Improvement Of Student Outcomes Research Articles

The Academic and Behavioral Impacts of an Autism Health Insurance Mandate: Evidence from Massachusetts

Abstract Today, all 50 states have enacted mandates requiring some level of insurance coverage for the treatment of autism spectrum disorders (ASD). In this paper, I examine the impact of Massachusetts’ mandate, ARICA (An Act Relative to Insurance Coverage for Autism) on the academic and behavioral outcomes of students with ASD in the state. Using administrative data on Massachusetts public school students, I use a triple difference strategy to estimate impacts on special education setting, attendance, suspensions and achievement. I find that ARICA increased inclusion for students with ASD; they were 4 percentage points more likely to be fully included after the reform. Further, days suspended decreased by about 26 percent, and the likelihood of receiving a suspension decreased by about 2 percentage points. I find that improvements in student outcomes were larger for students in grades 6–8 (versus elementary students). While I find no statistically significant improvement in test scores for students with ASD overall, math (English language arts) achievement increased by 0.09 (0.13) standard deviation for students in middle grades.

Using Google Classroom in Education: A New Tool to Facilitate Blended Learning and Improve Student Outcomes: A Systematic Review

The development of the internet has significantly transformed the methods and approaches used in the realms of education and pedagogy. Blended learning has gained distinction as educators and students increasingly engage in more active participation. The incorporation of online courses has been introduced into the conventional classroom environment to accommodate the diverse demands of students. In addition, other programmes have been developed to facilitate the advancement of educational process, such as zoom, Skype, and Google Classroom. The use of Google Classroom (GC) has significantly increased in response to the Covid-19 epidemic, which has led to widespread educational disruptions. The flexibility of online learning enables learners to promptly respond and access resources that were previously unattainable via conventional classroom instruction. GC is widely recognised as having several benefits compared to other application formats. Hence, a significant proportion of students enrolled in universities and schools demonstrate a rapid adjustment to the General Curriculum. Several studies have asserted that the implementation of GC (game-based learning) has the potential to provide outcomes that are very relevant and valuable for students. Nevertheless, there is a limited amount of research available about the impact of using GC as a platform for English language instruction. The aim of this research is to investigate students' perspectives and challenges pertaining to the utilization of Google Classroom within the domain of English language instruction and development. The findings demonstrate the possible use of GC for collaborative purposes, namely in relation to the learners' acceptance, motivation, and performance. There is an expectation that Google classroom (GC) may be used as a pedagogical tool to improve English language proficiency, perhaps leading to accelerated learning outcomes.

Self-Regulated Learning In Blended Learning Environment

Background: 
 As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender.
 Methodology: 
 The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjusted questionnaire was utilized in a web-based survey to explore the use of SRL amid blended learning settings.
 Findings: 
 The statistical analysis revealed a positive relationship between SRL and the learning outcomes of the students in the blended learning environment. In particular, students predominantly used achievement orientation as their SRL component in the blended learning environment, while gender differences in the use of SRL strategies were found to be statistically insignificant.
 Conclusion: 
 As a result, this study highlights the importance of self-regulated learning in the improvement of student outcomes in a blended learning environment. The prominence of performance orientation is a noteworthy aspect of SRL application. Additionally, the lack of notable gender-based disparities in the utilization of SRL implies a level of equality in the educational setting.
 Originality: 
 This study aims to fill an important gap in current understanding by exploring the complex relationship between SRLs, gender and blended environments among English language learners. By investigating the dynamics of effective learning strategies in the current digital age, this study aims to contribute to a comprehensive understanding of the factors that influence academic success and pave the way for targeted educational interventions.

Dynamics of Total Quality Management to Improve Student Outcomes in Private TVET Colleges in Gauteng, South Africa

Technical Vocational Education and Training (TVET) colleges can provide students with the knowledge and skills they need for future jobs. The study aimed to determine the mediation effects of total quality management (TQM) dimensions on employee performance and student learning outcomes. The study employed a cross-sectional descriptive quantitative design, where the research collected 349 responses from a pool of colleges in Gauteng, South Africa. The results show that training has the largest mediation effect size, with 55.1% of employee performance’s effect (total effect) on learning outcomes mediated by training. Knowledge and process management (34.8%) and customer focus (34.6%) also had a high mediation effect; however, no mediation effect was found with employee participation. This study helps the management of TVET colleges identify priority areas when they engage in the journey of TQM. The theoretical implication is that even though all the dimensions of TQM are critical in the organisation, they can be prioritised based on context and the environment where the implementation is taking place.

How School Leaders Can Directly Support School and Classroom Conditions to Improve Student Outcomes

How School Leaders Can Directly Support School and Classroom Conditions to Improve Student Outcomes

Impact of a schoolwide social and emotional learning implementation model on student outcomes: The importance of social-emotional leadership

The present study examined the impact of the CASEL School Guide, an innovative model of implementation support for systemic SEL, on the social, emotional, and academic development of elementary grade students in schools implementing the evidence-based PATHS® Program. The study tested a 2-year intervention model in a cluster randomized design with 28 low-performing, urban, high-poverty elementary schools. We expected that the School Guide model of support would promote greater fidelity of PATHS implementation by teachers and improvement in students' social-emotional, behavioral, and academic outcomes compared to schools delivering PATHS with the standard model of support. We examined whether staff perceptions of administrative social-emotional leadership at baseline had a direct effect on outcomes and moderated the effect of the School Guide. The analytic approach included 3-level growth curve models and hierarchical linear modeling. A consistent 3-way interaction of time, condition, and baseline leadership level emerged for most outcomes. Specifically, students in schools with low levels of social-emotional leadership at the beginning of the study were more likely to be rated as gaining social-emotional competence and attentional skills over time if the school was receiving the School Guide model of support compared to the standard support for PATHS. A similar pattern was true for teacher ratings of aggression, which decreased over time at a more rapid rate for students in School Guide schools where the administration had lower baseline levels of social-emotional leadership. PATHS implementation was similar regardless of support condition so other mechanisms must be driving the improvements in student outcomes. Implications for practice and research are discussed.

Navigating the Challenges of Education Management Best Practices for Improving Student Outcomes

The purpose of this study is to examine the key challenges facing education management and to offer insights into best practices for addressing these challenges. The research investigates the shifting educational landscape and the increasing demand for effective and efficient management of resources, the role of technology in education management, and the importance of leadership in education management. The study was conducted using a comprehensive literature review and analysis of current practices in education management. The findings highlight the need for ongoing professional development, the development of strong partnerships and collaborations, and the implementation of effective data-driven decision-making processes. The results indicate that effective education management requires a deep understanding of the complexities of educational systems and the ability to collaborate effectively with stakeholders. Technology plays a crucial role in improving decision making and supporting resource allocation, while strong leadership skills, a culture of innovation, and a supportive and inclusive work environment are critical to success. In conclusion, this study offers practical strategies for enhancing the quality and effectiveness of educational systems. The findings emphasize the importance of addressing the challenges facing education management in order to ensure that students receive the best possible education and that resources are used efficiently and effectively.

Efforts to Improve Student Activities and Outcomes in Physics Learning Using the Two Stay Two Stray Technical Cooperative Learning Model at Senior High School

Purpose of the study: The research aims to increase students' activity and learning outcomes in Class X in Senior high school 10 Kota Jambi.
 Methodology: The research method used is mixed. This research is a Classroom Action Research carried out in three cycles. Retrieval of qualitative data using student activity observation sheets and teacher activity during the teaching and learning process. Retrieval of quantitative data in the form of objective tests held at the end of each learning cycle.
 Main findings: From the results of the study, it showed that there was an increase in learning outcomes for each cycle, namely, 59.53 for the cycle I to 69.38 for cycle II and 75.48 for cycle III. While increasing the average percentage of student activity. In cycle I was 47.24%, the average percentage of student activity increased to 60.17% in cycle II, and experienced another increase in cycle III to 70.87%.
 Novelty/Originality of this study: That research using the two stay two stray learning model to improve learning outcomes is very little done in high schools, mostly the application of the two stay two stray model is applied in elementary schools

Approaches and Resources for Improved Student Outcomes: Evidence from Brazil

Approaches and Resources for Improved Student Outcomes: Evidence from Brazil

Teacher Evaluation for Growth and Accountability: Under What Conditions Does It Improve Student Outcomes?

Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers’ skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully balancing the accountability and growth dimensions of teacher evaluation. He details six conditions that determine whether joint-aim teacher evaluation policies will improve student outcomes and assesses the extent to which they are likely to be met given the causal evidence from the education, economics, social psychology, and management research literatures. The article concludes with recommendations to more clearly delineate the accountability and growth aims of teacher evaluation.

Career Preparation and Faculty Advising: How Faculty Advising Can Improve Student Outcomes and Prepare Them for Life After Graduation

Can faculty advising ease the postgraduation stress for political science majors and help them pick a career after graduation? Faculty advisors have increasingly become the norm, yet Collins et al. find that there is wide disparity on career preparation offered to political science students across institutions in the United States. In this paper, we seek to answer how faculty advising can impact student confidence in their options after graduation. We examine the student perception of faculty advising at a large, public university. Participants in the study were recruited from the political science program with an approximate enrollment of 400 majors. Using data from 167 students, we found not only that the number of meetings with a faculty advisor improves the student’s level of knowledge about possible jobs after their graduation but also that they improve the student’s level of knowledge about graduate school, be it a master’s degree program, PhD program, or law school. More importantly, however, we found that the quality of advising mattered more in how students viewed these options.

Improving Student Outcomes Using Cognitive Load Theory-Based Multiple-Assessments throughout Online Learning of the Musculoskeletal Block During the COVID-19 Pandemic

Since its first emergence in China, the global spread of COVID-19 had reached 269.721.683 cases in over 200 countries in December 2021. The rapid spread of this virus had urged WHO and governments to establish policies on physical distancing. Restriction of offline learning activities in Indonesia forced the educational institution to rapidly adapt. As consequence, we had to change all learning and assessment processes into online forms. We found many challenges in the implementation, particularly in the assessment processes. Therefore, in consideration of Cognitive Load Theory, we decided to intervene in these problems by implementing multiple assessment strategies in Musculoskeletal System Course, for 2020 batch students. We compared the results of the 2020 cohort with the results of the 2019 cohort in the Musculoskeletal System using the Mann-Whitney test (SPSS version 24). There were 256 students (2020 cohort) who participated in this System in comparison to 318 students (2019 cohort). Statistical analysis showed that there was a significant difference between the outcomes of the 2020 cohort that experienced multiple assessments before final examination in comparison to 2019 cohort who only experienced single-end examination (p value <0.000). Mean outcomes of 2020 cohort (334.34) where significantly higher compared to 2019 cohort (240.96). Our study had shown that students’ outcome during online learning due to COVID-19 pandemic can be improved by chunking the volume of learning materials into several parts. This method was in line with Cognitive Load Theory and gave possibility for students to organize their learning as well as to get multiple feedback for their improvement.

Share It, Don’t Split It: Can Equitable Group Work Improve Student Outcomes?

Imagine two groups of students in your physics class or lab. In Group A, the students each take on a different task but invest an equal amount of time, energy, and effort in what they do. For example, one student might be the note-taker, while another operates the calculator, computer, or experimental apparatus, and a third keeps everyone on track and makes sure the group is completing assignments correctly. In Group B, on the other hand, the students divide up the work equitably, making sure that each group member participates in every aspect of the various types of work that need to be done. In this case, each student takes a turn operating the apparatus, records their own data, and does some of the analysis. Survey results that we analyzed show that students prefer to work in Group A, but that their physics interest and self-efficacy are boosted most by Group B-style work.

Do Funds for More Teachers Improve Student Outcomes?

Do Funds for More Teachers Improve Student Outcomes?

Improving Student Outcomes and Perceptions in First Year Biosciences by Enhancing Engagement: A Case Study

Improving Student Outcomes and Perceptions in First Year Biosciences by Enhancing Engagement: A Case Study

Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.

Leading in complex environments: the role of leadership in multi-school organization improvement

ABSTRACT School improvement in chronically under-performing schools remains a formidable challenge for school leaders. Recent policies in the U.S. have created incentives for school leaders to attempt new strategies to improve outcomes, and increasingly, school leaders of charter management organizations and other multi-school organizations (MSOs) are taking on this work. Research suggests that the most successful school leaders of MSOs have established robust systems of instruction and professional development. This article is based on a longitudinal qualitative case study of a school leadership team at a new MSO and uses the framework of epistemic communities to consider how leaders can generate, manage, and transfer knowledge within and across school boundaries while operating within an accountability-focused school turnaround context. Given the diverse professional backgrounds of U.S. educators, creating the capacity for school leaders and teachers to develop a common theory of action and leverage common tools may both be necessary for improvement in student outcomes but also complex and resource-intensive work. Developing highly capable MSOs is an iterative process that requires significant time and resources in school leadership positions to build a shared curriculum, align on instructional design, and develop leadership capacity to support teaching and learning within and across schools.

Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar

This paper aims to examine the relationship between progressive teaching practice and student academic and non-academic outcomes. The teacher development and leadership(TDL) program is a Qatari teacher development program that is a part of a wider global network(called “Global Network”) that aims to expand educational opportunities through teacher development with its roots in the United States. (Names of organizations have been changed for anonymity). The training model of TDL program is based on six themes: (1) orientation to student vision, (2) ongoing reflection to improve practice, (3) setting high expectations for students, (4) ensuring content rigor and mastery in students, (5) fostering positive culture and learning environment, and (6) building positive relationships with students. We used a dataset that includes aggregate student- and teacher-level data from 136 classrooms (with2,087 students) of 41 teachers between 2015 and 2017 to understand the relationship between teacher effectiveness and student outcomes. We found that establishing a positive rapport with students, practicing ongoing reflection, and internalizing learning are associated with higher academic achievement. We also found that incorporation of student vision for teaching practice is correlated with students having more positive attitude toward learning.

Open Educational Resource-Enabled Pedagogy to Improve Student Outcomes in Nutrition Course

Online learning is a critical component of higher education. In 2017, the US Department of Education National Center for Education Statistics reported that one-third of all college and university students were enrolled in at least 1 online course. 1 Ginder SA Kelly-Reid JE Mann FB Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017: First Look (Provisional Data). NCES 2019-021rev. National Center for Education Statistics, US Department of Education, 2019https://nces.ed.gov/pubs2019/2019021REV.pdfDate accessed: February 19, 2021 Google Scholar In response to the coronavirus disease 2019 outbreak, online course delivery has flourished, 2 Adedoyin OB, Soykan E. Covid-19 pandemic and online learning: the challenges and opportunities [published online ahead of print September 2, 2020]. Interact Learn Environ.https://doi.org/10.1080/10494820.2020.1813180. Google Scholar but there are still unique challenges in online instruction: feelings of isolation, 3 Gillet-Swan J The challenges of online learning: supporting and engaging the isolated learner. J Learn Des. 2017; 10: 20-30 Google Scholar perceived lack of rigor/effectiveness, 1 Ginder SA Kelly-Reid JE Mann FB Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017: First Look (Provisional Data). NCES 2019-021rev. National Center for Education Statistics, US Department of Education, 2019https://nces.ed.gov/pubs2019/2019021REV.pdfDate accessed: February 19, 2021 Google Scholar lack of student engagement, 4 Stott P The perils of a lack of student engagement: reflections of a “lonely, brave, and rather exposed” online instructor. Br J Educ Technol. 2014; 47: 51-64 Crossref Scopus (14) Google Scholar greater student attrition, 5 Lee Y Choi J A review of online course dropout research: implications for practice and future research. Educ Technol Res Dev. 2011; 59: 593-618 Crossref Scopus (260) Google Scholar and participation barriers for under-represented students. 6 Baum S McPherson M The human factor: the promise & limits of online education. Daedalus. 2019; 149: 235-254 Crossref Google Scholar Although blended and flipped classroom formats offer promising approaches to overcome these obstacles, 7 Evans L Vanden Bosch ML Harrington S Schoofs N Coviak C Flipping the classroom in health care higher education: a systematic review. Nurse Educ. 2019; 44: 74-78 Crossref PubMed Scopus (20) Google Scholar , 8 Hew KF Lo CK Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018; 18: 38 Crossref PubMed Scopus (202) Google Scholar , 9 Liu Q Peng W Zhang F Hu R Li Y Yan W The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res. 2016; 18: e2 Crossref PubMed Scopus (207) Google Scholar courses that are taught entirely asynchronously online face many challenges.

Does Free Community College Improve Student Outcomes? Evidence From a Regression Discontinuity Design

In this article, I utilize a regression discontinuity design to estimate the effects of Tulsa Achieves—a prevalent and understudied type of tuition-free college program. In contrast to concerns regarding tuition-free community college suppressing bachelor’s degree attainment, I find that Tulsa Achieves increased the likelihood of transferring to 4-year colleges by 13 to 14 percentage points and increased bachelor’s degree attainment by approximately 2 percentage points. The estimates for shorter outcomes are underpowered to detect policy relevant effects, but suggest Tulsa Achieves increased college GPA and had a null impact on credit accumulation, retention, and graduation from Tulsa Community College.