Representation Of Students Research Articles

More than just consumers? Alternative representations of students when higher education becomes ‘free’

ABSTRACT The introduction of market mechanisms into higher education (HE) systems has profoundly reshaped the sector. One prominent aspect of such reforms has been the conceptualisation of the student as a consumer, ostensibly empowered by choice and seeking value for money from their tuition fees. In this article, we report the findings of an empirical study of student representations when HE becomes ‘free’, after four decades of marketisation. The analysis was conducted in Chile, where the HE sector has undergone a controversial reform that removed tuition fees for low and middle income undergraduate students known as Gratuidad. Considering the importance of the student-consumer subjectivity invoked by proponents of marketisation, how are HE students discursively constructed in a context of fee removal? Based on a discourse analysis of news media, we present three representations of undergraduate students during public discussion of Gratuidad that were common in their negative portrayal: students as (1) egocentric, (2) victims of discrimination, and (3) marionettes. Our work thus indicates that in a culture of marketisation, policy efforts designed to democratise can be overshadowed by strong media discourses opposing government efforts to publicly fund HE.

RE-AIM evaluation of accreditation process in Turkey

BackgroundEffects of accreditation on various areas of medical education were studied in literature. However, data about comprehensive evaluation of accreditation activities is limited. This paper aims to present how an accreditation agency self-evaluates its own accreditation activities.MethodsAssociation for Evaluation and Accreditation of Medical Education Programs (TEPDAD) is an accreditation agency in Turkey. RE-AIM evaluation framework was used to evaluate TEPDAD’s activities. The accreditation processes were evaluated through indicators set for each of five RE-AIM evaluation framework dimensions (reach, effectiveness, adoption, implementation and maintenance). Data for evaluation for each dimension were gathered from the documents available in TEPDAD website and archives. Qualitative and quantitative analysis methods were used when necessary to investigate the degree of achievement for each indicator.ResultsSeventy-five (83%) of 90 medical schools meeting the application criteria are registered in the accreditation system. Effectiveness analyses revealed that medical education programs improved in eight areas (education program, student representation, documentation, assessment, infrastructure/facilities, faculty development, educational management). Accreditation processes were well adopted by medical schools and TEPDAD volunteers. The number of medical education programs registered in the accreditation system has gradually increased over years. For the accreditation implementation process, medical schools and TEPDAD evaluators provided positive feedback. Medical schools and TEPDAD invested efforts to maintain the accreditation process over time and changing conditions. All of the previously accredited schools have applied for reaccreditation for the second or third cycles to maintain their status. TEPDAD has maintained its recognition status by national and international authorities by several times. The accreditation standards have been continuously reviewed and renewed when necessary. The organizational structure of TEPDAD has been changed in time considering feedback and past experiences. TEPDAD also arranges meetings to promote and maintain its activities.ConclusionsTEPDAD has achieved significant success in terms of reaching majority of the Turkish medical schools, leading to prominent developments in medical education programs without any significant problems related to process, procedures and maintenance. There are still areas of improvement for TEPDAD such as reaching all targeted schools and guiding medical schools to improve quality in diverse elements of medical education programs.

Dear Mixed People: Critically Examining Monoracism in College-Related TV Series

Multiracial youth are one of the fastest-growing demographics in the United States. What messages might these multiracial young people be receiving about multiraciality in college-related television series? Applying Critical Race Media Literacy and Critical Multiracial Theory (MultiCrit), this study examines representations of multiracial students in Charmed, Dear White People, Ginny & Georgia, Grown-ish, and Black-ish. We find that multiracial college student characters are routinely confronted with “box-checking” on demographic forms and wrestle with the limitations of racial categories to capture complexity and the potential resources/benefits associated with selecting specific boxes. Further, multiracial college student characters question their belonging within monoracial student organizations and interracial relationships. Implications for practice and pedagogy are outlined to better leverage television depictions of multiracial college students toward disrupting rather than reinforcing monoracism in higher education contexts.

Instructor Gender Influences Non-Major’s Drawings of an Entomologist

The Draw-a-Scientist Test (DAST) has been extensively researched as a projective test used to assess individuals’ perceptions of scientists. This study investigated student perceptions of entomologists and compared responses of students taught by a male instructor with responses of students who viewed video lectures recorded by the male instructor but interacted with a female instructor. Data were collected from two sections of an introductory entomology course at Oklahoma State University, with one section taught by a male instructor and the other by a female instructor using lecture recordings of the male instructor. Drawings were analyzed for characteristics including facial expression, clothing, equipment, presence of insects, race, and gender. The majority of drawings included smiling faces, glasses, and entomology equipment, while few students illustrated persons of color. Specific criteria to classify drawn entomologists as male, female, or non-gender figures were developed and used to assess drawings. The majority of students in both sections drew male entomologists, consistent with previous DAST studies where male scientists predominate. However, a higher proportion of female entomologists were depicted in the section who interacted with the female instructor. These findings emphasize the impact of instructor gender on students’ perceptions and stereotypes. Even when lectures are given by a male instructor, interaction with a female instructor can positively influence the gender representation in students’ drawings. Efforts should be made to promote diversity and inclusivity in instruction to increase underrepresented groups in science. This study contributes criteria to assess student depictions of gender and provides valuable insights into the gender representation and characteristics depicted in student drawings of entomologists. It highlights the influence of instructor gender on students’ perceptions and stereotypes in entomology and likely applies to other fields of biology.

Quantum computing enhanced knowledge tracing: Personalized KT research for mitigating data sparsity

With the development of artificial intelligence in education, knowledge tracing (KT) has become a current research hotspot and is the key to the success of personalized instruction. However, data sparsity remains a significant challenge in the KT domain. To address this challenge, this paper applies quantum computing (QC) technology to KT for the first time. It proposes two personalized KT models incorporating quantum mechanics (QM): quantum convolutional enhanced knowledge tracing (QCE-KT) and quantum variational enhanced knowledge tracing (QVE-KT). Through quantum superposition and entanglement properties, QCE-KT and QVE-KT effectively alleviate the data sparsity problem in the KT domain through quantum convolutional layers and variational quantum circuits, respectively, and significantly improve the quality of the representation and prediction accuracy of students’ knowledge states. Experiments on three datasets show that our models outperform ten benchmark models. On the most sparse dataset, QCE-KT and QVE-KT improve their performance by 16.44% and 14.78%, respectively, compared to DKT. Although QC is still in the developmental stage, this study reveals the great potential of QM in personalized KT, which provides new perspectives for solving personalized instruction problems and opens up new directions for applying QC in education.

“Only some can succeed Here”: A mixed methods study of how faculty unproductive mindsets relate to Gender, Racial, and First-Gen representation in higher education

Gender, racial/ethnic, and socioeconomic disparities pervade academia. Though there are a wealth of established reasons for these gaps, recent research has begun to examine how faculty beliefs contribute to representation outcomes for groups stereotyped as lacking intelligence. Extending prior research and using a sequential explanatory mixed methods approach, the present study investigates how field-specific ability beliefs (beliefs about the importance of brilliance) and fixed mindsets (beliefs about the immutability of intelligence) relate to the representation of women, racial/ethnic minorities, and first-generation students at various levels of academia. In a quantitative study of 1,025 faculty from 83 departments, self-reported beliefs exhibited negative correlations with representation outcomes in the small to very large range (−.16 > r’s > -0.44). Qualitative findings, however, suggest a more complicated relationship. Focus group data from undergraduate and graduate students in two departments differing in faculty beliefs (N = 32), suggested that both explicit and implicit messages from professors, peers, and the learning environment are important contributors to students’ experiences, beliefs, and decisions. The results call for more intentional considerations, both in research and in practice, of the messages students receive from the environments in which they learn.

The Didactic Transposition : Practices and Pedagogical Issues

The didactic transposition is a central concept of didactics, the transformation of knowledge in order to teach it. During the didactic transposition, the knowledge learned is desynchronised and depersonalised in order to be programmed and published. To reason the didactic transposition, it is necessary to take into account the concepts : social practices of references, levels of formulation of a concept, student representations and conceptual frameworks.

PENGEMBANGAN MEDIA KARGUR TERHADAP REPRESENTASI SISWA PADA MATA PELAJARAN PPKN DI KELAS 2 MIN 7 KOTA MEDAN

Development of Garuda Cardbo ard Learning Media for Student Representation in Civics Subjects in Class II MIN 7 Medan City. Learning media can be interpreted as a tool that carries messages and information between teachers and students. One of the learning media that can be applied for learning is Garuda cardboard media. Which is implemented in MIN 7 Medan City. This development research has the following problem formulation: (1). What is the validity of the Kargur learning media for the PPKn learning process for students in class 2 MIN 7, Medan City (2). What is the practicality of using Kargur media in the PPKn learning process for students in class 2 MIN 7 Medan City. (3). What is the effectiveness of kargur media on student representation after using kargur media on class 2 MIN 7 students in Medan City. The objectives of this research are: (1). How to validate the kargur learning media for the PPKn learning process for students in class 2 MIN 7 Medan City. (2). How to practically use kargur media in the PPKn learning process for class 2 MIN 7 students in Medan City. (3). What is the effectiveness of kargur media on student representation after using kargur media for class 2 MIN 7 students in Medan City. The results of this research are (1). ADDIE development model in the development of Garuda cardboard learning media: a. Analysis, which focuses on learning problems and student needs, b. Design, regarding product design in terms of Garuda cardboard learning media and preparation of rules use of media, c. development, this is based on the assessments, suggestions and comments of the validators according to their respective fields, d. implementation, in this research it was tested on 15 class II students at MIN 7 Medan City. e. Evaluation, aims to determine the success of research and development carried out on 15 students at MIN 7 Medan City. (2). The results of the feasibility of the Garuda cardboard learning media have a value of 4.5%, categorized as valid or usable but needing minor revisions from material experts, and 3.2% valid or usable but needing minor revisions.

English Only? Exploring the Challenges Native Spanish-Speaking English Learners Face

ABSTRACT Active Bilingual Learners/Users of English (ABLE) represent a student population underserved by research even when ABLEs currently represent 10% of public-school enrollments, 78% of which speak Spanish as their native language. In Texas, the overall representation of ABLE Latinx students is 17%, and is expected to grow considerably over the next 10 years. Unfortunately, there is limited research that explores the experiences of Latinx ABLE college students (Núñez, et al., 2016) and the role that Spanish language plays in the creation of identity-affirming institutional practices. Thus, the proliferation of Latinx students at Predominantly White Institutions (PWIs) that are now Hispanic-Serving Institutions (HSIs) as well, for example, requires a deeper interrogation of institutional practices and student experiences. As a result, this study explores the experiences of 15 Spanish Native-Speaking ABLEs at an HSI in the south, called Southwestern University. We use the Nuñez’ conceptual framework of intersectionality work, to better understand the contextual influences that impact Spanish Native-Speaking ABLE’s academic experiences. We also apply a case-study methodology approach to examine Latinx student experiences at an HSI.

Student Politics and Representation in Higher Education: A Global Perspective

Student Politics and Representation in Higher Education: A Global Perspective

Gender bias in generative artificial intelligence text-to-image depiction of medical students

Introduction: In Australia, 54.3% of medical students are women yet they remain under-represented in stereotypical perspectives of medicine. While potentially transformative, generative artificial intelligence (genAI) has the potential for errors, misrepresentations and bias. GenAI text-to-image production could reinforce gender biases making it important to evaluate DALL-E 3 (the text-to-image genAI supported through ChatGPT) representations of Australian medical students. Method: In March 2024, DALL-E 3 was utilised via GPT-4 to generate a series of individual and group images of medical students, specifically Australian undergraduate medical students to eliminate potential confounders. Multiple iterations of images were generated using a variety of prompts. Collectively, 47 images were produced for evaluation of which 33 were individual characters and the remaining 14 images were comprised of multiple (5 to 67) characters. All images were independently analysed by three reviewers for apparent gender and skin tone. Consequently, 33 feature individuals were evaluated and a further 417 characters in groups were evaluated ( N = 448). Discrepancies in responses were resolved by consensus. Results: Collectively (individual and group images), 58.8% ( N = 258) of medical students were depicted as men, 39.9% ( N = 175) as women, 92.0% ( N = 404) with a light skin tone, 7.7% ( N = 34) with mid skin tone and 0% with dark skin tone. The gender distribution was a statistically significant variation from that of actual Australian medical students for individual images, for group images and for collective images. Among the images of individual medical students ( N = 25), DALL-E 3 generated 92% ( N = 23) as men and 100% were of light skin tone ( N = 25). Conclusion: This evaluation reveals the gender associated with genAI text-to-image generation using DALL-E 3 among Australian undergraduate medical students. Generated images included a disproportionately high proportion of white male medical students which is not representative of the diversity of medical students in Australia. The use of DALL-E 3 to produce depictions of medical students for education or promotion purposes should be done with caution.

Shifting Gender Dynamics in Indian Higher Education: PG and Ph.D. Enrolment Trends

Indian higher education is experiencing a rise in female enrolment in higher education and female students became higher than that of male students for the first time in 2019-20. However, when analyse discipline wise trend of girls’ enrolment in Postgraduate (PG) and Doctoral (Ph.D.) programs, we find contrasting trends highlight a complex dynamic. By leveraging data from the All-India Survey on Higher Education (AISHE) reports, this analysis sheds light on the current representation of female students in higher education with focus on PG and Ph.D. programs. The contrasting enrolment patterns in PG and Ph.D. programs highlight the uneven progress towards gender equality in education across different fields of higher education in India. This study aims to contribute to a deeper understanding of these dynamics and the persistent barriers that hinder the achievement of true gender parity.

Interference of prototypical geometry representations in students’ construction of concepts and development of proofs

ABSTRACT This study investigates the impact of prototypical geometric representations on students’ ability to construct accurate geometric concepts and their subsequent performance in proving tasks related to those concepts. Ninety-one 11th-grade students participated in the study. We intentionally designed and utilized a questionnaire as the primary data-collection tool. We used the questionnaire items and findings as a basis for semi-structured interviews that we conducted with approximately 10% of the study participants. This allowed the integration of the quantitative and qualitative analyses, to provide a comprehensive understanding of the learning processes. Our analysis reveals that many Grade 11 students struggle with geometric concept formation due to an overreliance on prototypical examples, which in turn hinders their ability to construct proofs concerning the attributes of these concepts, highlighting the need for more diverse representations in geometry instruction.

Promoting student empowerment in student partnership-student representation integrations

Promoting student empowerment in student partnership-student representation integrations

Measuring student mathematical representation abilities in physics on heat and temperature topic: Learning mode and gender

This research examined an in-depth analysis of students' MRAP: (1) the students’ MRAP score in each sub-topic (temperature, expansion, heat, heat transfer); (2) the students’ MRAP score in terms of learning mode (online and offline); (3) the students’ MRAP level based on gender. The study used the survey method as a quantitative approach. The study sample consisted of 260 grade 11 students from three public senior high schools in Yogyakarta, Indonesia, with low, medium, and high ability levels. The Mann-Whitney U test was performed to determine if there was a statistically significant difference in the pupils' test results by learning mode and gender. The study’s findings concluded that the students’ scores in each sub-topic of temperature, expansion, heat, and heat transfer are 67.66; 63.67; 56.86; and 60.43; respectively. There are significant differences in students’ mathematical representation abilities in physics between students learning modes (offline and online learning. At the same time there are no significant differences in students’ mathematical representation abilities in physics between males and females.

Феномен скулшутинга и его толкование в контексте юридико-психологического знания и ассоциативных смыслов будущих следователей

<p style="text-align: justify;">The reality and severity of the consequences of the phenomenon of schoolshooting*, which has distinctive features that make it possible to recognize it among criminal events, are stated. The imperfection of the definitions of schoolshooting is emphasized, and the need for its interdisciplinary analysis and study by future investigators within the framework of the discipline “Legal Psychology” is stated. The purpose of the study is to identify the features of associative representations of students (future investigators) about schoolshooting and to reveal the semantic content of conceptual connections, based on modern legal and psychological provisions. The survey data were obtained using the association method and are subject to mathematical processing. The main results correlating with the hypotheses are to determine the spectrum and structure of associative ideas about schoolshooting; to establish the consistency of associative ideas with scientific information; to identify the understanding, but at the same time insufficient use of psychological terms by cadets; to characterize schoolshooting based on filling associative-conceptual connections with scientifically based content.</p>

Students’ Translation of Verbal Representations to Graph in Solving HOTS-based SPtLDV Problem

Translation of representation is translating information presented from the source representation to the target representation based on the translation stages, including unpacking the source, preliminary coordination, constructing the target, and determining equivalence. Translation of representation is one process that plays an essential role in learning mathematics because it can be used as a strategy to solve mathematical problems. Translation of representations of verbal problems needs to be changed to other forms, such as mathematical models or tables, to facilitate understanding so that solutions to given problems can be determined. This study aims to describe the translation of high school student representation in solving HOTS-based SPtLDV problems. Data was collected in class X-1 of SMAN 1 Situbondo for the 2023/2024 school year by providing a representation translation test consisting of 1 HOTS-based SPtLDV problem item, which contained a translation of representations from verbal to graphs. Then, interviews were conducted with two selected subjects. Then, interviews were conducted with two selected subjects. The results showed that in solving the problem, both subjects had gone through four stages of translation representation. At the stage of constructing the target, a subject provides arguments related to the solution obtained by describing the results of solving the problem he encounters through representation in the form of written words. In this case, the subject can produce reasoned criticism without being instructed on the question or the teacher.

Pembelajaran Komputer Dasar Untuk Siswa Kelas 5 di SDN 1 Cempaka

The contents of this report summarize the author's experiences and contributions during the implementation of analyzing activities in Cempaka Village, Talun District, Cirebon City. This KKN activity is a representation of students' commitment to society through providing empowerment support, training and counseling which was carried out for about one month, from 15 July to 19 August 2023. This report describes the author's responsibilities and personal journey in various community service activities. z. We as KKN students carry out our responsibility to provide community service, one of which is by providing basic computer training to students at SDN 1 Cempaka. Technology is increasingly developing and the use of technology must be introduced to students as early as possible with the aim of making students know and learn more about computers.

Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape

ABSTRACT In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized and ethnic minority college students, another unanswered question remains. Namely, how will K-12 public school districts both adhere to federal policy that mandates proportionate racial representation of students with disabilities within special education categories and support teachers and school systems with compliance to federal policy? Using a legal compliance focal point theoretical perspective, this article contextualizes the affirmative action conversation as one that must include guidance to education systems and teachers working to ensure federal compliance and racial equity within special education.

Programming knowledge tracing based on heterogeneous graph representation

Existing programming knowledge tracing methods have not deeply explored the relationships between knowledge concepts and programming questions or students’ codes, which leads to insufficient representation of programming questions and students’ codes and insufficient tracing of students’ knowledge states. To address these problems, this study proposes a programming knowledge tracing method based on a heterogeneous graph representation. We constructed a heterogeneous graph, where nodes represent the knowledge concept, programming question, and student code, and edges represent the relationships among knowledge concepts, programming questions, and student code. Subsequently, we leverage a graph structure learning algorithm to exploit the potential connections among them, aiming to enhance the graph structure information. Based on the graph, we further fully integrated the knowledge concept information into the representations of programming questions and student codes through the graph convolutional representation learning algorithm. Moreover, an attention mechanism is utilized to compute the effect of programming questions and student codes on the knowledge state and update the student's knowledge state in conjunction with the corresponding answer results. Furthermore, the proposed method provides an assessment of the mastery level for each knowledge concept rather than only assessing each question using traditional methods. Experiments on two datasets, CodeWorkout and CodeNet, show that the proposed method achieves an average improvement of 4.28% in ACC and 6.48% in AUC compared with the baseline models, validating the effectiveness of the proposed method.