A Bias for Science: Institutions, Pedagogy, and the Reality of Student Choice Across Subjects in China's NCEE Reforms

This paper examines the issue of student choice across subject streams in recent government reforms to China’s National College Entrance Exam (NCEE). Utilizing data from a case study of an urban high school in Beijing, it argues that student choice of subjects across previous streams of science or fine arts runs counter to existing institutional structures at the secondary and higher education level, consideration of pedagogical techniques that differ by streams, and a “bias” for science grounded in sociohistorical concerns of national development.

Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice

Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.

Role of Servicescape on Student Institution Choice

In recent years there has been increased discussion of the subjective, emotional and sociological factors influencing student choice of university. However, there is a dearth of information exploring what constitutes these feelings. This exploratory paper uses the conceptual model of the servicescape to provide insight into the emotional factors driving student choice. In-depth interviews with prospective students revealed that first impressions really do count. Students are deterred by poor physical environments and excited by enthusiastic staff and students. Most significantly, the study revealed the necessity of a restorative servicescape to provide both a sense of escape and feeling of belonging. This paper contributes to broadening the application of the servicescape model and to a greater understanding of the impact of the environment on prospective students, and creates an opportunity to inform policy by providing university marketing decision makers with a better understanding of what constitutes the university environment and what makes it appealing to prospective students.

How far can they go? : English language learners' math course taking in high school and school practices

Over the last three decades in the U.S., schools have endeavored to provide more equitable access to rigorous courses, especially for racially or socioeconomically marginalized students, and increased those students' participation in higher level courses. Despite such improvement, the gaps in high level courses enrollment among racially or socioeconomically different student groups still remain with those marginalized students underrepresented in the high level courses. The present study focused on another marginalized group of students, English language learners (ELLs) and sought to identify school practices that may improve ELLs' access to advanced math courses in high school. Using the High School Longitudinal Study of 2009, the present study examined three key school practices in association with ELLs' taking advanced math: i) student choice-based math placement policies, ii) math encouraging programs for underrepresented studentudy found that only math PLCs had a statistically significant association with the probability of taking advanced math courses, net of prior achievement and other student- and school-level factors. The math PLCs examined here represented a collaboration among math teachers to learn effective teaching methods and discuss their teaching/learning belief for students including ELLs or under-performing students. It found no differential effects of school practices and ELLs' taking advanced math courses, the main focus of this study. However, the findings indicate that ELLs can also benefit from high quality math PLCs as much as other students. The key finding of the present study suggests the possible area that school leadership and educators should develop to improve students' access to advanced math courses net of their prior achievement. Particularly for ELLs, the finding suggests that training content area teachers may help ELLs more readily access academicarformance. Most importantly, considering taking advanced math in high school is a critical issue for ELLs in regard to their participation in the STEM (science, technology, engineering, and mathematics) workforce in the future, there should be more research that explicitly investigates school policies and practices that may facilitate ELLs' access to higher level courses in high school. keywords: English language learners, High School Longitudinal Study of 2009, math professional learning communities, student choice, advanaced math

The Common Application and Student Choice

We study the effects of the Common Application (CA) platform, which allows students to submit a single application to multiple institutions, on student choice. Using individual-level data from freshman surveys over the period 1982-2014, we develop two proxies for student choice, one based upon the number of applications submitted and another based upon students attending non-first-choice institutions. Using these proxies, we first document sharp increases in student choice over time. Linking these outcomes to the timing of CA membership, we provide evidence of a link between CA entry and increased student choice.

Economic and Social Factors Affecting Student Decision to Choose Studying Major-Case of Northern Universities in Vietnam

Purpose: The study assesses the influence of factors affecting the choice of majors/schools of non-public students. Thereby, providing science-based conclusions about students' perceptions of study majors, giving recommendations to contribute to improving enrolment of non-public schools, esp. Northern Universities and in the specific case of Dai Nam Universities, Vietnam. Methods: The paper used both qualitative analysis, analytical and synthesis methods, combined with descriptive statistical methods and statistical processed methods. Results: This study figures out that family and parent's practical experiences will help students to choose the right majors to study, 2nd factor will belong to advise from teachers and advisors in Universities or Colleges who can recommend suitable industry majors. We also find out that student choice is also affected by their team or friend’s groups.