Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education

2019 ◽  
Vol 683 (1) ◽  
pp. 201-216 ◽  
Author(s):  
William R. Penuel ◽  
Douglas A. Watkins
Keyword(s):  
Evidence Base ◽  
Learning Opportunities ◽  
Educational Opportunities ◽  
Iterative Refinement ◽  
Guidance System ◽  
Student Agency ◽  
Research Practice ◽  
Science Classrooms ◽  
Epistemic Justice ◽  
Educational Assessments

Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence base, and we present one here: a research-practice partnership between a university and a large urban school district. The goals of our codesigned system include supporting the redistribution of educational opportunities in science classrooms (equity) and supporting and repairing students’ self-perceptions as agents of knowing and reasoning in science classrooms and in the community (epistemic justice). We describe components of the partnership and educational practices that work together to accomplish these aims: curricula with embedded assessments allowing students to figure out rather than be told core ideas, exit tickets that elicit students’ classroom experience, and an instructional guidance system focused on iterative refinement of teacher learning opportunities to support student agency.

scholarly journals Improving training and support by improving our out of hours handover, Central and North West London NHS Foundation Trust

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S187-S188
Author(s):  
Mehmet Gez ◽  
Guang Xu
Keyword(s):  
Night Shift ◽  
Learning Opportunities ◽  
Educational Opportunities ◽  
Out Of Hours ◽  
North West ◽  
Qualitative Feedback ◽  
Pdsa Cycle ◽  
And Performance ◽  
Training And Support

AimsDuring out of hour handovers at St Charles Hospital – the two duty SHO (senior house officers) cover on site, whereas the on-call registrar and consultant are available to contact by phone. Some trainees may experience difficulties in contacting their seniors for support, or may not feel comfortable doing so. Trainees may also feel like they would benefit from being more informed of the hospital situation, or added learning and educational opportunities from the shift. The aim of this project was to improve the out of hours support for the on-call SHOs – which we hope to have positive short (such as improving confidence and performance) - and longer-term impacts (improving retention in the deanery and specialty).MethodThe project proposed instating a 15-minute Zoom call at the start of each night shift (9:30pm) which involved the on-call team (SHOs, registrar, consultants and ideally bed managers). Firstly – a survey monkey questionnaire was sent to trainees to gain a baseline on how supported/informed/ease and learning opportunities for that shift. The project then piloted three separate Plan Do Study Act cycles of change and collected feedback from trainees after each cycle. Both qualitative feedback and quantitative feedback from trainees were collected in the Likert scale format after each PDSA cycle.ResultResults showed that a key benefit of this call is that any pressing issues can be brought up and addressed. Furthermore, for the benefit of the trainees, generally trainees felt more supported whilst they are on call, and got to know the fellow on call team. In addition, trainees reported feeling more at ease when calling their senior colleagues.ConclusionIt is particularly important for doctors to feel supported and informed during their on call shift, especially in the current climate, where there are fast changes and adaptations taking place due to the pandemic. By adding a short meeting at the beginning of each night shift, doctors in the hospital demonstrated an increase in feeling supported, informed and having educational opportunities during their on call shifts. In the long term, by addressing on call issues and making trainees feel more confident and supported during their shift, is likely to benefit and improve recruitment and retention.

e-Society and Children’s Participation

2013 ◽  
pp. 1-16
Author(s):  
Brian O’Neill
Keyword(s):  
Evidence Base ◽  
Learning Opportunities ◽  
The Internet ◽  
Digital Learning ◽  
Important Group ◽  
Digital Skills ◽  
Children’S Participation ◽  
Use Of The Internet ◽  
Children's Participation ◽  
Policy Discussion

Children constitute an important group within policy discussion on information society issues, particularly in the context of digital learning opportunities and e-inclusion. However, their participation in e-society is also a cause for some public and policy concern. With ever-earlier adoption of new internet technologies and services by children, questions arise as to how to best ensure their protection whilst seeking to encourage positive online opportunities. A delicate balancing act is required to manage risks they may encounter while promoting greater participation online. To better inform this policy field, EU Kids Online conducted a pan-European survey of children’s use of the internet, resulting in the first fully comparable evidence base of children’s use of the internet in 25 European countries. Drawing on its findings, this chapter examines children’s participation in e-society and addresses the nature of online opportunities, the kinds of digital skills required and evidence of the risks young people may face on the internet. The chapter argues that greater attention to children’s perspectives on e-society is needed to foster greater online trust and participation.

Knowledge, Justice, and Equity

2022 ◽  
pp. 188-214
Author(s):  
Jenny Dean ◽  
Philip Roberts
Keyword(s):  
School Curriculum ◽  
Learning Opportunities ◽  
Equitable Access ◽  
Indigenous Students ◽  
Academic Curriculum ◽  
School Completion ◽  
Epistemic Justice ◽  
Marginalized Learners ◽  
University Participation

This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.

scholarly journals Public health nutrition in the civil service (England): approaches to tackling obesity

2016 ◽  
Vol 75 (3) ◽  
pp. 356-366
Author(s):  
J. R. Blackshaw
Keyword(s):  
Public Health ◽  
Young People ◽  
Civil Service ◽  
Contextual Factors ◽  
Evidence Base ◽  
Learning Opportunities ◽  
Health It ◽  
Public Health Nutrition ◽  
Collaborative Development ◽  
Lifestyle Choices

The seriousness and scale of the physical, psychological, economic and societal consequences relating to poor diets, inactivity and obesity is unprecedented. Consequently, the contextual factors underpinning the work of a nutritionist in the civil service are complex and significant; however, there are real opportunities to make a difference and help improve the health of the nation. The present paper describes the delivery of public health nutrition through two work programmes, namely action to support young people develop healthier lifestyle choices and more recently the investigation and deployment of local insights to develop action to tackle obesity. Combining the application of nutrition expertise along with broader skills and approaches has enabled the translation of research and evidence into programmes of work to better the public's health. It is evident that the appropriate evaluation of such approaches has helped to deliver engaging and practical learning opportunities for young people. Furthermore, efforts to build on local intelligence and seek collaborative development can help inform the evidence base and seek to deliver public health approaches, which resonate with how people live their lives.

Why Education Practitioners and Stakeholders Should Care About Person Fit in Educational Assessments

2017 ◽  
Vol 87 (3) ◽  
pp. 426-444 ◽  
Author(s):  
A. Adrienne Walker
Keyword(s):  
Test Score ◽  
Response Patterns ◽  
Research Practice ◽  
Person Fit ◽  
Achievement Level ◽  
Reasonable Estimate ◽  
Academic Literature ◽  
Educational Assessments ◽  
Assessment Research ◽  
Education Stakeholders

In this article, A. Adrienne Walker introduces the concept of person fit to education stakeholders as a source of evidence to inform the trustworthiness of a test score for interpretation and use (validity). Person fit analyses are used in educational measurement research to explore the degree to which a person's test score can be interpreted as a reasonable estimate of her achievement level. Although much academic literature has been produced on person fit, the findings and implications of this research remain largely unknown to education stakeholders. Walker argues that the practice of using test scores based on misfitting response patterns is problematic, and by including individual person fit in quality procedures, assessment research, practice, and policy can improve the way educational assessments serve instruction.

scholarly journals Citizen Science and Food: A Review

2021 ◽  
Author(s):  
Christian Reynolds ◽  
Libby Oakden ◽  
Sarah West ◽  
Rachel Pateman ◽  
Chris Elliott
Keyword(s):  
Data Collection ◽  
Citizen Science ◽  
Scientific Evidence ◽  
Research Priorities ◽  
Evidence Base ◽  
Learning Opportunities ◽  
Research Community ◽  
Geographic Spread ◽  
Chemical Contaminant ◽  
The Uk

Citizen science and food is part of a new programme of work to explore how we can involve the communities we serve when building the evidence-base on which policy decisions are made. Citizen science is an approach that can provide high volumes of data with a wide geographic spread. It is relatively quick to deploy and allows access to evidence we would ordinarily have difficulty collating. This methodology has been endorsed by the European Commission for Research, Science and Innovation. There is no one size fits all definition, but citizen science projects involves engaging with communities and asking them to be part of the project, either through engaging them in data collection or through other ways of co-creation. For participants, citizen science offers learning opportunities, the satisfaction of contributing to scientific evidence and the potential to influence policy. It can also give us data which is high in volume, has wide geographical spread, is relatively quick to deploy and that we couldn’t access any other way. Projects using these methods often involve engaging with communities and asking them to be part of the project. This can be either through working with them in data collection, or through co-creation. This report demonstrates that the research community are already undertaking numerous pieces of research that align with FSA’s evidence needs. This includes examples from the UK and other global communities. Participants in such research have collected data on topics ranging from food preparation in the home to levels of chemical contaminant in foods. The findings of this report outline that citizen science could allow the FSA to target and facilitate more systematic engagement with UK and global research communities, to help address key research priorities of the FSA.

scholarly journals Confidence intervals in health and medical journals show an implausible excess of statistically significant results

2019 ◽  
Author(s):  
Adrian Barnett ◽  
Jonathan wren
Keyword(s):  
Confidence Interval ◽  
Confidence Intervals ◽  
Statistical Significance ◽  
Evidence Base ◽  
Research Practice ◽  
Medical Journals ◽  
Published Evidence ◽  
Striking Change ◽  
Increase In Risk ◽  
Improve Health

Results that are statistically significant are more likely to be reported by authors and more likely to be accepted by journals. These common biases warp the published evidence and undermine the ability of research to improve health by giving an incomplete body of evidence. We aimed to show the effect of the bias towards statistical significance on the evidence-base using published confidence intervals. We examined over 968,000 ratios and their confidence intervals in the abstracts of health and medical journals from Medline between 1976 and January 2019. We plotted the distributions of lower and upper confidence interval limits to visually show the strong bias for statistically significant results. There was a striking change in the distributions around 1, which is the statistically significant threshold for ratios. There was an excess of lower intervals just above 1, corresponding to a statistically significant increase in risk. There was a similar excess of upper intervals just below 1, corresponding to a statistically significant decrease in risk. These biases have not improved in recent years. The huge excesses of confidence intervals that are just above and below the statistically significant threshold are not statistically plausible. Large changes in research practice are needed to provide more results that better reflect the truth.

Unequal Opportunities and Inequitable Outcomes

2018 ◽  
pp. 209-239
Author(s):  
Josephine M. LaPlante
Keyword(s):  
School Finance ◽  
Educational Opportunity ◽  
Learning Opportunities ◽  
Educational Opportunities ◽  
Equal Educational Opportunity ◽  
Learning Resources ◽  
Policy Makers ◽  
State Education ◽  
Political Forces ◽  
Unequal Opportunities

This chapter reviews social, economic, and political forces that cause and exacerbate educational disparities across and within states and considers how federal and state education finance policies are contributing to the persistence and growth of differences that deprive some children of needed learning opportunities. Many school finance experts and policy makers believe that providing the same number of dollars for each pupil will purchase similar educational opportunities. However, an expectation that different conditions require schools to spend different per pupil amounts has been guiding analysis in school finance challenges. The efficacy of equalizing per pupil dollars as a strategy for ensuring equal educational opportunity is tested empirically by comparing learning resources across Maine school districts. The results reveal educational resources available in schools where there are larger proportions of needy children are notably lower than those in schools with smaller percentages of needy children.

scholarly journals The use of information and communication technology by South African physiotherapy students

2009 ◽  
Vol 65 (3) ◽  
Author(s):  
M. Rowe ◽  
P. Struthers
Keyword(s):  
Health Education ◽  
South African ◽  
Continuing Professional Development ◽  
Learning Opportunities ◽  
Educational Opportunities ◽  
Cross Sectional ◽  
Information And Communication ◽  
Descriptive Survey ◽  
Self Administered Questionnaire ◽  
Physiotherapy Students

The global shift toward the use of information and commu -nication technology (ICT) in health education and practice has been shown toenhance both the educational opportunities and the support provided to studentsand healthcare professionals.  This study aimed to investigate the use of ICTby South A frican physiotherapy students and what their experiences and perceptions were regarding their use of ICT as part of their studies.  The studydesign was a cross-sectional, descriptive survey using a self-administered questionnaire.  The survey populationincluded all of the undergraduate physiotherapy students from six of the eight universities offering the physiotherapydegree in South A frica (N=1105).  The sample size consisted of 529 students from the survey population who completed and returned questionnaires, indicating a response rate of 48%.  The results of the study showed that the useof ICT by South A frican physiotherapy students varied according to task, racial group and university attended.Furthermore, the reported use of ICT for communication, research and continuing professional development was low.In conclusion, this study indicates that with a move toward the use of ICT to enhance health education and practice in South A frica, certain groups of physiotherapy students may be at a disadvantage if required to make use of ICT asa means of improving communication, enhancing education, participating in lifelong learning opportunities andaccessing support.

Could participant-produced photography augment therapeutic interventions for people with intellectual disabilities? A systematic review of the available evidence

2017 ◽  
Vol 22 (1) ◽  
pp. 74-95 ◽  
Author(s):  
Natalie E Boulton ◽  
Jonathan Williams ◽  
Robert SP Jones
Keyword(s):  
Systematic Review ◽  
Intellectual Disabilities ◽  
Best Practice ◽  
Evidence Base ◽  
Therapeutic Interventions ◽  
Research Practice ◽  
Equitable Access ◽  
Therapeutic Approaches ◽  
People With Intellectual Disabilities ◽  
Therapeutic Settings

Background: People with intellectual disabilities are entitled to equitable access to psychological support. Traditional therapeutic approaches often rely on a person’s ability to verbally articulate a description of their life, which can be particularly difficult for emotionally salient information. Methods: A systematic literature review was undertaken to determine the evidence base underpinning the use of participant-produced photography within therapeutic settings. Evidence across a range of specialisms was examined in order to extrapolate areas of best practice and make recommendations for its implementation alongside people with intellectual disabilities. Results: A systematic search of peer-reviewed journals identified 13 relevant documents. Participant-produced photography showed promise, although evidence pertaining specifically to people with intellectual disabilities was sparse ( n = 2). Conclusion: Participant-produced photography within therapeutic settings shows promise for people with intellectual disabilities. Methodological limitations made it difficult to derive firm conclusions regarding the effectiveness of different approaches. Implications for clinical and research practice are discussed.

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