scholarly journals Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199072
Author(s):  
Jack Schneider ◽  
James Noonan ◽  
Rachel S. White ◽  
Douglas Gagnon ◽  
Ashley Carey
Keyword(s):  
Survey Data ◽  
Student Voice ◽  
School Quality ◽  
Student Perception ◽  
State Level ◽  
Student Survey ◽  
New School ◽  
State Accountability ◽  
Survey Results ◽  
School Ratings

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

scholarly journals Does teaching qualification matter in higher education in the UK? An analysis of National Student Survey data

MethodsX ◽  
2019 ◽  
Vol 6 ◽  
pp. 788-799 ◽  
Author(s):  
Mohammad Nurunnabi ◽  
Abdelhakim Abdelhadi ◽  
Rehab Aburas ◽  
Samaher Fallatah
Keyword(s):  
Higher Education ◽  
Survey Data ◽  
Student Survey ◽  
The Uk

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Conceptual Framework for Digitization of Depreciation Policy

2021 ◽  
Vol 12 (3) ◽  
pp. s041-s053
Author(s):  
Darya Trachova ◽  
Svitlana Diachek ◽  
Nataliia Vyhovska ◽  
Olha Havryliuk ◽  
Нalyna Chaban ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Government Regulation ◽  
State Level ◽  
Information Support ◽  
Economic Data ◽  
Information Portal ◽  
Survey Results ◽  
Scientific Challenge ◽  
Beta Version ◽  
Enterprise Size

The articles object is a process of accounting and information support for the formation of depreciation policy. The purpose of this article is to develop a conceptual framework for a common accounting and information space of depreciation policy. First, the authors consider the benefits of total digitalization of the organization and methodological support of depreciation policy process and make some assumptions related to the concept of enterprise’s economic data protection.  Since the scientific challenge is how to effectively monitor and quickly adjust depreciation policy, the authors have chosen methods to analyze the relations between business, government regulation, and economic data security. In the course of the research, a survey of 376 enterprises of Zaporizhia, Donetsk and Luhansk regions of Ukraine was conducted. To identify impact of the enterprise size on the availability of information about individual indicators, they are grouped according to the selected system of taxation (simplified and general). In addition, the survey results and monitoring of the beta version of depreciation policy's information portal were presented. It was also concluded that the accounting indicators can be used to quickly adjust the depreciation policy at the state level.

scholarly journals Current Educational Technologies in English Lexis and Grammar Distance Learning at General Secondary Education Institutions

2021 ◽  
pp. 262-277
Author(s):  
Nataliia Serdiuk
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Educational Process ◽  
Educational Technologies ◽  
English Learning ◽  
Student Survey ◽  
Online Services ◽  
Survey Results ◽  
Grammatical Structures ◽  
Learning English

The question of the specifics of modern distance learning remains one of the most pressing issues, especially in today's world affected by global virus pandemic. We consider the study of the use of modern educational technologies in English lexis and grammar distance learning relevant and timely. The purpose of the article is to characterize popular current educational technologies and their possibilities in distance learning of English lexical and grammatical structures, to define five most perspective online services for pupils of general secondary education institutions. Methods. The author implements the purpose with the help of theoretical (analysis and synthesis of own experience and of domestic scientists concerning the use of existing educational innovative computer technologies in English learning) and empirical research methods (observation of the educational process), together with the elements of statistical (analysis of student survey results). The results. Considering student survey results, the author’s experience, the article names and characterizes 43 modern online educational technologies in English learning, they online platforms (Zoom, Microsoft Teams, Google Classroom, Skype, Nz.ua, ClassDojo, Moodl), online services (Google Drive, Padlet, Google Forms, Microsoft Forms, Kahoot!, Grammarly, Quizlet, Quizizz, Plickers, Socrative, Hot Potatoes, LinguaLeo, ToonDoo, Classtime, Lang-8, Сoursera, LearnEnglish, BBC Learning English, British Council LearnEnglish, Tandem, Enpodcast, Bussu), mobile apps (Memrise, Rosetta Stone, Babbel, FluentU, MindSnacks, Open Language, Mosalingua, Messenger, Telegram, Viber, WhatsАрp), virtual whiteboard (Paint, Google Slides, Bitpaper.io). The article suggests grouping these technologies according to 7 purposes of use (to conduct online English lessons in real time; to create virtual classes, lessons and tasks; to send tasks and communicate; online services for learning English vocabulary and grammar; to use a virtual board; to store works and materials of pupils; to assess and control English language skills). Conclusions. The benefit of the study is that the possibilities of online services in distance learning of English lexical and grammatical structures have been emphasized, and five the most perspective for pupils of general secondary education institutions have been defined as Moodle, Google Classroom, Google Forms, Kahoot!, Zoom.

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

Determining Pipeline Depth of Cover at River Crossings by Data Integration

2018 ◽  
Author(s):  
Peter Chan ◽  
Jin Wei
Keyword(s):  
Data Integration ◽  
Survey Data ◽  
Measurement Errors ◽  
Regulatory Requirement ◽  
Dry Land ◽  
Data Errors ◽  
Survey Results ◽  
Inspection Data

Having sufficient depth of cover ensures pipeline protection and is a regulatory requirement. Confirming the pipeline depth of cover on dry land is generally easy and produces accurate results. However, determining the pipeline depth of cover at a river crossing can be problematic because of accessibility difficulties and the increased measurement errors from aboveground surveys. The difficulty of determining the pipeline depth of cover at river crossings can be resolved by integrating both the aboveground survey data and the inline inspection data. By comparing both sets of data, errors from both above survey data and inline inspection data can be detected. This paper describes watercourse management, aboveground DOC surveys, and a spreadsheet based tool developed for both the quick verification of aboveground survey results, and the calculation of the true DOC at water crossings without needing to set new GPS tie-points on both banks of the crossing and running a new ILI.

scholarly journals Relationship between state‐level administrative school quality data, years of education, cognitive decline and dementia risk

2020 ◽  
Vol 16 (S10) ◽  
Author(s):  
Justina F Avila ◽  
Audrey R Murchland ◽  
M Maria Glymour ◽  
Jennifer J Manly
Keyword(s):  
Cognitive Decline ◽  
School Quality ◽  
State Level ◽  
Quality Data ◽  
Dementia Risk

State-level estimation of diabetes and prediabetes prevalence: Combining national and local survey data and clinical data

2018 ◽  
Vol 37 (27) ◽  
pp. 3975-3990 ◽  
Author(s):  
David A. Marker ◽  
Russ Mardon ◽  
Frank Jenkins ◽  
Joanne Campione ◽  
Jennifer Nooney ◽  
...  
Keyword(s):  
Survey Data ◽  
Clinical Data ◽  
State Level

scholarly journals An Empirical Analysis of the Perceived Challenges and Benefits of Introducing Biosimilars in Bangladesh: A Paradigm Shift

Biomolecules ◽  
2018 ◽  
Vol 8 (3) ◽  
pp. 89 ◽  
Author(s):  
Eva Kabir ◽  
Shannon Moreino ◽  
Mohammad Sharif Siam
Keyword(s):  
Pharmaceutical Industry ◽  
Survey Data ◽  
Paradigm Shift ◽  
Quality Data ◽  
Great Promise ◽  
Financial Success ◽  
High Demand ◽  
Regulatory Guidelines ◽  
Survey Results ◽  
Immense Potential

The high demand for and resulting financial success of biopharmaceutical products over the last three decades have seen the door open for close copies of these biological products, also known as biosimilars. This paper seeks to collate all relevant published intelligence with acquired survey data to assess the weight of available evidence that these products hold immense potential for the pharmaceutical industry in terms of their applications and benefits. Biosimilars also pose to be of great promise to the Bangladesh pharmaceutical industry, with the commitment of drastically reducing its dependence on foreign imports of biopharmaceutics to meet local demand. Our questionnaire based survey involved 100 Clinicians, 50 Industry Experts and 100 Academicians. The study found that majority of Industry Experts (72%) and Academicians (63%) shared a different concept of biosimilars opposed to majority of Clinicians (78%). Majority of Academicians (68%) and Industry Experts (61%) also shared a different belief from that of most Clinicians (61%) regarding the need for updating the existing regulatory guidelines. The study also showed that Clinicians (67%), Industry Experts (83%) and Academicians (80%) highlighted the benefit of lower costs of biosimilars. Furthermore, the quality data obtained from the survey results allowed us to evaluate and provide recommendations for stakeholders on the need for increased biosimilar awareness, pharmacovigilance and safety in Bangladesh.

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