Education In The United States Research Articles

Popular Music Education as a Technology of Access and Intervention: Tanglewood and Popular Music Education in the US

Popular Music Education as a Technology of Access and Intervention: Tanglewood and Popular Music Education in the US

Revisiting the Master Food Volunteer Program: Examining how to enhance nutrition education in the United States

America’s diet-related illness crisis intersects with a lack of nutrition literacy, nutrition security, and systemic inequities. The Cooperative Extension Service’s (CES) national infrastructure could potentially provide equitable access to quality nutrition education in the US utilizing a Master Food Volunteer (MFV) model. This research brief examined preliminary evidence for the MFV model as a support for CES agents and paraprofessionals, and results show a paucity of evidence. Further research and a pilot program with pre-established measures for health-related knowledge and behaviors could elucidate the model’s potential to increase equitable access to evidence-based programming, nutrition, and implementation guidance.

Reproducing whiteness? A critical race analysis of the U.S. Conference of Catholic Bishops’ process for drafting the framework for secondary religious education

This article draws on critical race theory and social reproduction theory to analyze the process resulting in the curriculum framework for secondary, Catholic, religious education in the US. This document, promulgated by Church leaders, has impacted millions of US Catholic high school students. Recent calls for racial justice, within and outside of the Catholic Church, invite inquiry into whether this framework is impacting all students equally. This article explores two key questions: Whose knowledge mattered in the creation of the Framework? Was the Framework constructed so as to support the creation of a culturally-sustaining religion curriculum for all students? This analysis demonstrates why the Framework may be problematic for Students of Color and suggests Catholic leaders and educators must learn more from critical race scholars and education researchers if they are to enhance the quality of this and future pedagogical resources for religious instruction. Recommendations are made for addressing the issues raised.

Internet search data showed increased interest in supplementary online education during the COVID-19 pandemic, with females showing a greater increase

The COVID-19 pandemic has led to tremendous disruptions in people’s everyday activities, including the pursuit of education. Internet search data may provide insights into potential audiences’ interest in online education. Using Internet search data, we examined the impact of COVID-19 on people’s interest in supplementary online education in the US over nine months (10/14/2019–07/19/2020). We found there was increased interest in supplementary online education after WHO announced COVID-19 as a pandemic, with a greater increase among females than males. We found that the increased interest in online education persisted after the stay-at-home orders were lifted; in addition, we identified concerns over unemployment as a key variable that significantly explained the variance in the interest in online education, even after controlling for COVID cases and deaths. Policymakers and online education platforms may take advantage of people’s, especially women’s increased interest in online education when designing policies or marketing mix.

Assessing Medication Safety in PharmD Education in the US

Assessing Medication Safety in PharmD Education in the US

National Center for Interprofessional Practice and Education 2023: reflecting back, looking forward

ABSTRACT The United States (US) National Center for Interprofessional Practice and Education was funded at the University of Minnesota to serve as the National Coordinating Center for Interprofessional Education and Collaborative Practice (IPECP) in the US In 2012, the funders had specific expectations for operationalizing their vision that included scholarship, programs and leadership as an unbiased, neutral convener to align education with health system redesign. While US specific, the National Center benefited from and contributed to the international maturity of the field over the past decade. Through its various services and technology platforms, the National Center has a wide reach nationally and internationally. This perspective provides a unique view of the field in the US with observations and implications for the future.

Getting schooled: Universities and VC-backed immigrant entrepreneurs

This paper analyzes how US universities contribute to the quantity and quality of VC-backed immigrant entrepreneurship in the US. Using a novel data set that identifies immigration status and education history for the near-universe of VC-backed founders in the US, we document several interrelated facts. First, immigrants contribute disproportionately to US VC-backed entrepreneurship, accounting for approximately 20 % of VC-backed companies. More than 75 % of these immigrant entrepreneurs obtained post-secondary education in the US, which suggests that higher education represents a primary entry channel for foreign entrepreneurial talent into the country. Given these facts, we assess how universities shape both the geographic distribution and the quality of immigrant entrepreneurship. Close to 40 % of US-educated immigrants start a company in the state of their alma mater, suggesting that place of education substantially impacts immigrant entrepreneurs' startup location choice. Regarding firm quality, immigrant founders are also more likely to found financially successful and scientifically innovative startups than their US-born counterparts. Altogether, the results suggest that foreign students educated in US universities substantially contribute to local and national VC-backed entrepreneurship, thereby identifying higher education's global scope as a potential tool to attract entrepreneurial talent and encourage entrepreneurial growth.

Association between Contraceptive Use Change and Demographic and Socioeconomic Factors in 2011-2019 United States: A Regression Analysis

General contraceptive adoption has been shown to increase in the past decades. Although factors associated with contraceptive use have been studied in the past, few have looked into how such factors changed over time, especially in a developed country like the United States. This study uses four female response datasets from 2011-2013, 2013-2015, 2015-2017, and 2017-2019. Data were collected by the National Survey of Family Growth (NSFG). A total of 20 variables were selected using a step-up approach based on literature review and reviewing missing rates. Multivariate logistic regression was conducted, accompanied by a step-down Akaike information criterion (AIC) model and the Hosmer Lemeshow test. This study indicates that age, race, and pregnancy are the top three most frequently associated variables among the eight contraceptive methods analyzed. A general shift in associations with income and drinking was also observed across most contraceptive methods, while factors such as highest degree have become less associated. Results indicate that improving sexual education in the US has played an increasingly predominant role in contraceptive choices.

The role of education in the growth of the Georgian economy

The article - "The role of education in the growth of the Georgian economy" – is dedicated to the economic problem of Georgia, particularly unemployment, and explores the connection between the quality of education and this issue. An even more significant concern is the disproportionately high number of unemployed individuals, accounting for 18.5% of the working population. Among them, a remarkably large percentage consists of graduates from higher education institutions (32.3%) and vocational schools (over 40%). The author attributes this situation to the low quality of education in both types of institutions and the mismatch between the professions and competencies acquired by students and the labor market requirements. The article mentions that Europe experienced a similar problem before Georgia has faced it. To address this issue, the European Commission launched several programs and, in 2006, adopted an official document, “Knowledge into practice”. This document recognized the new model of higher education, known as the "Triple Helix" and European countries gradually started transitioning to this model. The authors of the article recommend the Ministry of Education and Science of Georgia, along with all its affiliated universities, to get acquainted with this model. By adapting it to the local conditions of Georgia, they should commence preparatory work for its practical implementation. It is suggested that each university in Georgia be encouraged to identify a “Center of Excellence” they are proud of and can expand to create a strong bond with local business firms. The relationship should serve students well. The strength of the "Triple Helix" model of higher education in the article is the close cooperation of universities with the business sector and the government of the country. The government of the country establishes the educational framework and regulations, while the business sector provides specific demands for skilled professionals and universities fulfill these. Graduates trained under this model are subsequently employed by the businesses that requested their specific skills. The author of the article claims that this model has worked in the UK, USA, Germany, Serbia and elsewhere, and will work in Georgia as well. In addition to the Triple Helix model, the article also emphasizes the significance of human capital as an essential factor of production contributing to economic growth. This has been developed by Professor Gary Becker of the University of Chicago (Becker, 1975). Furthermore, the article highlights the successful implementation of Co-Operative Education in the US, where students are placed in the workplace alternating with their academic studies. This program has been in place since 1906 at the University of Cincinnati and has resulted in half of the Co-Op students being offered full-time employment upon graduation (University of Cincinnati, 2021). The article notes that the necessity for education to collaborate with business has emerged in recent years. This was related to the acceleration of technical progress, which led to (and still leads to) the "aging" of professions. Added to this is the already outdated traditional thinking about education that education is the transfer of knowledge and the conduct of research. The new XXI century required education to play the role of a "public servant". This should be reflected in the smooth employment of the staff trained by it. This can only be achieved through deep and solid ties with the business sector. In this way, Georgian universities will be transformed into full-fledged market entities. They will realize that the "product" they create in the market (graduate specialist, research innovations) depends on consumers or employers and tailor the education process to their needs. According to the authors of the article, this will be a major turning point in Georgia's higher education, which will play a major positive role in the country's economic growth.

Supervision to Support Reflective Practices

There is immense pressure on school leaders to show evidence of continual school improvement. To drive these improvement efforts, there are essential considerations when planning for implementation, specifically the development of a system that supports reflective practices to increase teacher autonomy and improved student outcomes. The research presented in this article explores the attitudes and beliefs that teachers and administrators have for reflective practices through the supervisory actions of administrators in a rural Northern state. The findings from this study include, 1) the importance of a formal leadership role and the lens used when considering evaluative and non-evaluative feedback; 2) the use of reflective practices to drive changes to instructional practices; and, 3) the connection of reflective practices to school culture, professional development, and student engagement. These findings are important in that they are practical to schools and inform how the United States (US) education system might shift policies to support more formative practices that target instructional improvement.

The Transformation of American Sex Education: Mary Calderone and the Fight for Sexual Health. Ellen S. More

Dr. Mary Steichen Calderone (1904–1998) was one of the best-known sex educators in the twentieth-century United States. However, her work has not received much attention until the publication of The Transformation of American Sex Education. This book approaches the history of twentieth-century American sex education through the lens of Calderone’s career and that of the Sexuality Information and Education Council of the United States (SIECUS), an advocacy organization that she cofounded in July 1964. However, the absence of an argument and uneven choices about topic coverage make Calderone and her achievements difficult to parse. Sex education in the US has received attention from historians including Jeffrey P. Moran (Teaching Sex, 2000), Janice M. Irvine (Talk about Sex, 2004), Susan K. Freeman (Sex Goes to School, 2008), Alexandra M. Lord (Condom Nation, 2010), and Courtney Q. Shah (Sex Ed, Segregated, 2015). None of them focus specifically on Calderone and SIECUS, or address the topic beyond the 1990s, and this book fills a gap in the literature by focusing on her and the organization and bringing the history of sex education up to the 2010s.

Radiation Oncology Residency Training Program Integration of Diversity, Equity, and Inclusion: An Association of Residents in Radiation Oncology Equity and Inclusion Subcommittee Inaugural Program Director Survey

The aim of this study was to investigate United States (US) radiation oncology (RO) program directors' (PDs) attitudes and practices regarding racial/ethnic diversity, equity, and inclusion (DEI) to better understand potential effects on underrepresented in medicine (UIM) residents in RO. A 28-item survey was developed using the validated Ethnic Harassment Experiences Scale and the Daily Life Experiences subscale, as well as input from DEI leaders in RO. The survey was institutional review board-approved and administered to RO PDs. PDs were provided with the American Association of Medical Colleges definition of UIM, that is, "Underrepresented in medicine means those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population." Descriptive statistics were used in analysis. The response rate was 71% (64/90). Institutional Culture and Beliefs: 42% responded that they had a department DEI director. A minority (17%, n = 11) agreed "I believe that people from UIM backgrounds have equal access to quality tertiary education in the US." The majority (97%, n = 62) agreed "My program values residents from UIM backgrounds." Support and Resources: The majority (78%, n = 50) agreed "My program has resources in place to assist/provide support for resident physicians from UIM backgrounds." Interview and Recruitment: Most PDs (53%) had not taken part in activities aimed at recruiting UIM residents and 17% had interviewed no UIM applicants in the past 5 years for residency. Resident Experiences of Racism: 17% (n = 11) agreed "UIM residents in my program have reported incidents of racism to me," and 28% (n = 18) agreed "I believe that UIM residents in my program have been treated differently because of their race/ethnicity by faculty, staff, coresidents or patients." Most PDs reported that they did not believe that UIM residents were treated differently in their department because of their race/ethnicity, and only a minority had received reports of racial discrimination experienced by residents. These data contrast resident experiences and suggest a disconnect between DEI perceptions and resident experiences among US RO PDs that should be addressed through increased programmatic action and evaluation.

A Guise of Inclusion: The Survival of ‘Non-Ideal’ Students in White Supremacist Heteropatriarchal Systems of Education

Since its inception, the United States (U.S.) education system has worked vigorously to stymie and subvert the needs of those deemed to be ‘non-ideal’ (Grumet, 1998; Apple, 2006). From maintaining exclusionary curricula to the manipulation of anti-racist approaches to practice, heteropatriarchal white supremacist structures of education ensure a label of ‘Other’ for those who fail to meet colonial ideals (Pinar, 1998). Marginalized students and practitioners—those who are Black, Indigenous, and People of Color (BIPOC), Lesbian, Gay, Bisexual, Trans, Questioning, Intersex, Asexual+ (LGBTQIA+), people with disabilities, and those with low socioeconomic status (SES), are, as Cathy J. Cohen (2005) suggests queer outliers throughout systems of education. To address exclusionary practices, this article underscores the guise of diversity in schooling and its material impacts on those deemed not ideal. By implementing Critical Race Theory (CRT) (Crenshaw, 1995) and Queer of Color Critique (QOCC) (Ferguson, 2004) within counterstorytelling (Crenshaw, 1988; Morris & Perry, 2016), the authors of this manuscript—both cisgender women: (1) heterosexual and Black, and (1) queer and white—share their respective experiences with(in) academic violence(s). The authors’ narrative explorations interrogate individual and aggregate relationships to educational heteronormative Whiteness (Ahmed, 2007; Love, 2019) and establish pathways for educational leaders to reimagine anti-racist, pro-queer, wholly inclusive educational practices.

Hispanic excellence in chemical engineering: Practical examples for the classroom

STEM programs and companies continue to struggle to find and retain talent from underrepresented minorities. This is often due to difficulty retaining these students in university programs, despite similar initial enrollment rates. Students of Hispanic descent are the fastest growing group of students in the United States education system. As more Hispanic students begin to study STEM and more universities become Hispanic-serving institutions, STEM curricula should adapt to better serve this group. In this article, we discuss how prominently including the work of minority scientists and engineers in the classroom can bolster students of color. Next, we re-introduce the work of noted Hispanic scientists Luis Miramontes and Mario Molina and technology from ancient Mesoamerican cultures. Finally, we show how educators can easily use these scientists’ work to increase representation in coursework without drastically changing their lecture notes.

EDUCATION AND COGNITIVE ABILITY: EXPLORING DIRECT AND INDIRECT EFFECTS IN THE UNITED STATES AND MEXICO

Abstract Education positively relates with cognition, which may be explained by enhanced cognitive reserve. However, education may also impact cognition indirectly by improving health, health behaviors, and life-course socioeconomic status (SES). This analysis explores the associations between education and cognition in the US and Mexico and quantifies the extent to which associations are direct versus indirect through health and SES. We use data from two studies: the MexCog in Mexico (n=2,042) and US Harmonized Cognitive Assessment Protocol (HCAP, n=3,267). Cognitive domains included Memory, Executive Function, Language, Visuospatial, and Orientation. Karlson-Holm-Breen (KHB) methods were used in linear regression models to quantify how much of the associations between years of education and cognitive domains were direct versus indirect through chronic conditions, income, wealth, smoking, and exercise. In regression models, years of education related positively with all cognitive domains in both studies, even when controlling for health and SES. KHB mediation analyses suggested that most of the education-cognition association was direct. In MexCog, estimates of the percent of the education-cognition association that was indirect through health and SES ranged from 4.17% (Memory) to 5.15% (Executive Function). In HCAP, indirect effects ranged from 8.95% (Orientation) to 12.15% (Language). Education was associated with better cognitive abilities in the US and Mexico regardless of cognitive domain or adjustment for late-life health and SES. Results suggested that education primarily related with cognition directly and that effects of education on cognitive abilities are not eliminated by reducing educational disparities in the late-life health and SES factors we analyzed.

Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self

An increasingly globalized economy requires a workforce with multilingual capability. However, the United States education system has de-emphasized foreign language learning, such as in the No Child Left Behind Act (NCLB), hurting the recruitment and retention of foreign language learners. To compensate, educators may be able to increase the retention of foreign language learners by fostering intrinsic motivation, but not much currently is known about relevant factors. The present study examined the association of intrinsic motivation and one relevant factor, dispositional flow, in foreign language learners. A sample of 116 foreign language learners was administered the L2 Motivational Self Scale and the Dispositional Flow Scale-2. Good evidence of construct validity was obtained for the scale scores, and a significant positive correlation of.45 was found between the constructs using confirmatory factor analysis. The results suggest dispositional flow is an important factor to consider for increasing intrinsic motivation in foreign language learners.

美国大学外语教学发展趋势及其对中文教育的启示

本研究基于美国现代汉语协会所进行的一系列调查，分析了2002年至2016年期间美国大学外语课注册人数的发展趋势。研究指出，自上世纪五十年代以来，美国大学生对外语课的兴趣一直在波动上升，但总体增长率较低。2009年前后由于经济危机等因素，大学生对外语等人文学科的兴趣大幅度下降。中文课注册人数在2013年达到峰值，但随后锐减13%。本研究认为，为了推动中文教育在美国大学内的发展，教师应增强内容的实用性并鼓励学生进一步学习高级课程，国家也应该积极推动软实力建设，从而吸引更多的学生主动学习中文。
 This research, based on reports published by Modern Language Association, analyzed enrollments in languages other than English in United States institutions of higher education from 2002 to 2016. Results show that American college students’ interest on foreign languages have been increasing unsteady since the 1950s, but the increasing rates kept low; and given the factors like the Great Depression since 2009, college students’ interests on foreign language and other disciplines of humanity have dropped abruptly. The enrollment of Chinese classes has reached its peak in 2013 but then experienced a 13% decrease. This study suggests, to promote Chinese education in the US, teachers should develop practical contents and encourage students to study advanced classes, and government of China should develop its soft power to attract more students to study Chinese.

Perceptions of US Medical Students on Artificial Intelligence in Medicine: Mixed Methods Survey Study.

Given the rapidity with which artificial intelligence is gaining momentum in clinical medicine, current physician leaders have called for more incorporation of artificial intelligence topics into undergraduate medical education. This is to prepare future physicians to better work together with artificial intelligence technology. However, the first step in curriculum development is to survey the needs of end users. There has not been a study to determine which media and which topics are most preferred by US medical students to learn about the topic of artificial intelligence in medicine. We aimed to survey US medical students on the need to incorporate artificial intelligence in undergraduate medical education and their preferred means to do so to assist with future education initiatives. A mixed methods survey comprising both specific questions and a write-in response section was sent through Qualtrics to US medical students in May 2021. Likert scale questions were used to first assess various perceptions of artificial intelligence in medicine. Specific questions were posed regarding learning format and topics in artificial intelligence. We surveyed 390 US medical students with an average age of 26 (SD 3) years from 17 different medical programs (the estimated response rate was 3.5%). A majority (355/388, 91.5%) of respondents agreed that training in artificial intelligence concepts during medical school would be useful for their future. While 79.4% (308/388) were excited to use artificial intelligence technologies, 91.2% (353/387) either reported that their medical schools did not offer resources or were unsure if they did so. Short lectures (264/378, 69.8%), formal electives (180/378, 47.6%), and Q and A panels (167/378, 44.2%) were identified as preferred formats, while fundamental concepts of artificial intelligence (247/379, 65.2%), when to use artificial intelligence in medicine (227/379, 59.9%), and pros and cons of using artificial intelligence (224/379, 59.1%) were the most preferred topics for enhancing their training. The results of this study indicate that current US medical students recognize the importance of artificial intelligence in medicine and acknowledge that current formal education and resources to study artificial intelligence-related topics are limited in most US medical schools. Respondents also indicated that a hybrid formal/flexible format would be most appropriate for incorporating artificial intelligence as a topic in US medical schools. Based on these data, we conclude that there is a definitive knowledge gap in artificial intelligence education within current medical education in the US. Further, the results suggest there is a disparity in opinions on the specific format and topics to be introduced.

Wartime, professional military education, and politics

The 2018 United States (US) National Military Strategy claimed that professional military education (PME) in the US had ‘stagnated’. Since then the 2020 US Joint Chiefs of Staff publication Developing Today’s Joint Officer’s for Tomorrow’s Ways of War can be seen as a direct response to such stagnation. The associated temporal positionings of war from stagnation, to today’s officers, to tomorrow’s ways of war, reinforce the significance of wartime in how professional military education is framed. In this paper I ask: To what extent do professional military education mission statements rely on frames of wartime for a construction of purpose, what are the implications of such framings for goals of minimizing violence and suffering, and how may such potential limitations be addressed in the classroom? A focus on wartime can help us draw out significant strategic and ethical challenges of conflict termination alongside ‘forever wars’, the normalization of exceptional security practices and violence, and the way in which prioritizations of either doing war ‘better’ or minimizing the likelihood of war are in seemingly direct epistemological competition. Given a goal of less insecurity, in an era in which fewer and fewer wars actually ‘end’ or ‘end’ with a sense of victory, I assess the extent to which engaging critical approaches in PME may help or hinder the need to challenge self-propagating dynamics of wartime that may be limiting efforts at lessening violence.

Willingness to be vaccinated, preventative behaviors, and social contact patterns during the COVID-19 pandemic among US college students

Objective: To assess the frequency of preventative COVID-19 behaviors and vaccination willingness among United States (US) college and university students during the COVID-19 pandemic. Participants: Participants (N = 653) were ≥18 years old and students at institutions for higher education in the US in March 2020. Methods: Students self-reported preventative behaviors, willingness to be vaccinated, and social contact patterns during four waves of online surveys from May-August 2020. Results: Student engagement in preventative behaviors was generally high. The majority of students intended to be vaccinated (81.5%). Overall, there were no significant differences in the proportion adopting preventative behaviors or in willingness to be vaccinated by sex or geographic location. The most common reason for willingness to get vaccinated was wanting to contribute to ending COVID-19 outbreaks (44.7%). Conclusions: Early in the pandemic, college students primarily reported willingness to vaccinate and adherence to preventative behaviors. Outreach strategies are needed to continue this momentum.