Moderating the Impact of Socio-Economic Background on Educational Outcomes

2010 ◽  
pp. 25-35
Author(s):  
Keyword(s):  
Educational Outcomes ◽  
Economic Background ◽  
The Impact

The Negative Impact of the Poor Economic Level on the Students’ School Success

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Costică Lupu
Keyword(s):  
Educational Outcomes ◽  
Technical College ◽  
Negative Impact ◽  
Economic Status ◽  
Practical Training ◽  
Leather Industry ◽  
Close Link ◽  
School Year ◽  
Economic Background ◽  
The Impact

The “Ion Borcea” Technical College from Buhuşi is a school unit that aims to provide opportunities for theoretical and practical training, with real chances of insertion on the job market, in the domains: textile and leather industry, public constructions and tendering, trade, by taking into account the aspirations professional of students. The students’ attraction for the enumerated domains has found the appropriate environment to lay the bases for a prospective improvement/ passion and addresses young persons with ages between 14 and 18 years. During the 2014/2015 school year, at the “Ion Borcea” Technical College, there were enrolled 744 students, divided into 28 classes. The article presents applicative research the impact of socio-economic background on educational outcomes and their training. There is a close link between the economic status of parents and school children. In our research there were used the following research methods: the observation and conversation; the analysis of school documents, questionnaire and the statistical methods.

scholarly journals The impact of poverty on educational outcomes for children

2007 ◽  
Vol 12 (8) ◽  
pp. 701-706 ◽  
Author(s):  
HB Ferguson ◽  
S Bovaird ◽  
MP Mueller
Keyword(s):  
Educational Outcomes ◽  
Outcomes For Children ◽  
The Impact

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals Measuring Social Capital and Support Networks of Young Immigrants

2016 ◽  
Vol 9 (5) ◽  
pp. 62
Author(s):  
María Paz Sandín Esteban ◽  
Angelina Sánchez Martí ◽  
Ana Belén Cano Hila
Keyword(s):  
Social Capital ◽  
Educational Outcomes ◽  
Compulsory Education ◽  
Academic Persistence ◽  
Methodological Framework ◽  
Personal Network ◽  
The Social ◽  
Relational Systems ◽  
The Impact ◽  
Young Immigrants

<p class="apa">This paper addresses the importance of the diagnosis of “personal communities” as relational systems that may influence the academic pathways of young immigrants. As part of a longitudinal study of the academic persistence of young people in their transition from compulsory to post-compulsory education, a “personal network questionnaire” has been developed. This instrument allows the relational structure of students to be captured and represented, and the impact of this structure on educational outcomes to be analysed. It measures and explores the network of inter-relations with adults (family, educational and recreational professionals, etc.) and peers in different settings. The theoretical elements underpinning its design and implementation are the interweaving of the student social capital and social support system to which they have or may have access to, and the Social Network Analysis (SNA) approach as the methodological framework. This network approach is rendered highly significant and valuable for professionals in educational diagnosis to assess relational vulnerability and design programs of intervention and counseling. With graphic techniques, we can somewhat address this challenge by examining patterns in relational data, experimenting with these data and putting forward hypotheses.</p>

scholarly journals Coordinated Markets, School-to-Work Linkages, and Labor Market Outcomes in the European Union

2020 ◽  
Author(s):  
Thomas Albert DiPrete ◽  
Joanna Chae
Keyword(s):  
Labor Market ◽  
Educational Outcomes ◽  
Tertiary Education ◽  
Level Structure ◽  
Labor Market Outcomes ◽  
School To Work ◽  
The European Union ◽  
Market Outcomes ◽  
Skill Formation ◽  
The Impact

A large literature in both sociology and political science has theorized about the importance of skill formation systems for macroeconomic performance, for the transition from school to work, and for labor market outcomes. However, consensus on how countries fit into these theoretical groupings has been difficult, and empirical evidence that these groupings matter has been elusive. Focusing on labor market outcomes across twenty-one European countries, this paper demonstrates that the strength of linkage between specific educational outcomes and occupational destinations is an important source of these institutional effects. Stronger linkage is generally associated with higher relative earnings and greater chances of employment, though heterogeneity exists both across age and gender groupings and across educational levels. Country-level structure matters because it is related to the local linkage strength of pathways, even as there is considerable heterogeneity within countries in the coherence of pathways from educational outcomes to occupations. Pathway effects clearly matter, particularly in how they shape the consequences of working in an occupation that is well matched to one's educational level and field of study. The strongest evidence for macro-structural effects concerns the impact of macro-structure on the earnings gap between well-matched and not-well matched workers with non-tertiary and with upper tertiary education. The findings suggest that policies to improve labor market outcomes do not require wholesale transformations of a country's skill formation system, but instead can focus on improving pathway coherence one pathway at a time.

scholarly journals "Sowing and Growing" Life Skills Through Garden-Based Learning to Reengage Disengaged Youth

2016 ◽  
Vol 10 (1) ◽  
pp. 361-385 ◽  
Author(s):  
Son Truong ◽  
Tonia Gray ◽  
Kumara Ward
Keyword(s):  
Educational Outcomes ◽  
Life Skills ◽  
Well Being ◽  
Self Esteem ◽  
Botanic Gardens ◽  
Structured Interviews ◽  
Collaborative Practices ◽  
Royal Botanic Gardens ◽  
Youth Community ◽  
The Impact

There is an emerging body of literature that explores the impact of garden-based learning on health, well-being, social cohesion, and educational outcomes. In this paper, we examine a pilot study conducted in partnership with the Royal Botanic Gardens’ Youth Community Greening to implement a gardening program with disengaged youth. Data was collected through eldwork and semi-structured interviews, revealing ve interconnected themes: enhancing well-being and health literacy; building life skills; engaging students; connecting with adults; and increasing self- esteem. We conclude by showcasing some of the collaborative practices between educational contexts and communities to reveal how these partnerships can be mutually enhancing.

scholarly journals Academic Survival Skills for Urban Students

2020 ◽  
Vol 5 (3) ◽  
pp. 1
Author(s):  
Frederick M. Hampton
Keyword(s):  
Academic Success ◽  
Personal Growth ◽  
Educational Outcomes ◽  
Personal Responsibility ◽  
Urban Students ◽  
Academically Successful ◽  
Qualitative And Quantitative ◽  
Economic Background ◽  
Quantitative Analyses ◽  
Survival Skills

This article discusses specific attitudes, behaviors, and skills used by some urban students to greatly enhance their chances of experiencing academic success in school. Both qualitative and quantitative analyses demonstrate that regardless of students’ socio-economic background or ethnicity and race, high achievement can become an expectation. The research found the most commonly shared attribute among academically successful urban students was their willingness to assume greater personal responsibility for their educational outcomes. This research supports the position that urban schools should incorporate the teaching and practice of these attitudes, behaviors, and skills into the daily curriculum as a mechanism for meaningful student achievement and personal growth.

scholarly journals ‘Blood in pee’ campaign: Increased demand on secondary care with no change in cancers diagnosed

2018 ◽  
Vol 12 (1) ◽  
pp. 15-19
Author(s):  
Kunjan Patel ◽  
Susan Jane Hall ◽  
Kamath Shraddha ◽  
Richard Stanford ◽  
Simon Williams ◽  
...  
Keyword(s):  
Cancer Awareness ◽  
Level Of Evidence ◽  
Awareness Campaigns ◽  
Economic Background ◽  
Kolmogorov Smirnov ◽  
The Mean ◽  
Student’S T ◽  
The Impact ◽  
Index Of Multiple Deprivation ◽  
Student’S T Test

Objective: As part of the national Be Clear on Cancer campaign, the ‘blood in pee’ campaign was launched in 2013. We aimed to evaluate the impact of the campaign on 2-week wait (2WW) referrals and the resulting diagnoses of malignancy at a single trust, and secondly, to evaluate the socio-economic background of patients referred. Patients and methods: Suspected cancer 2WW patients in the 3 months pre- and post-campaign were included. Demographics, investigations and diagnoses were recorded. A Kolmogorov–Smirnov test demonstrated a normal distribution. The data were treated as parametric and analysed with the unpaired Student’s t-test. Results: Referrals for visible haematuria significantly increased by 52% from 135 pre-campaign to 205 post-campaign ( p = 0.03). There was a fall in the proportion of patients diagnosed with malignancy from 20.27% pre-campaign to 15.36% post-campaign. The mean index of multiple deprivation score of referrals did not change: p = 0.43. Conclusion: This campaign has increased referrals without increasing the proportion of malignancies diagnosed, placing large demand on services without benefit or extra funding. Nor has the campaign effectively reached deprived socio-economic groups. There is little evidence as to the efficacy of untargeted cancer awareness campaigns and further work is needed to improve their pick-up of malignancies. Level of evidence: 2C

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