scholarly journals Education Outcomes of Children of Asian Intermarriages: Does Gender of the Immigrant Parent Matter?

2016 ◽  
Author(s):  
Sukanya Basu ◽  
Mike Insler
Keyword(s):  
Immigrant Parent ◽  
Education Outcomes

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil

2020 ◽  
Author(s):  
Caio Piza ◽  
Astrid Zwager ◽  
Matteo Ruzzante ◽  
Rafael Dantas ◽  
Andre Loureiro
Keyword(s):  
Experimental Evidence ◽  
Teacher Autonomy ◽  
Education Outcomes

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric

2020 ◽  
Author(s):  
Noam Angrist ◽  
David K. Evans ◽  
Deon Filmer ◽  
Rachel Glennerster ◽  
F. Halsey Rogers ◽  
...  
Keyword(s):  
Education Outcomes ◽  
New Learning ◽  
Years Of Schooling

scholarly journals Local Labor Markets and Child Learning Outcomes in India

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magda Tsaneva ◽  
Uttara Balakrishnan
Keyword(s):  
Labor Market ◽  
Test Scores ◽  
School Quality ◽  
Labor Demand ◽  
District Level ◽  
Education Spending ◽  
Education Outcomes ◽  
Market Opportunities ◽  
Primary School Age ◽  
The Relationship

Abstract This paper uses data from rural India to study the relationship between local labor market opportunities and child education outcomes. We construct a Bartik index as a measure of exogenous changes in district-level labor demand and find that an increase in predicted overall employment growth is associated with higher years of education and better test scores for both boys and girls of primary school age. The effects on test scores of older boys are smaller and less statistically significant. Older girls, however, do benefit from better labor market opportunities. We do not find evidence for changes in school quality or district-level investment. Instead, we find support for increases in household education spending, possibly because of overall higher wages, or re-allocation of resources.

Steering sustainable development in higher education – Outcomes from Brazil and Finland

2018 ◽  
Vol 186 ◽  
pp. 364-372 ◽  
Author(s):  
Mervi Friman ◽  
Dusan Schreiber ◽  
Rilla Syrjänen ◽  
Emma Kokkonen ◽  
Arto Mutanen ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education Outcomes ◽  
Higher Education Outcomes

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

Intraclass Correlation Coefficients for Designing Cluster-Randomized Trials in Sub-Saharan Africa Education

2016 ◽  
Vol 40 (6) ◽  
pp. 500-525 ◽  
Author(s):  
Ben Kelcey ◽  
Zuchao Shen ◽  
Jessaca Spybrook
Keyword(s):  
Large Scale ◽  
Randomized Trials ◽  
Intraclass Correlation ◽  
Educational Interventions ◽  
Sub Saharan Africa ◽  
Design Stage ◽  
Education Outcomes ◽  
Randomized Studies ◽  
Sub Saharan ◽  
Variance Explained

Objective: Over the past two decades, the lack of reliable empirical evidence concerning the effectiveness of educational interventions has motivated a new wave of research in education in sub-Saharan Africa (and across most of the world) that focuses on impact evaluation through rigorous research designs such as experiments. Often these experiments draw on the random assignment of entire clusters, such as schools, to accommodate the multilevel structure of schooling and the theory of action underlying many school-based interventions. Planning effective and efficient school randomized studies, however, requires plausible values of the intraclass correlation coefficient (ICC) and the variance explained by covariates during the design stage. The purpose of this study was to improve the planning of two-level school-randomized studies in sub-Saharan Africa by providing empirical estimates of the ICC and the variance explained by covariates for education outcomes in 15 countries. Method: Our investigation drew on large-scale representative samples of sixth-grade students in 15 countries in sub-Saharan Africa and includes over 60,000 students across 2,500 schools. We examined two core education outcomes: standardized achievement in reading and mathematics. We estimated a series of two-level hierarchical linear models with students nested within schools to inform the design of two-level school-randomized trials. Results: The analyses suggested that outcomes were substantially clustered within schools but that the magnitude of the clustering varied considerably across countries. Similarly, the results indicated that covariance adjustment generally reduced clustering but that the prognostic value of such adjustment varied across countries.

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