Educational Tracks Research Articles

“The Magic of Numbers is Strong”:Hobson v Hansenand Contested Social Science in Judicial Decision Making

AbstractHobson v. Hansen(1967) is best known as the first federal court case to rule against discriminatory use of standardized tests in the context of educational tracking. It was also significant as one of the first desegregation cases afterBrown v Board of Education(1954) to use psychological evidence in its ruling. This essay briefly examines the debates over ability testing beforeHobson,the contexts of post-desegregation D.C. educational politics that shaped the case, the social scientific evidence presented in the case, and its application to the court’s ruling. It argues that while scholars have correctly acknowledged the court’s mistaken assumptions about testing, the evidence presented of testing bias nevertheless cogently illustrated a broader constellation of discriminatory District practices. A review of the testimony suggests that while the psychological evidence was central to the court’s ruling, the opinion rested less on the resolution of social scientific debates over testing bias than it did on the need to determine the justification of ability testing in the context of District tracking practices. Although sweeping in scope, the decision did little to resolve long running disputes over ability testing. Instead, it only helped inaugurate a more heated and contentious legal environment for educational testing in the coming decades.

Disentangling the interplay of the sense of belonging and institutional channels in individuals' educational trajectories.

Accumulating evidence indicates that students' sense of school belonging has a substantial positive effect on educational attainment. At the same time, life course and life span developmental theories suggest that the benefits of a sense of school belonging could be weakened by the channeling effects of education systems that assign students to distinct educational tracks that lead otherwise similar students to quite different educational destinations. The current study analyzed the extent to which the sense of school belonging predicted educational trajectories in a system that partially channels students into distinct tracks. It assessed educational trajectories as they relate to transitions at two critical junctures of the system-the transition from lower- to upper-secondary education, and from upper-secondary to tertiary (university) education. The study used data from a nationally representative panel survey that followed participants from age 15 to 30 (N = 4,986, 44% male, 12.9% immigrants). Findings indicated that students with a stronger sense of school belonging were more likely to continue in or transition into academic tracks. However, the benefits of students' sense of belonging were bounded by the system's channeling structure. While for students in academic tracks, the sense of school belonging strongly predicted the probability of continuing in academic tracks, it only marginally predicted the probability of moving into academic tracks for those whose educational career began in more vocationally oriented tracks. Hence the sense of school belonging may influence academic trajectories only inasmuch as institutional structures allow it to, because these structures differentially enable and constrain such trajectories. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Needs assessment for faculty development in health professions education at a medical university in Karachi, Pakistan.

Faculty Development (FD) embraces all educational activities used by teachers to improve their knowledge and skills for enhancing their academic competencies. This study aimed to identify the areas in Health Professions Education (HPE) in which formal faculty development is required. A needs assessment survey was conducted from among the faculty members at the Aga Khan University (AKU), Karachi, Pakistan, and the French Medical Institute for Mother and Children, Afghanistan. Data was analysed using SPSS 20.0 and reported frequencies and percentages according to various academic tracks. Competency-based curricula (51%), providing effective feedback (51%), developing Objective Structured Clinical Exam (51%), and clinical supervision (48%) were identified as significant areas for faculty development. Faculty in clinician teacher and clinician educator track require advanced training, i.e., Masters and PhD in HPE. The needs assessment facilitated prioritising the areas for FD. This will contribute to enhancing academic practices and inculcating the culture of lifelong learning.

MEANINGFUL EDUCATION WITH EFFORTS TO CREATE SYNERGY BETWEEN ETHICS, LOGIC, AND AESTHETICS IN FORMING STUDENTS WITH CHARACTER

This study aims to provide a description regarding meaningful education with efforts to create synergy between ethics, logic, and aesthetics in forming students with character. In this study, ethics,logic and aesthetics are related to the formation of student character. Next to our ideals to create a new education system which results in humans who have harmony between reason and morality, ratio and morality, still come true, that education in our country up to right now, still walking on the tracks of secular education. Namely an educational system that is intellectualistic only and the results do not cause satisfaction, for the educated self, even more so for the demands of the community that we want to build right now. Today's modern education, it is merely an education that is adapted to the demands of science and mere technical needs. The result is that we also experience an educational form where the subjects are too intellectualistic, and his teaching is also very verbalistic. So that way, moral education seems to be ruled out with a lack of meaning. This paper discusses how synergy of ethics, logic and aesthetics in education as a balance of Intellectualism in facing the digital age, so that it can be a material for further thinking to solve this acute national problem.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Peer preferences and educational decisions: heterogeneous associations across student socioeconomic status

Peers may both promote conformity and discourage ambitious choices when students make educational decisions. Low socioeconomic status (SES) students may be more sensitive to outside influence than high SES students when making educational decisions. Considering the case of choosing between an academic track and a vocational track in Danish post-compulsory education, I test whether low SES students are more prone to conform to peer preference or more likely to be deterred from choosing the more ambitious academic track by more ambitious peers. I test these hypotheses using multilevel models with school fixed effects on survey data from 882 Danish 9th-grade students, with information on track choice and survey measures of normative track preference. I find that higher classroom peer preference for the academic track is associated with higher probability of choosing the academic track, especially for low SES students. Thus, ambitious peers may help compensate for inequality in track choice.

Master Education and Academic Career Track in Russia

The master’s degree is an obligatory stage for those who are planning to enter PhD. That is why it should have a clear academic track. Embedding the master’s degree in the academic track allows universities to sum up their efforts to support young scientists. There is an urgent need to support scientific centers in Russian universities. When the universities are competing for academic leadership, academic tracks become the ground for the development strategies.Previous researches showed that most students were ready to choose an academic track when they were master’s students. Thus, the academic track starts long before entering the doctoral programs. The study results reveal that master’s students do not have an opportunity to build an individual academic track within “hybrid” master’s programs. The Russian master’s degree programs shortly involve young researchers in projects, and this applies to all types of universities, including the research ones. The structure and ways of involving students in science do not differ in undergraduate and postgraduate programs. Master’s students who choose academic track do it without changing the major program. However, this trend doesn’t cover all the students. Master’s students use academic tracks to upgrade their professional skills for the further career but not at university or scientific institution.

Understanding the stickiness in high-SES students’ educational expectations: The role of private schools

Different studies have observed that performance is a worse predictor of educational expectations among high-SES students. This result has been referred to as stickiness in high-SES students’ expectations and explained as the outcome of the capacity and motivation of high-SES families to manage low performance so that it does not affect educational ambition and endanger social maintenance. However, little is known about how that stickiness is achieved. I use Spanish data from PISA 2018 to assess the role played by private schools in the stickiness of the expectation of enrolment in the academic track of upper secondary education. First, I report high stickiness in high-SES Spanish students’ expectations. Then, I find that low performance is less detrimental to educational ambition in private schools, particularly for high-SES students. Finally, I simulate a counterfactual scenario where high-SES students enrol in private schools as often as low-SES students and observe that one-fifth of the stickiness in the expectation of academic-USE disappears.

Content Aspects of Professional Training of a Specialist in the Development of Individual Educational Trajectories

This article lists the prerequisites for the emergence of new interdisciplinary professions at the intersection of pedagogy, information and communication technologies. A new promising profession of a developer of individual educational trajectories is given, described in the “Atlas of New Professions 3.0”, developed under the auspices of the Agency for Strategic Initiatives. As conceived by the authors, this is a professional who creates a route for training new specialists from courses offered by educational institutions, including those available online, as well as simulators, simulators, internships, etc., and develops an educational track based on them, considering the psychotype, abilities and goals individual person. Since a brief description of this profession in the Atlas does not give a complete picture of its content, for the purposes of understanding the meaningful aspect of the professional training of such specialists in a multidisciplinary university, a description of the methodological basis of the developer of individual educational trajectories is given. The authors of this article describe the principle of operation of the constructor, developed at SPbPU and allowing the selection of the content of professional training of the developer of individual educational trajectories in a multidisciplinary university.

Dropout intentions in secondary education: Student temperament and achievement motivation as antecedents.

As early school leaving and dropping out from education pose a challenge for later life adjustment, it is important to identify antecedent factors for the risk of school dropout to tailor individual support for adolescents. Consequently, this study examines the role of adolescents' motivational beliefs and behaviors (i.e., success expectations, planning, and task-avoidance) as well as their temperament (i.e., extraversion/surgency, negative affectivity, effortful control, and affiliativeness) in their dropout intentions in the first year of upper secondary education. Participants were Finnish adolescents' (n = 536; 57% girls, mean age 12.39 at outset, standard deviation = 0.35) and their motivational beliefs and behaviors were measured in Grades 6 and 9. Their temperament was also measured in Grade 9. As for dropout intentions, they were measured in upper secondary education. The effects of gender, academic achievement, task value, and educational track were controlled for in the analyses. The results of latent growth modeling showed that, of motivational beliefs and behaviors, high success expectations and low task avoidance independently predicted lower dropout intentions. Success expectations in Grade 6 also mediated the effects of extraversion/surgency, negative affectivity and effortful control on subsequent school dropout intentions, whereas an increase in task avoidance in lower secondary school was a mediator between extraversion/surgency and dropout intentions. Our study provides novel understanding about how temperament is linked with motivational beliefs and behaviors and what roles they together play in subsequent school dropout intentions. Supporting students with different temperaments and achievement motivations would be important to prevent adverse consequences for both the individual and society.

Aiming too high or scoring too low? Heterogeneous immigrant–native gaps in upper secondary enrollment and outcomes beyond the transition in France

Abstract The children of immigrants usually make more ambitious enrolment choices than native students with comparable socioeconomic status and academic achievement. Less is known about how ethnic choice effects vary by socioeconomic status and previous achievement simultaneously, and whether they only hold true for some immigrant–native comparisons. Moreover, few studies investigate outcomes after the educational transition, so the consequences of ambitious choices remain unclear. I investigate immigrant–native gaps in the decision to enroll in academic upper secondary education and in outcomes after the transition for two cohorts of French students. I find that ethnic choice effects are positive only for students with an intermediate or working class background, and are largest for those with lower to middle achievement from the working class. Migrant disadvantages in outcomes after the transition were reduced between cohorts. In the latest cohort, immigrant-origin and native students enrolled in academic upper secondary were equally likely to complete the track and enroll in tertiary education. However, immigrant-origin students were still disadvantaged in terms of graduation track, grades, and timing. Using counterfactual reweighting strategies, I show that similar and substantial portions of these disadvantages were explained by the ambitious academic choices and lower prior performance of immigrant-origin students. However, while their ambitious choices also increase enrolment rates and hence overall attainment for immigrant-origin students, their lower prior performance reduces both. I suggest that policies should reduce immigrant disadvantages in early achievement to allow high-aspiring, yet often disadvantaged, immigrant-origin students to succeed in ambitious educational paths.

Substantive Aspects of Training for the Profession Developer of Educational Trajectories in a Multidisciplinary University

The article lists the prerequisites for the emergence of new interdisciplinary professions at the intersection of pedagogy and information and communication technologies. As an example, a new promising profession of a developer of individual educational trajectories is given, described in the Atlas of new professions 3.0, developed under the auspices of the Agency for Strategic Initiatives. As conceived by the authors, this is a professional who creates a “route” for training new specialists from courses offered by educational institutions, including those available online, as well as simulators, simulators, internships, etc., and develops an educational track based on them, taking into account the psychotype, abilities and goals individual person. Since a brief description of this profession in the Atlas does not give a complete picture of its content, for the purposes of understanding the meaningful aspect of the professional training of such specialists in a multidisciplinary university, a description of the methodological basis of the designer of individual educational trajectories is given. The authors of this article describe the principle of operation of the constructor, developed at Peter the Great St. Petersburg Polytechnic University and allowing the selection of the content of professional training of the developer of individual educational trajectories in a multidisciplinary university.

The impact of entrepreneurship education on tourism students’ entrepreneurial intention in South Africa

ABSTRACT This paper explores the impact of entrepreneurship education on tourism students’ entrepreneurial intention, and insights of the desirability and feasibility of starting a tourism-related business upon graduation. A structured questionnaire survey was used to collect data from 154 randomly selected tourism students in a comprehensive University in South Africa. Data analyses included descriptive, bivariate, and multivariate analyses to address research objectives. The results indicate that entrepreneurship education influences tourism students’ entrepreneurial intentions, including students’ perceptions of the desirability and feasibility of starting tourism-related businesses. The findings further suggest that some respondent profile variables have influences on how tourism students perceive entrepreneurship education and entrepreneurial behaviour. The study recommends that the university that is studied implement a variety of reform programmes aimed at increasing employability or self-employment among university tourism graduates. Among them is the addition of a new entrepreneurship track to the undergraduate curriculum. Students, as from their first year of study should be invited to apply for the entrepreneurship education track, which includes business training as well as individualised coaching sessions with industry mentors. This will aid in the formation of professional networks, increased entrepreneurship process knowledge base, and self-efficacy among tourism students who want to become tourism entrepreneurs.

Tutor support as a pedagogical condition for the project activities implementation of university students

Introduction. The rapid development of modern society forces the labor market to impose constantly updated requirements on university graduates. However, higher education programs do not have the desired dynamics of change in their content, because they tend to meet the current needs rather than new, potentially possible employment terms at the end of four-year course of university study. This situation of uncertainty questions the long-term planning of graduates’ professional activities, which makes it necessary to set such an approach to educational process that will result in graduates’ developing the ability to define their own values, find resources to implement their goals, organize professional activities and reflect on them. The implementation of such an idea is possible through tutoring, which has the potential to facilitate the creation and development of the individual educational trajectory.Materials and Methods. The study is based on a theoretical analysis and interpretation of the pedagogical literature on the topic under consideration, the methods of synthesis, analogy, systematization in order to summarize and compare the data.Results. The need to meet modern standards and requirements has stimulated the introduction of project work in the curricular practice plans at Samara State Technical University. In this regard, tutoring is an important part of the university teaching and learning process, designed to improve students’ academic performance and enable them to achieve their professional goals. The tutoring experience was initially gained while working with the project team to create a virtual reality program for foreign language learning (2016-2019). Tutor support is considered as a pedagogical condition aimed at updating and creating the integrity of the educational content through an individual trajectory, taking into account the personal characteristics and needs of the learner. It is considered as a basic strategy for any model of learning, student guidance, individualization and control. Currently the project work is carried out on the basis of the following educational tracks – “Leader School”, “Technological Entrepreneurship” and “Higher Scientific School”, focused on the development of students’ project and research competencies, which can be fixed as their own competence growth.Discussion and Conclusions. The essence of tutoring as an effective practice of educational process individualization is revealed. The role of interactive position of a teacher in the implementation of tutoring practice is noted. It is concluded that since the tutor's task is to help the student with the optimal choice of resources for constructing his own educational trajectory, the practice of such interaction should be applied in universities to form a flexible approach for students to solve problems in future professional sphere. A large rate of independence during the learning process allows students to engage in goal-setting, self-improvement, reflection, so these components will not cause difficulties in their further professional life.

Design a personalized additional professional education of teachers: event-positional methodology

Introduction. The relevance of designing the event-positional methodology of personalized additional professional education of teachers in the conditions of a pedagogical university is determined by the following aspects of the modern educational situation: the practical need for the development of additional professional programs of a new type; the need to overcome the backlog of requirements for the modernization of the main professional educational programs for future teachers from the new requirements of professional standards to their professional activities in an educational organization; the growing importance of the idea of education as a national priority; the demand for new norms of positional and professional self-determination of the teacher.Aim. The purpose of the article is to identify the methodological vector of the deployment of special theoretical and design-scientific works on the creation of a model for the formation and implementation of a personalized strategy for the development of a teacher in the process of additional professional education and the cultivation of a special culture of new pedagogical professionalism, which is determined by the presence of abilities for self-education, and thereby for self-development.Materials and Methods. The basis of the scientific search was the synthesis of fundamental provisions on a personalized model of the development of a teacher's reflexive abilities for self-transformation; on new goal-setting, which provides an opportunity for a teacher to learn how to design an educational situation in the dynamics of its development, combining elements of theory and practice to obtain a holistic, new knowledge; on the development of resource anthropological potential and development management; about new andragogic formats and technologies for creating professional communities and managing the personal development of teachers.Results. A thesaurus of event-positional methodology and a methodological scheme for building a new practice of continuous advanced pedagogical education have been developed, acting as a normative-prognostic and practice-oriented basis and a value- meanings reference point for personalized additional professional education of teachers. The trial implementation of the developed methodological scheme within the framework of scientific and methodological support of the activities of project teams of educational organizations - co-executors of the network project of training mentors for the development of the federal innovation platform of the Ministry of Science and Higher Education allowed us to establish the fundamental laws of positional self-determination as an educational result of managing the personalized development of teachers in conditions of additional professional education.Discussion and Conclusions. The scientific novelty of the research results is characterized by its focus on creating a prospective model of personalized additional professional education, the principles, conditions and mechanisms of which are directly focused on the inclusion of teachers in the processes of self-education and self-development with the help of targeted design of productive action technology that determines the mechanisms of activity development and assignment of norms of self-realization and the construction of a new educational reality, in which the person himself is both the subject and the object of transformations and transformations. The event-positional methodology makes it possible to build a unified, continuous and variable system of targeted additional professional education in the conditions of a pedagogical university on the basis of personalized educational tracks designed taking into account the specific needs of a pedagogical worker in the continuous updating of their professional knowledge and the acquisition of new professional skills determined through diagnostic procedures, based on the priority of the practiceoriented (applied) component of the educational process and the use of the possibilities of the digital educational environment.

Adolescents and Verb Spelling: The Impact of Gender and Educational Track on Rule Knowledge and Linguistic Attitudes

The present paper examines the correlation between adolescents’ gender and educational profile on the one hand and their knowledge of the Dutch verb spelling rules and spelling attitudes on the other hand. A two-part survey was conducted among 451 Flemish students from different educational tracks. We conducted this survey in order to complement our previous research in which we observed social patterns in adolescents’ verb spelling errors on social media (Surkyn et al., 2019, 2020, 2021). Our results reveal that girls and theoretically oriented students care most about correct verb spelling. Moreover, theoretically oriented students have a better knowledge of the verb spelling rules. This survey provides additional evidence for the interpretation of the social patterns in our corpus research on Dutch verb spelling errors.

Do cognitive processes and motives for argumentative writing converge in writer profiles?

The aim of this study is twofold: (1) to distinguish writer profiles on the basis of students’ cognitive processes and motives for argumentative writing and (2) to study differences in the distribution of students’ background characteristics and in students’ writing outcomes across writer profiles. Participants were students who are enrolled in the academic track of upper-secondary education (aged 16–18). The current study uses questionnaire data from two independent samples (n sample 1 = 386 students; n sample 2 = 383 students) and writing test data from sample 1. A hierarchical and k-means cluster analysis was conducted on both samples revealing two clusters: (1) process-oriented writers with a high autonomous writing motivation and (2) writers who reported overall lower levels of cognitive writing processes and who simultaneously were less autonomously motivated to write. Furthermore, we found statistically significant differences between the writer profiles in terms of gender distribution and the results also showed that profile 1 students felt significantly more self-efficacious in argumentation and in regulating their writing behavior compared to students in profile 2. The present study contributes to the limited amount of person-centered profiling studies in writing research, especially since no studies to date have investigated writer profiles by combining cognitive and motivational cluster variables.

Intelligent Physical Education Teaching Tracking System Based on Multimedia Data Analysis and Artificial Intelligence

The education system begins a significant dimension characterized by continuous improvement and impacted by technology, society, and cultural developments. This pattern shows the need to enhance physical and athletic scientific training methods. To make the teacher’s role more successful is the usage of computer systems and other computing infrastructure. This article aims to show the use of Information and Communication Technology (ICT) in the national association for physical education. The digitalization consequences in the profession can be synthesized into the following elements: an operating system for learning, application essential to finish actions, findings recording, movement monitoring, video processing, efficiency correlation and synchronization, object tracking and duration measurement systems, and exercise assessment. While physical activity and athletics are realistic activities, current instructional technology is not sufficient. An intelligent physical education tracking system (IPETS) is proposed in this research. This study analyses and investigates the methodology for the formative assessment of athletic knowledge in computer evaluation. During the first segment, the evaluation technique for the athletic education program was presented. The second step of the paper is to understand the contents of the mathematical formula of particular activity based on the complete approaches proposed for the theory of assessment. A different phase of modernizing teaching activities using the computerized quality education for Artificial Intelligence (AI) technology is established in this article. The experimental findings are high in identifying university students’ regular exercise.

Real-time Attention Span Tracking in Online Education

E-learning has changed how students grow over the past ten years by allowing them access to high-quality education whenever and wherever they need it. In any case, understudies frequently get occupied in light of different reasons, which influence the learning ability by and large. Numerous experts have been striving to address the nature of online education, but we really need a comprehensive solution to this problem. This essay aims to present a method for monitoring students' continuing attention during online classes using the surveillance camera and oral input. We investigate different picture handling strategies and AI calculations all through this review. We suggest a framework that makes use of five specific non-verbal cues to calculate an understudy's consideration score during computer-based tasks and generate continual feedback for both the association and the understudy. The output can be used as a heuristic to investigate both the speakers' and understudy' general methods of exhibiting themselves

Персональный сайт преподавателя при моделировании курса «Английский язык для специальных целей» для студентов магистратуры

The aim is to substantiate the need to develop a teacher’s personal website for multi-level teaching of master’s students within the framework of organizing teaching English for special purposes. The article focuses on the expediency of using an individual approach in teaching the language and the effectiveness of using modern information technologies in this educational environment, on the special role of the teacher’s personal website in the learning process. The authors share their experience of creating the teacher’s personal website when modelling the course “English for Special Purposes” for master’s students, clearly describing the components of the process of its design. The scientific novelty of this study lies in the fact that for the first time, for linguodidactic purposes, it describes the stages of organizing the personal educational website for an English teacher for special purposes, within which master’s students are taught on an individual educational track. As a result, the features of modelling the course “English for Special Purposes” for the master’s students of the European Educational Institute of MGIMO University of the Ministry of Foreign Affairs of Russia are presented; the specific recommendations for its development and ways to organize the work of students are given, taking into account the specifics of the course program; the algorithm of actions is defined when creating the teacher’s personal website for multi-level education of master’s students.