Profiles of competence development in mathematics and reading in early secondary education

This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals’ specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., “Gymnasium”). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students’ educational careers.

What Encourages Longer Educational Careers in Tertiary Education? A Three-Level Approach for the Case of Romanian Universities

Students’ commitment and engagement in the educational process are shaped by a dense combination of factors, with effects on educational attainment and on the length of their educational careers. Decisions of prolonging education by enrolling in master’s degrees are beneficial for both individuals and societies, as such programs provide higher levels of specialized skills Longer educational careers are favored by a mix of factors acting at the level of individual, university, or wider environment. We focus our study on exploring factors conducive for students’ intentions to pursue master’s degrees considering longer educational careers as desirable outcomes. Thus, this article investigates how the individual and environmental factors interplay and shape the predisposition of students to prolong their educational career by enrolling in master’s degrees. For this, we applied three-level logistic regression models for a sample of 502 students enrolled in their final year of bachelor studies grouped by universities and universities grouped by counties. The empirical results revealed that the final grade, the father level of education, the type of working contract, and job seniority are individual-level determinants influencing the decision of enrolment in a master’s program. At the university level, the type of university and the university performance score positively impact the students’ decision to enroll in a master’s program. At the county level, the empirical evidence pointed out the significance of determinants such as the proportion of students enrolled in bachelor studies; participation rate in education and training; employment level in high-technology sectors (HTC), total-knowledge intensive sectors (KIS), and knowledge-intensive high-technology sectors (KIS_HTC); proportion of persons with tertiary education employed in science and technology; proportion of scientists and engineers; local development; R&D expenditure, personnel, and researchers in the business sector; average gross earnings; density of active firms; birth rate of companies; proportion of innovative enterprises or those introducing product innovations on the decision to enroll in a master’s program.

Reaching Higher? Horizontal Stratification in the Educational Careers of Immigrant Descendants

Educational expansion raises the influence of sorting across fields of study for children’s future life chances. Yet, we have little knowledge about horizontal stratification in the educational careers of children of immigrant parents, who often are positively selected on education relative to non-migrants in their origin country despite having comparatively low levels of absolute schooling. This paper examines the educational careers of immigrant descendants relative to majority children using Norwegian administrative data. We find that most immigrant descendants of non-Western origin experience substantial ethnic disadvantages in early school grades and have a lower likelihood of completing upper secondary education. However, they also have a higher probability of entering higher education, and they select more prestigious and better-paying fields of study. The ethnic penalty in school grades and upper secondary school completion disappears when adjusting for parental years of education, likely because immigrant parents are positively selected from their origin country. However, parental selectivity provides little insight into immigrant children’s high ambitions later in their educational careers. Overall, our findings reveal a complex pattern where immigrant descendants overcome early disadvantages at school by making increasingly ambitious choices as they progress through the educational system.

“No one did a thing about it:” Adults’ beliefs about the effects of poor eating disorder education in U.S. public schooling

Introduction. Educational policies in the United States addressing eating disorders are lacking, despite noted increases in risk factors such as body dissatisfaction that occur throughout students' education. Similarly, there seems to be no available scientific information on the potential effects of this lack of education. Therefore, the aim of this study was to examine the type, amount, and frequency of information regarding eating disorders that college students recalled receiving throughout their educational careers. Methods. The sample consisted of 43 participants, mostly female, from a tri-college area in the Midwestern U.S. Ten qualitative focus groups were conducted in order to assess a wide range of eating disorder topics, including education about eating disorders. The four education-related codes generated using thematic analysis by the researchers were: When participants learned about eating disorders, when they wish they learned, what they learned, and what they wish they learned. Results. The majority of participants indicated only receiving occasional information in a health class if at all, and this often did not occur until mid-to-late adolescence, which is problematic as the risk factors for eating disorders would have begun years earlier. Most information centered on simplistic definitions of Anorexia Nervosa and Bulimia Nervosa. Participants said that education should be more in depth than simple definitions, and noted that this information should begin early in elementary school (ages 6-10). Participants also stated that they wished they had known more of the warning signs and how to seek help, as well as how to approach and help someone else. Conclusions. This study shows how the U.S. education system may fail to inform youths about the risks for and consequences of eating disorders, potentially leaving them vulnerable to developing unhealthy habits. The data provide suggestions for future educational efforts, namely that information should start in schools in early childhood, as information later in their educational careers may be too late. Keywords: Education, eating disorders, prevention, public policy

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

This article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the re-qualification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approach laid out by Von Unger in 2014, this study taps into the needs of teaching professionals with refugee backgrounds and led to the development and implementation of a course. The course was compiled to provide educational knowledge as well as pedagogical training. Even though the completed subject of internationally trained teachers was recognised (apart from courses concerning didactics), the fulfilment of regular teacher training in Austria is seen as a conditio sine qua non. Hence, teachers with a different formal-educational background, irrespective of professional expertise, are seen as lacking education and/or skills. Considering that there is no worldwide consensus regarding the content and structure of teacher education, the implication of a lack of skills as well as the need for bridging programmes will be critically discussed from the participants’ perspectives. This article offers insight into the transcultural implications of professionalism.

252 Better Preparing Animal Science Students for Education Associated Careers

An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.

Science Teachers’ Reflective Practices: Perspectives and Attitudes

ABSTRACT Studies investigating reflective practices among teachers have focused on reflective practice use in teaching and teacher’s professional development. The attitudes of teachers toward reflective practices have been neglected, but the attitudes of science teachers toward reflective practices are key to their effective use in classroom settings. This study aimed to understand the attitude of science teachers toward these practices and how they implement professional reflective practices as well as any relationship between reflective practices and attitudes. A sample of 650 science teachers, 321 males and 329 females completed the questionnaire. Results revealed that science teachers practiced all reflective activities at high levels. Additionally, their attitudes toward reflective practices were moderately positive. Pearson correlation coefficients for the relationship between the reflective practices and attitudes of science teachers were statistically significant at p d” 0.01. Hence, science teachers who had positive attitudes toward reflective practices were likely to demonstrate more reflective teaching in their educational careers.