Paying students to learn: An ethical analysis of cash for grades programmes

2017 ◽  
Vol 15 (1) ◽  
pp. 71-87
Author(s):  
Bryan R Warnick
Keyword(s):  
Academic Performance ◽  
Careful Analysis ◽  
Educational Environment ◽  
Ethical Analysis ◽  
Educational Practices ◽  
Cash Incentives ◽  
Michael Sandel

A growing number of schools have begun experimenting with giving students cash rewards to improve academic performance. This practice has come to be known as ‘cash-for-grades’. In this article, I examine some of the philosophical and ethical questions involved with cash-for-grades programmes, rather than focusing on whether such incentives ‘work’ to increase academic performance. Building on the framework of philosopher Michael Sandel, I examine whether cash incentives are more coercive or corruptive than currently accepted educational practices. An answer to these questions ultimately requires a careful analysis of the meaning of cash as an incentive. Comparing cash incentives to grade incentives, I argue that the individuality and immediacy specific to cash incentives make them uniquely problematic in an educational environment.

scholarly journals IOT CONCEPT APPLICATION IN EDUCATIONAL SECTOR USING COLLABORATION

2018 ◽  
Vol 1 (2) ◽  
pp. 137 ◽  
Author(s):  
Mirjana Maksimović
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Education Sector ◽  
The Internet ◽  
Educational Practices ◽  
Environmentally Sustainable ◽  
Staff Members ◽  
Novel Technology ◽  
Information And Communication

Since its appearance, the Internet of Things (IoT) shows the potential to radically transform numerous areas of our everyday lives. Education, as one of the most important concerns and investments of a new world, didn’t remain immune to novel technology advancements. With the IoT vision, not just computers, tablets and smartphones, but almost every other device becomes connected to the Internet, completely changing the traditional model of education. This paper analyzes manners to achieving enhanced educational practices using novel Information and Communication Technologies (ICTs), particularly IoT, as well as the potential of these approaches to contribute in achieving economically, socially and environmentally sustainable educational environment. Alongside technology, enhanced IoT-supported educational environment demands a higher degree of collaboration among institutions, staff members, and students. Only with full engagement of all stakeholders and their willingness to cooperate and collaborate, the idea of the completely redesigned education sector, technology supported, enhanced and economically, ecologically and socio-culturally sustainable is possible. Therefore, the power of collaboration, people, and technology in the modernization of the education sector and the realizing fully IoT-supported collaborative educational practices and the environment is the subject of discussion.

scholarly journals emotional intelligence and incidence in academic performance for bachelor level

2020 ◽  
Vol 3 (1) ◽  
pp. 20-25
Author(s):  
María Isabel Santana Vergara ◽  
María Fernanda Argandoña Mendoza ◽  
Rosmary Olga García Mejía ◽  
Yandri Alberto Zambrano ◽  
Maria Elena Moya Martínez
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
United Nations ◽  
Emotional Development ◽  
Educational Environment ◽  
Educational Quality ◽  
Knowledge And Skills ◽  
United Nations Educational ◽  
Cultural Organization ◽  
The Subject

The United Nations Educational and Cultural Organization, believes that one of the main axes of orientation is emotional intelligence since individual skill will depend on it; taking into account, that education is the process of formation closely related to the affectivity related to emotions. Although some authors agree in several articles, this way of discussing emotion-related abilities must have generated, in each individual, there must be that general form of knowledge and skills that make this unfold in society interacting with emotional intelligence and affective expressing concepts about the subject. One of the problems, that Emotional Inelegancy, raises is that it compares with emotional competence the ignorance of this theory has produced a great interest in the educational environment as a way of improving educational quality and socio-emotional development, several publications allege positive changes within the classroom that started. As something, empirical ended with a construct developing the theories and instruments developed by providing development in the educational community and the classroom.

scholarly journals Low psychological resilience as a reason of low academic performance in schoolchildren

2019 ◽  
Vol 8 (1) ◽  
pp. 64-75 ◽  
Author(s):  
N.V. Savitskaya ◽  
O.A. Krukovskaya ◽  
T.V. Ivolina ◽  
O.V. Dedova
Keyword(s):  
Special Education ◽  
Academic Performance ◽  
Young People ◽  
English Language ◽  
Interdisciplinary Cooperation ◽  
Educational Environment ◽  
System Model ◽  
Psychological Resilience ◽  
Secondary Special Education ◽  
Innovative Approaches

The article reviews the array of English-language publications (dated 2014-2018) on psychological resilience of schoolchildren. It discloses three main areas of research. Firstly it presents an innovative and multi-system model of psychological stability – Multi-System Model of Resilience (MSRM) developed in 2017 in Ryerson University (Toronto, Canada). The review introduces a fundamental theoretical and empirical "cluster" of studies focused on a particular aspect of this issue in the global scientometric space of psychological resilience in students of all ages. It also gives an indication of the relevance of psychological resilience for secondary special education. We also tried to show some innovative approaches to strengthening the psychological resilience in children, adolescents and young people both connected and not connected with the educational environment, as well as examples of intersectoral and interdisciplinary cooperation in the study of this problem

scholarly journals Key elements of effective postgraduate GP educational environments: a mixed methods study

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e041110
Author(s):  
Bunmi S. Malau-Aduli ◽  
Faith O. Alele ◽  
Paula Heggarty ◽  
Carole Reeve ◽  
Peta-Ann Teague
Keyword(s):  
General Practice ◽  
Academic Performance ◽  
Mixed Methods ◽  
Learning Environment ◽  
Educational Environment ◽  
Rural Practice ◽  
Distributed Model ◽  
Training Environment ◽  
James Cook ◽  
Level Of Satisfaction

ObjectivesEvidence in the literature suggests that satisfaction with postgraduate general practice (GP) training is associated with the quality of the educational environment. This study aimed to examine GP registrars’ level of satisfaction with a distributed model of training in a regional educational environment and investigate the relationship between satisfaction and academic performance.Study designA longitudinal 3-year study was conducted among GP registrars at James Cook University using a sequential explanatory mixed methods research design. GP registrars’ satisfaction was obtained using the scan of postgraduate educational environment domains tool. A focus group discussion was conducted to explore GP registrars’ perceptions of satisfaction with the educational environment.SettingJames Cook University General Practice Training (JCU GPT) programme.ParticipantsSix hundred and fifty one (651) GP registrars enrolled between 2016 and 2018 at JCU GPT programme.Results651 registrars completed the satisfaction survey between 2016 and 2018. Overall, 92% of the registrars were satisfied with the educational training environment. Registrars who had become fellows reported higher satisfaction levels compared with those who were still in training (mean=4.39 vs 4.20, p=0.001). However, academic performance had no impact on level of satisfaction with the educational environment. Similarly, practice location did not influence registrars’ satisfaction rates. Four themes (rich rural/remote educational environment, supportive learning environment, readiness to continue with rural practice and practice culture) emerged from the thematic data analysis.ConclusionA clinical learning environment that focuses on and supports individual learning needs is vital for effective postgraduate medical training. This study suggests that JCU GPT programme’s distributed model fostered a satisfying and supportive training environment with rich educational experiences that enhance retention of GP registrars in rural/remote North Queensland, Australia. The findings of this study may be applicable to other settings with similar training models.

scholarly journals Relationships between using modern ICT educational resources and schoolchildren’s academic performance

2020 ◽  
Vol 10 (6) ◽  
pp. 162-180
Author(s):  
Natalia Alekseevna Chernyshova ◽  
◽  
Olga Anatolevna Romanova ◽  
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Quantitative Methods ◽  
Electronic Devices ◽  
Educational Environment ◽  
Metacognitive Skills ◽  
School Students ◽  
Academic Achievements ◽  
Game Format ◽  
International Comparative

Introduction. The article investigates the contradictory problem of creating a cognitive educational environment within the context of preventing schoolchildren from using modern information technologies in the classroom in Russian schools. The purpose of the article is to analyze the relationships between the use of ICT resources by schoolchildren and their academic achievements. Materials and Methods. The study used both qualitative and quantitative methods. Based on Russian data from the international comparative study PISA 2015 (n = 6036) and 2018 (n = 7608) factorial and regression analysis was carried out. Qualitative analysis was conducted on the basis of data collected via interviews with teachers in focus groups (n = 91) at 10 schools in Moscow (the Russian Federation). Results. The data obtained from the interviews with teachers in Moscow schools reveal their negative attitude to the use of electronic devices by school students. The teachers believe that it deteriorates students’ cognitive and metacognitive skills. The factor analysis of the students’ survey data made it possible to distinguish two groups of variables: (1) the use of ICT resources for educational purposes; (2) the game format of their use. Regression analysis showed that the game format of using ICT resources does not worsen the academic performance. Moreover, frequent usage of ICT recourses for educational purposes significantly correlates with high academic achievements. Conclusions. It is concluded that the use of ICT resources as a game tool does not lead to a deterioration in academic performance. At the same time, the frequent use of electronic resources for educational purposes can be an important step towards reducing the risks of academic failure and can contribute to increasing students’ academic achievements. Keywords Modern educational environment; IT-technologies; IT-resources; Use of electronic devices in schools; Learning outcomes; Academic achievements; Socio-economic status of the family.

Influence of Educational Environment on Academic Performance of Nursing Students

2015 ◽  
Vol 5 (3) ◽  
pp. 35-40
Author(s):  
Maxie Martis ◽  
◽  
Rubiya I Shekh ◽  
Thankamma M.S ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Educational Environment
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