention to independent and international private schools through the lenses of equity, inclusion, and belonging. In this issue, scholars and practitioners address gaps in education and education leadership discourse regarding considerations of equity, inclusion, and belonging. Historically, education discourse regarding equity, inclusion, and belonging has skewed largely toward public and charter education. While, according to the National Center for Educational Statistics (NCES), just 9% of PK-12 students nationally are enrolled in independent schools, independent schools nationally have much to contribute to the critical conversation concerning equity across the educational ecosystem. When we expand our attention to include international private schools, the numbers and scale shift dramatically. According to ISC Research, international private schools serve 6.74 million students. When the growing engagement of international private schools in the work of equity, inclusion, and belonging is considered, even more questions and possibilities emerge for the examining, understanding, and acting in research-informed ways on behalf of equity, inclusion, and belonging in education writ large. This special issue insists on the importance of considering schools as national and global systems of learning and socialization, and independent and international schools in particular as important players in the ecosystem of education in the United States and globally. The works in this issue tune us to the complex, multileveled ecosystem that we refer to as PK–12 schooling and to the importance of noticing and acting at all levels of that ecosystem to ensure research-informed thinking, decision-making, action, and impact.

The Application of Social Network Analysis to Economic and Regional Development: Tertiary Educational Attainment by Sex and Nuts 2 Regions

Abstract Social Network Analysis (SNA) is a process of investigating the structure of a network. With the contribution of graph theory, it studies the relationships (links) that are established between different units, such as individuals, groups, or organizations (nodes), which are taken as interdependent rather than as autonomous. A social network can be compared to a web, which records the relationships or interactions of people. These networks include the social or professional interactions between units through which information and services are exchanged or contacts are recorded on a systematic basis. In this paper we attempt to introduce SNA in Economic and Regional Development, i.e. to examine the correlation of a regional education statistic indicator between certain regions. Specifically, we study the share of citizens who have completed higher education for the age group 25-64 years by gender and NUTS 2 regions. We present the visualisation of several networks, which are generated based on the degree of correlation of the data, and compute measures of centrality to compare the level of higher education by gender. The aim is to determine whether the application of Social Network Analysis could be an alternative research method in the study of Economic and Regional Development.

Native Students in Library and Information Science Education, 1990–2019: Past Trends and Implications for Future Advancement

Abstract: In this longitudinal study, the authors explored institutional-level factors that may have contributed to the success of Native students in graduate library and information science (LIS) programs from 1990 to 2019. They used a mixed-methods design: first, they assessed patterns of participation of Native students in LIS for that period; next, they identified the LIS programs that graduated the most Native students and investigated them in depth using a case-study approach. The authors utilized data from the National Center for Education Statistics (NCES) and the Association for Library and Information Science Education (ALISE). They found that the low participation of Native students in LIS replicated overall trends in the participation of Native students in graduate education in nontribal establishments. They also found that the low participation of Native students remained a major historical trend characterizing the participation of Native students in LIS. This study suggests that institutional factors contributing to the success of Native students in LIS include effective recruitment, financial aid, and the assurance of their continuous enrollment and graduation via cohort learning, mentorship, flexibility of curriculum choices, and practical experiences. Substantively, this study contributes to the understanding of factors affecting the participation of Native students in graduate education and serves as a foundation for further research into factors affecting Native students' success in nontribal colleges. Methodologically, it offers a model replicable for similar investigations in other fields.

STATISTICAL THINKING AT EARLY PRIMARY SCHOOL LEVELS: CURRICULUM PERSPECTIVES IN UAE TEXTBOOKS

Developing statistical thinking is vital to fostering students’ critical thinking; however, it requires suitable curricula, appropriate textbooks, and well-prepared teachers. For many decades, statistics education was almost absent in the K–12 education in the Arab world. During the past few years, noticeable education reform efforts at all educational levels have introduced advanced curricula that aim to equip students with the skills that would enable them to compete internationally. This study aims to analyze the new statistics curricula in the United Arab Emirates (UAE), as a leading educational model, and assess their alignment with the best international practices in developing statistical thinking at the primary school levels. Content analysis of the statistics component in mathematics textbooks from Grades 1–4 in UAE is presented in this paper, benchmarking the statistics content with the best international practices. Finally, recommendations on efficient and practical approaches to ensure appropriate development of statistical thinking at early educational stages are showcased.

Emergency care nurses’ self-reported clinical competence before and after postgraduate education - a cross-sectional study

Changing prerequisites in healthcare leads to the increased complexity of nursing. Since there are no regulations on re-validation of competencies for emergency nurses in Sweden there is sparse knowledge on how nurses develop competencies after registration as nurses (RN). Aim: To describe self-reported professional competence after postgraduate education among RNs in emergency care settings. Method: A cross-sectional design and STROBE guidelines were used. The short version of the Nurse Professional Competence Scale was used for data collection and the data were collected before and after postgraduate education, descriptive and comparative statistic was used for analysis. Results: 62 (71%) students participated in the first data collection and an independent group of 31 (48%) students participated in the second data collection. The results showed generally good competencies before entering education and significantly improved competencies after education were found in areas of working independently and reviewing literature for evidence-based nursing Conclusion: The competencies were assessed as very good after education. Evaluating nurses' competencies supports educators in developing education to ensure the need for knowledge in emergency care. To ensure required competencies among emergency care nurses there is a need to regulate additional training and re-validation of emergency nurses’ competencies.

The 100 Leading Contributors to English-Language Gerontological Journals: An International Study of Scholarly Impact

ABSTRACT The two aims of this study were to: 1) identify the 100 most impactful contributors to English-language gerontological journals, and 2) map their respective disciplinary affiliations to help illuminate the perspectives shaping gerontological discourse. Toward that end, we conducted a secondary data analysis of a publicly available database of the world’s leading scientists. After extracting all scientists in the gerontological category, we rank ordered them according to a composite measure of scholarly impact that controls for self-citations and author order while also calculating other bibliometric statistics. Disciplinary affiliations were assigned based upon the Classification of Instructional Programs codes developed by the National Center for Education Statistics at the United States Department of Education. The results reveal the mean contributor to the gerontological literature published 241.15 (SD = 203.95) papers and – after correcting for self-citations – had an h-index of 50.05 (SD = 25.00), and an hm-index 23.67 (SD = 7.50). A diverse array of professional affiliations characterized the contributors with a plurality being located in the health professions category, followed by the biological and biomedical science, and social sciences categories. The results reveal that gerontology is home to some of the world’s leading scientists. Leveraging their expertise can help advance the field’s collective knowledge development.

Developing International Education - Classified Display of Chinese Gardens and Landscape Gardens Museum

Background and Aim: Promoting the development of international education is an important international education trend in the world today. It has had or is having a far-reaching impact on the education of all countries in the world, whether it is formal education or non-formal education (Gu, M., 2020). The "Course Plan for Technicians in Museums and Exhibition Halls" is mentioned in the book "Classification of International Education Standards" prepared by the UNESCO Education Statistics Bureau (1998). It can be seen that as early as the initial stage of international education development, the international education undertakings responsible for education, cultural inheritance, and exchange have attracted long-term attention to the museum industry. The combination of international education and museum display education can develop the way of international education, improve the exchange channels of international education, use the intuition and authenticity of museum display education, and improve the communication channels and paths of Chinese culture, which is an important way to improve the soft power of modern countries. Materials and Methods: This study uses descriptive research methods and attribute classification methods to try to classify garden cultural relics. The descriptive research method is simple. It interprets existing phenomena, laws, and theories through its understanding and verification, raises questions in a targeted way, and reveals the drawbacks. The law of attribute classification takes the social and scientific and cultural attributes of cultural relics as the standard to classify cultural relics. That is, the classification method is based on the nature of cultural relics. Cultural relics are the relics of human social activities and have cultural attributes. Therefore, when using the attribute classification method, this study clarifies the use and deep meaning of cultural relics to accurately confirm their nature, and then carry out research. Results: The development of international education is the evolution trend of education for the world and the public. Make good use of the current museum public service facilities education platform to build good communication and communication channels, which is conducive to the development of international education. Conclusion: Based on the existing collection classification principles and characteristics, we will innovate the classification display method, make new attempts to improve the classification display education method, and build a collection classification system in line with the functional positioning, collection attributes, and development planning of the library. It is a useful attempt to combine international education with museum education and museum classification to improve the mode of museum education, implement the essence of the curriculum plan of international education development museums and exhibition halls into specific practical work, and enrich the content of museum education through new exhibition classification.

Attitudes and demands on medical statistical education during the COVID-19 pandemic among undergraduates-postgraduates-teachers: A cross-sectional study in eastern China.

Global coronavirus disease 2019 pandemic leads to the soaring demand for medical statistical applications, bringing a great challenge to medical education at universities worldwide. The purpose of our study is to investigate medical students and teachers attitudes and demands on statistical software education. A multi-city cross-sectional study was conducted in 2021 at medical universities in eastern China. Students and teachers were surveyed through online electronic questionnaires. We collected information on each participant attitudes and demands on medical statistical software usage experience. A total of 895 responses were collected using a validated questionnaire. Most students showed great interest in learning medical statistical software (undergraduates 91.9% vs post-graduates 97.8%, P < .01), thought that statistical software was important (undergraduates 99.2% vs post-graduates 94.7%, P < .01), highly relied on using the SPSS (undergraduates 52.9 % vs post-graduates 77.6%, P < .01) and R package, and felt difficulty in learning statistical software (undergraduates 82.7% vs post-graduates 98.4%, P < .01). Among teachers, the most commonly used statistical software was SPSS (91.2%), followed by the R package. Notably, very few students and teachers thought "Statistical software met needs" (from 21.8% of undergraduates to 8.8% of teachers). There were 75.4% of post-graduates and 96.5% of teachers who thought it was necessary for a university to offer an advanced statistical software curriculum such as the R package in the preferred teaching format of offline class as well as the combination of theory and software practice teaching. This study for the first time demonstrated that most medical undergraduates, post-graduates, and teachers in Anhui Province of eastern China were not satisfied with statistical software usage experience, calling for prompt adjustments to statistical software education in medical universities.

How many Latino studies programs are there? Tracking departmental growth, stagnation, and invisibility 1960–2020

This study provides the first systematic analysis of the founding and growth of Latino studies programs across the country. Drawing on a unique data set compiled from the National Center for Education Statistics (NCES), we show that even though Latinos now constitute close to 20% of the US population, less than 4% of all four-year colleges and universities have an established Latino studies program. Most Latino studies programs/departments in existence today were founded in the 1960s and 1970s, during the height of the Chicano and Puerto Rican youth movements. Since then, the rate of new program establishment has fallen considerably, despite substantial growth in the Latino college student population and Hispanic-serving institutions (HSIs). Of the small number of programs founded since 2000, we find that nearly half have one or fewer core faculty allocated to them, and most are at private schools. Beyond tracking growth rates, we also provide insight into how Latino studies programs represent themselves on their websites and find a significant decline in racial and social justice discourse in recently established programs. Overall, the data shows that Latino studies departmental/programmatic growth is tenuous at best. Implications for understanding Latino public knowledge, the Latino academic pipeline, and the future of ethnic and racial relations more generally are discussed.

Enhancing Digital Capacity for Students at Higher Education Institutions Under the Ministry of Home Affairs in the Context of Digital Transformation

Purpose: The article is conducted to assess the digital competence of students, survey students at higher education institutions under the Ministry of Home Affairs. From there, propose solutions to improve the digital capacity of students at higher education institutions under the Ministry of Home Affairs in the coming time. Theoretical framework: The article is made on the basis of synthesizing and developing the theoretical basis on the context of digital transformation, digital capacity of students at higher education institutions. Methods: Secondary document research method is used to collect, analyze and exploit information from available sources related to the research topic, including the views of the Party, legal documents. gorvernment's; documents directing the implementation of public higher education institutions, research works, reports and statistics directly or indirectly related to the digital competence of students at higher education institutions learn. The research team conducted a survey of 113 cadres, lecturers and 619 students in the form of purposeful random sampling to analyze the digital competencies of students at higher education institutions under the Ministry of Home Affairs. Results and conclusions: Research results show that there are 4 factors affecting students' digital transformation capacity, including information competence, communication capacity, digital security capacity and innovation capacity. Creativity has a positive and meaningful influence on research. Finding implications: The research results are also a reference for administrators, lecturers and students in improving the digital transformation capacity of students at higher education institutions under the Ministry of Home Affairs in the future. next time. Uniqueness/value: The article contributes to providing scientific and practical arguments for management levels and advisory agencies to develop regulations related to digital competence for students at educational institutions. university in the context of digital transformation. The article contributes to giving some viewpoints and solutions to improve the digital capacity of students at higher education institutions under the Ministry of Home Affairs (National Academy of Public Administration).

Transformative leadership conversation: a conceptualization and empirical test of its function

PurposeThe study begins by defining and conceptualizing Transformative Leadership Conversation (TLC). The conceptualization addresses the meaning of transformation, sensemaking and learning dialogue, and the conversation structures of framing, questioning and listening, and affirming. Next, the authors build a theoretical argument from self-determination theory on the function of TLC. The study concludes with an empirical test of the structure and function of TLC.Design/methodology/approachThere were two parts to the empirical study. First, the authors designed and tested a scale to measure TLC by its structural features (e.g. questioning, listening and affirming language). Second, the authors used a correlational design with ex-post facto data to test the primary assumption that TLC activates autonomous motivation and action. Data came from a random sample of 2,500 teachers in a southwestern state. Useable responses were obtained from 1,615 teachers, for a response rate of 65%.FindingsThe empirical tests reveal that the 12-item and 6-item measure of the School Leader Transformative Conversation Scale present valid and reliable evidence on the frequent use of TLC. Consistent with the hypothesized model, TLC had a direct, positive relationship with teacher vitality. It also had a negative relationship with autonomy frustration and a positive indirect effect on teacher vitality by reducing the negative effect of autonomy frustration.Originality/valueTLC advances a new conceptual lens to study school leadership as a discursive process. The concept opens lines of inquiry that have not yet been examined in school settings.

Emerging trends in statistics education

Emerging trends in statistics education