Follow the Leader: Student Strikes, School Absenteeism and Long Term Implications for Education Outcomes

2017 ◽  
Author(s):  
Gonzalo Gaete
Keyword(s):  
School Absenteeism ◽  
Education Outcomes

scholarly journals Does Homeschooling Fit Students With School Attendance Problems? Exploring Teachers’ Experiences During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Trude Havik ◽  
Jo Magne Ingul
Keyword(s):  
Social Learning ◽  
School Attendance ◽  
Academic Learning ◽  
Home Education ◽  
School Absenteeism ◽  
Learning And Development ◽  
Large Sample ◽  
Teachers Experiences ◽  
Practical Implications

Attending school on a regular basis and to complete school is usually seen as a precondition for academic, emotional, and social learning and development. However, some students struggle with school attendance problems (SAPs) caused by a myriad of reasons. Homeschooling is a topic of concern in long-term or problematic SAPs cases. Some scholars claim that school absenteeism might increase and be maintained during homeschooling, while others argue that homeschooling may reduce student’s anxiety associated with school attendance. Anyway, homeschooling is often an intervention for academic learning and/or as a part of gradual reintegration to school for SAP students. Moreover, homeschooling/home education/home tuition is not a new phenomenon and is an intervention for students with long-term sickness. When schools in many countries closed from the middle of March 2020 caused by the Covid-19-pandemic, all students were given homeschooling. This gave us the opportunity to investigate homeschooling more closely in a large sample. In the current study, teachers’ thoughts, and experiences of homeschooling for students with SAPs prior to the pandemic, are investigated. The main aim was to gain more insight and knowledge about homeschooling: does it work for SAP students? Practical implications of homeschooling for SAP students are discussed.

Household Crowding During Childhood and Long-Term Education Outcomes

Demography ◽  
2016 ◽  
Vol 53 (3) ◽  
pp. 699-721 ◽  
Author(s):  
Leonard M. Lopoo ◽  
Andrew S. London
Keyword(s):  
Education Outcomes ◽  
Household Crowding

Higher Education and Long-Term Manpower Planning in Socialist Romania (1950-1975). An Empirical Study

2014 ◽  
Vol 4 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Vlad Pașca
Keyword(s):  
Higher Education ◽  
Manpower Planning ◽  
Socialist Economy ◽  
Higher Education System ◽  
Education Outcomes ◽  
Planning Approach ◽  
Reliable Instrument ◽  
Higher Education Outcomes ◽  
The Empirical Analysis

Abstract: This article sets to analyze the manpower planning approach in respect of the Romanian higher education system during communism. The arguments used intend to demonstrate that long-term planning, although commonly used in the context of demand economy, was not a reliable instrument in education. Archival research has outlined the connections and the variations between long-term ‘cadre’ plans and higher education outcomes, in an attempt to better assess the feasibility of manpower planning in a socialist economy. The empirical analysis confirms the theoretical approach used by Jan Sadlak in the 1980s, but also provides an additional outlook on the practical and conceptual limitations of centralized normative planning.

scholarly journals Erasmus Exchange Program – A Matter of (Relatively) Older Students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Luca Fumarco ◽  
Magnus Carlsson ◽  
Benjamin G. Gibbs
Keyword(s):  
University Students ◽  
Age Differences ◽  
Tertiary Education ◽  
Long Term Effects ◽  
Older Students ◽  
Exchange Students ◽  
Relative Age ◽  
Exchange Program ◽  
Education Outcomes

AbstractThis study contributes to the literature on long-term effects of relative age (i.e. age differences between classmates in compulsory school) by examining tertiary education outcomes. We investigate whether there is evidence of relative age effects on university students enrolled in the Erasmus exchange program. We use administrative data on all exchange students who visited the Linnaeus University, in Sweden, in the four years since its founding. We find long-term evidence of RAEs—the youngest cohort students participate less often to the Erasmus exchange program than older cohort members.

scholarly journals Development of the BIM Body of Knowledge (BOK) Task Definitions and KSAs for Academic Practice

10.29007/mzxr ◽  
2020 ◽  
Author(s):  
Glenda Mayo ◽  
Tamera McCuen ◽  
John Hannon ◽  
Deke Smith
Keyword(s):  
College Education ◽  
Performance Outcomes ◽  
Workplace Performance ◽  
Education Outcomes ◽  
Performance Requirements ◽  
Body Of Knowledge ◽  
Job Titles ◽  
And Performance ◽  
Competency Assessments

The BIM BOK project was a catalyst to investigate expectations and perceptions of professional BIM practices and performance outcomes. The project began in 2014 and was developed by the leadership of the Academic Interoperability Coalition (AiC). The AiC operates with the goals of improving communication and discussion concerning how academics around the world have been introducing BIM to their students (McCuen, 2014). The long-term goals of the BIM BOK project include the development of comprehensive metrics of BIM competency assessments for both industry/workforce and for academia and assists to delineate the specific tasks to roles, levels of knowledge and project phase. To date, although metrics for assessment for courses and certifications exist, there has not been a unified attempt to collect BIM competencies and requirements in one holistic framework. The AiC BIM BOK framework serves the purpose of creating a common curriculum roadmap to bridge the gap between college education outcomes and workplace performance requirements and to advance the understanding of BIM practices. Additionally, for the human resources sector, it will assist to standardize the levels of expectation for hiring practices and establish benchmarks for job task performance for emerging BIM job titles. Academics can then create the baseline performance measurement for BIM education accreditation, professional credentialing and certification. The initial phase of the BIM BOK project is complete and is now entering the next phase which includes a validation process. In an effort to summarize and market the results, the researchers have created a historical account of its development and an update on the future mission and the anticipated benefits for industry.

scholarly journals A Qualitative Study of Technology Integration into Culture and Sustainability in Schools

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Marie-Anne Mundy ◽  
Lori Kupczynski
Keyword(s):  
School Districts ◽  
Classroom Technology ◽  
Systematic Change ◽  
Student Knowledge ◽  
Teaching Activities ◽  
Education Outcomes ◽  
Use Of Technology ◽  
Continuous Support ◽  
Learning And Instruction

Despite overall increased access to technology both in and out of the classroom, technology is often still not being used to support learning and instruction in a meaningful manner. Teachers need to be helped to change the way they teach rather than just how to use computers. The TeachUp! Program was designed by Digital Opportunity Trust to improve the use of technology in day-to-day teaching activities through the use of interns who are present in the schools as a continuous support system and who provide an informal professional development. Interns examine types of technology available and how it can be utilized as a part of the design and implementation of the curriculum to extend the existing student knowledge and learning. Purposive samples from two school districts in southern Mississippi were selected to be interviewed on their perceptions of the integration of TeachUp! technology empowerment into the ongoing culture and operation of the schools, long-term systematic change, and improvement in education outcomes. According to the respondents, the TeachUp! Program has had a major sustaining effect on the respective school systems in these areas. The climate of the learning environment has evolved into a true 21st century learning organization with an increase in the use of technology.

scholarly journals Evaluating Full Day Kindergarten – Is It Associated with Improved Short- And Long-Term Education Outcomes Among Metis Children?

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Nathan C Nickel ◽  
Julianne Sanguins ◽  
Joykrishna Sarkar ◽  
Jennifer Enns ◽  
Shannon Struck ◽  
...  
Keyword(s):  
High School ◽  
Low Income ◽  
High School Graduation ◽  
Education Outcomes ◽  
Full Day Kindergarten ◽  
Short And Long Term ◽  
School Graduation ◽  
Grade 3 ◽  
Full Day

IntroductionEarly education outcomes influence children’s educational trajectories with long-term effects extending into adulthood. Aboriginal peoples face numerous systemic barriers to academic success. It remains unknown if full-day kindergarten (FDK) is associated with improved academic outcomes among Metis children – a distinct Aboriginal people recognized by the Canadian Constitution. Objectives and ApproachThe Manitoba Metis Federation and the Manitoba Centre for Health Policy partnered to identify whether FDK was associated with improved short- and long-term outcomes among Metis children. We created a cohort of Metis children by linking several provincial databases held in the Manitoba Population Research Data Repository (1998-2011). Education data were used to identify all Metis children who attended FDK (n=247) vs half day kindergarten (HDK; n=547). FDK children were matched by age and sex to children in HDK. We used a step-wedged design and applied propensity scores to adjust for measured confounding. We tested for differences in grades 3, 7, 8 outcomes and high school graduation using generalized linear models. ResultsFDK children were more likely to live in a low-income neighbourhood. 72% FDK and 74% HDK students met or approached numeracy expectations in grade 3; and 55% FDK and 48% HDK met or approached numeracy expectations in grade 7. For reading expectations, 77% FDK and 75% HDK met or approached grade 3 reading expectations; in grade 8, 62% in each group met or approached expectations for reading and writing. High school graduation rate for FDK children was 84% and for HDK children was 64%. After adjusting for confounding we found FDK children were more likely to graduate high school than HDK children; other outcomes were non-significant. Conclusion / ImplicationsKindergarten programs may be insufficient to overcome structural barriers that Metis children face. Culturally appropriate education strategies are needed to support improved outcomes amongst this population.

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