scholarly journals An Analysis of the Academic Achievements of the Students in Sino-foreign Cooperation -- Taking International Business School of Chongqing Technology and Business University as an example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jing Zhang
Keyword(s):  
Academic Performance ◽  
International Business ◽  
Business School ◽  
Educational Resources ◽  
High Quality ◽  
Teaching Mode ◽  
Academic Achievements ◽  
Academic Year

As a form of localization of education input, Sino-foreign cooperation in running schools introduces overseas educational resources into China so that more students can take international, diversified and high-quality courses. But this kind of "grafting" teaching mode also brings some difficulties to students. This article analyzes the academic performance of the students of the International Business School in the second semester of the 2019-2020 academic year to understand the problems and propose corresponding countermeasures.

Educating Latinx and African American Students in Charter Schools: A Comparative Study from Chicago

2021 ◽  
pp. 001312452110275
Author(s):  
Qingyu Bu ◽  
Ruby Mendenhall
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Charter Schools ◽  
Black Students ◽  
Urban Areas ◽  
Racial Inequality ◽  
Educational Resources ◽  
Demographic Shift ◽  
Inequality In Education ◽  
Academic Year

The public school system in U.S. has changed dramatically over the past few decades. Institutionally, neo-liberal reform has created a new educational apparatus known as charter schools. As they admit students without school boundaries, these schools promise to offer great opportunities for disadvantaged students. The enrollment in charter schools is mainly Latinx and Black students, especially in large urban areas. That demographic shift is not reflected in the literature because previous studies have predominately focused on comparisons between Whites and minorities. Using Chicago as a case, this study compares the association between the enrollment of Black and Latinx students with educational resources and academic performance in charter schools. Using Illinois Report Card data representing 119 public schools during the 2016 to 2017 academic year, we aimed to understand which group could more systemically benefit from charter schools. We found that although the enrollment of Black students might be associated with better educational resources (i.e., total number of school days per academic year, and class size), the enrollment of Latinx students predicted stronger school academic performance on the SAT and PARCC. Those findings can contribute to the debate about institutionalized racial inequality in education and the effects of charter schools.

scholarly journals COMPARATIVE ANALYSIS OF STUDENTS’ ACADEMIC PERFORMANCE IN DISTANCE AND IN-CLASS LEARNING

2020 ◽  
Vol 20 (3) ◽  
pp. 245-248
Author(s):  
B.M. Filenko ◽  
N.V. Roiko ◽  
І.І. Starchenko ◽  
S.A. Proskurnia ◽  
О.К. Prylutskyi
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Distance Learning ◽  
Professional Education ◽  
General Medicine ◽  
Educational Process ◽  
Visual Aids ◽  
High Quality ◽  
Multimedia Presentations ◽  
Academic Year

COVID-19 pandemic has had immense impact on usual daily life and working activities, forced to adapt to new circumstances. The system of medical education has to solve a number of pressing issues on changing the mode of teaching and learning. Distance learning is often described as a flexible and effective system of non-stop professional education, sensitive to the needs of the society. Distance learning extensively uses internet technologies for communication through video conferences, emails, providing access to learning materials, including multimedia presentations, videos, visual aids, etc. However, this form of learning is not widespread in the training of medical professionals. Notwithstanding the advantages, distance learning needs constant improvement of all parties of educational process that is possible only after analyzing its shortcomings based on own experience and described in relevant reports. The study was aimed at compare the students’ academic performance demonstrated during distance learning and traditional in-class learning. The material of the study included the grades, which medical students got during distance learning and grades they got before the spring quarantine. We also used the data on students' grades for the identical periods of the 2018-2019 academic year. Distance learning during the quarantine was scheduled in accordance with the existing curriculum, and conducted by all educators of the Department of Pathological Anatomy with Autopsy Course and based on the combination of two online platforms: Zoom and Google classroom. During the video conferences at the Zoom platform, the faculty staff explained and discussed the theme material using multimedia presentations, engaged students into different learning activities. To monitor student’s understanding of important concepts, we created online quizzes with seven different question types which are graded automatically Google Classroom. Results can be viewed in a summary format, by individual respondents, or by specific question answers. Quizzes can be assigned to a Google Classroom class and quiz results can be exported to the Google Classroom group. Google classroom was widely used in training students to the national licensing exam “Krok 1. General Medicine”. Our study showed a decline in students’ academic performance through the online learning period. The comparison of students’ academic performance data for the same period of the previous academic year demonstrated that academic progress of students during distance learning decreased compared to the same period of the previous academic year. Thus, several questions arise: what causes this decline and whether it is possible to grant high-quality online learning on the course of pathomorphology. Since it was the first experience when higher medical educational setting faced such a challenge, we can find a clear answer only based on multifactorial analysis of students' academic performance. We can conclude on distance learning and analysis of students’ academic performance that this format did not provide high-quality knowledge acquisition in pathomorphology. Thorough study of all factors impacting students’ learning outcomes and ways to improve distance learning is of great importance in order to prevent any possible challenges in future.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

scholarly journals 1113. A Novel Means of Acquiring High Quality Feedback for Training Programs –The Program Director Ombudsperson

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S587-S587
Author(s):  
David J Riedel ◽  
Rana Malek
Keyword(s):  
Training Programs ◽  
Evaluation Process ◽  
Program Director ◽  
Additional Time ◽  
High Quality ◽  
Constructive Feedback ◽  
Quality Feedback ◽  
Program Leadership ◽  
Constructive Criticism ◽  
Academic Year

Abstract Background Trainees may not always be comfortable providing frank feedback or constructive criticism to their Program Director (PD) due to fears of negative repercussions. PDs likewise may lack the means to obtain high quality feedback from trainees, particularly among smaller training programs, e.g. fellowships. An ombudsperson is defined as an independent appointee whose task is to investigate and attempt to resolve complaints and problems. Methods The PDs from Infectious Disease (ID) and Endocrinology fellowships partnered to meet with fellows from the opposite program. Meetings were held with fellows in December and June of the academic year. Each PD started their meeting with 2 questions on a 1-10 scale: How do you rate the fellowship program? How do you rate the job the PD and program leadership are doing? Additional questions covered the fellow evaluation process, faculty feedback, education vs. service balance, and gaps in training. Additional time was allotted for fellow-raised concerns. Meeting notes were summarized anonymously and returned to the PD of the other program. Fellows were asked to complete a brief questionnaire about their experience. Results A total of 15 fellows completed the survey (6 Endocrinology, 9 ID; Table). All 15 fellows agreed that the goal of the ombudsperson review meeting (i.e. to address fellow concerns in a more confidential setting) was achieved and were comfortable sharing concerns and feedback to the ombudsperson. The majority of fellows (53%) was more comfortable sharing concerns regarding the fellowship to the ombudsperson than directly to the PD. Thirteen (87%) agreed that concerns raised during the first ombudsperson meeting were addressed by the Program in subsequent months. All fellows (100%) found it helpful that the ombudsperson was another PD and recommended that the ombudsperson review meetings should continue in the fellowship. Table. Characteristics of participants and outcomes of questions about fellowship ombudsperson program Conclusion The fellowship PD ombudsperson meeting is a novel means for soliciting constructive feedback from trainees at small training programs. Fellows were comfortable with the ombudsperson arrangement, felt the meetings achieved their goal, and recommended that the meetings continue in the future. Disclosures All Authors: No reported disclosures

scholarly journals Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

2021 ◽  
Author(s):  
Joanna Zawadka ◽  
Aneta Miękisz ◽  
Iwona Nowakowska ◽  
Joanna Plewko ◽  
Magdalena Kochańska ◽  
...  
Keyword(s):  
Higher Education ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Living Conditions ◽  
Demographic Information ◽  
Academic Achievements ◽  
Initial Stage ◽  
Additional Support ◽  
Academic Year ◽  
Remote Learning

AbstractThis article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

Human capital assessment model based on a single digital platformof scientific and educational resources

2021 ◽  
pp. 107-120
Author(s):  
Viktor Medennikov
Keyword(s):  
Mathematical Model ◽  
Human Capital ◽  
Quality Education ◽  
Educational Resources ◽  
Assessment Model ◽  
Educational Institutions ◽  
High Quality ◽  
High Quality Education ◽  
The Impact

The article substantiates the need to re-evaluate the role of human capital in the development of society in the digital age. Since high-quality education is the main direction of the formation of human capital in any country, the importance of creating an information space for scientific and educational institutions is demonstrated. A methodology for assessing the level of human capital on the basis of information scientific and educational resources is proposed. The author presents results of calculations obtained by this method on the example of agricultural educational institutions and a mathematical model for assessing the impact of human capital on the socio-economic situation of the regions.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Educational reform in Morocco in the light of TIMSS evaluation

2013 ◽  
Vol 4 (5) ◽  
Author(s):  
Ahmed AGHBAL
Keyword(s):  
Academic Performance ◽  
Educational Reform ◽  
Educational Resources ◽  
Family Context ◽  
Main Question ◽  
Contextual Variables ◽  
Cultural Variables ◽  
The Family ◽  
The Individual

The purpose of this study is to analyze Moroccan TIMSS 2011 data using the multi-level approach in order to detect the entanglement of factors that influence the academic performance of students in the second year of college secondary education (grade eight ). The main question is, what is the influence of factors related to the individual characteristics and characteristics of the school attended on the performance of students in mathematics? This question can be answered in many ways: 1. Does student achievement in mathematics vary by school? 2. Is there a significant relationship between the socioeconomic and cultural characteristics of the students and their performance in mathematics? the main question is whether the effect of socio-cultural variables linked to the family context (in particular family educational resources) tends to worsen when they interact with the contextual variables of the school. This raises the question of both the efficiency of schools and the equitable distribution of performance in mathematics. The question can be formulated in the following way: Does the effect of socio-cultural variables at the individual level increase with contact with socioeconomic variables at school level? 3. To what extent do the contextual variables of the school (school climate, educational resources available to schools, etc.) have a moderating or amplifying effect on the relationship between the socio-cultural variables linked to the family context of students and academic performance in math? 4. And what are the determinants of the quality of academic performance defined according to TIMSS standards? Added to this is the question of what has been the impact of the educational reform on the dynamics of school organizations and on the quality of academic performance.

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