This document discusses a proposed study to examine the effectiveness of the International Baccalaureate (IB) program in preparing students for postsecondary education. The abstract indicates the study will compare GPA, dropout rates, and time to degree completion between IB and non-IB students. The introduction provides background on the growth of alternative education programs like IB and AP in the US. It notes research showing IB students have higher university acceptance rates but lacks research on their performance in college. The literature review summarizes previous research finding improved academic achievement and preparedness for IB students.
Merging a hybrid course with a fully online course.guestc503c25
To meet the different learning preferences of graduate nursing students within a single course a hybrid or blended option was offered alongside a fully online option. This pilot study examined the processes and outcomes of this effort.
This document provides an overview of teacher preparation in the United States. It discusses the criticisms of teacher education programs, such as low admission standards, and reforms initiated in response, like expanding programs to five years. It also covers topics like teacher certification requirements, alternative certification, and definitions of key terms related to the teacher preparation process.
A comparative study of completion challenges facing regular and parallel degr...Alexander Decker
This document summarizes a study that compared completion challenges facing regular and parallel degree students at Egerton University constituent colleges in Kenya. The study found that fewer parallel degree students received loans from HELB compared to regular students. Parallel students also had less access to morning/evening lectures, co-curricular activities, and course selection. They faced challenges accessing lecture halls, deans, lecturers, and libraries, impacting their completion rates compared to regular students. The study used questionnaires and documentation to examine the effect of financial challenges, access to teaching/learning resources, and student welfare on retention and completion rates.
The document summarizes research on the challenges faced by college students requiring remediation and the role of service learning in retention. It finds that students requiring remediation have lower graduation rates and face difficulties with peer relationships and integration into college. The author proposes a quantitative study to measure the correlation between incorporating service learning into remedial courses and retention rates over three years at Illinois public universities, excluding a highly selective institution. A literature review presented discusses theories of student retention and the benefits of experiential and engaged learning for students through service learning.
1) The document discusses a program in Mexico that aimed to improve science and math education at the university level by focusing on developing general competencies like literacy and problem solving.
2) A survey found that the university's efforts to promote general competencies were dispersed and inconsistent. The program involved workshops to help faculty incorporate literacy and math problem solving into their courses.
3) Faculty participants initially blamed students' problems, but working on the program revealed inconsistencies in their own teaching. Most faculty said general competencies should be developed throughout university rather than seen as prerequisites.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
This document discusses a case study examining students' experiences with information literacy at university. It found diversity among the 13 students in the cohort in terms of degree programs, years of study, and modules completed. A survey found that only 41% of modules embraced multiple elements of information literacy support. Students reported a lack of explicit support from librarians and some lecturers. Later years provided more opportunities to develop skills through assignments. Students felt skills improved over time but recognized the need for continuous learning after graduation.
Merging a hybrid course with a fully online course.guestc503c25
To meet the different learning preferences of graduate nursing students within a single course a hybrid or blended option was offered alongside a fully online option. This pilot study examined the processes and outcomes of this effort.
This document provides an overview of teacher preparation in the United States. It discusses the criticisms of teacher education programs, such as low admission standards, and reforms initiated in response, like expanding programs to five years. It also covers topics like teacher certification requirements, alternative certification, and definitions of key terms related to the teacher preparation process.
A comparative study of completion challenges facing regular and parallel degr...Alexander Decker
This document summarizes a study that compared completion challenges facing regular and parallel degree students at Egerton University constituent colleges in Kenya. The study found that fewer parallel degree students received loans from HELB compared to regular students. Parallel students also had less access to morning/evening lectures, co-curricular activities, and course selection. They faced challenges accessing lecture halls, deans, lecturers, and libraries, impacting their completion rates compared to regular students. The study used questionnaires and documentation to examine the effect of financial challenges, access to teaching/learning resources, and student welfare on retention and completion rates.
The document summarizes research on the challenges faced by college students requiring remediation and the role of service learning in retention. It finds that students requiring remediation have lower graduation rates and face difficulties with peer relationships and integration into college. The author proposes a quantitative study to measure the correlation between incorporating service learning into remedial courses and retention rates over three years at Illinois public universities, excluding a highly selective institution. A literature review presented discusses theories of student retention and the benefits of experiential and engaged learning for students through service learning.
1) The document discusses a program in Mexico that aimed to improve science and math education at the university level by focusing on developing general competencies like literacy and problem solving.
2) A survey found that the university's efforts to promote general competencies were dispersed and inconsistent. The program involved workshops to help faculty incorporate literacy and math problem solving into their courses.
3) Faculty participants initially blamed students' problems, but working on the program revealed inconsistencies in their own teaching. Most faculty said general competencies should be developed throughout university rather than seen as prerequisites.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
This document discusses a case study examining students' experiences with information literacy at university. It found diversity among the 13 students in the cohort in terms of degree programs, years of study, and modules completed. A survey found that only 41% of modules embraced multiple elements of information literacy support. Students reported a lack of explicit support from librarians and some lecturers. Later years provided more opportunities to develop skills through assignments. Students felt skills improved over time but recognized the need for continuous learning after graduation.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Establishing an equitable and fair admissions systemPatrick Lowenthal
The field of Educational Technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
This document provides an overview of transition programming for students with disabilities. It defines transition services according to federal law as coordinated activities designed to help students move from school to post-school activities like employment, education, and independent living. The document discusses challenges to successful transition including high dropout rates and lack of program coherence. Elements of effective transition programs include student-focused planning, life skills curriculum, and collaboration between schools and community organizations. Specific areas of transition like employment are also examined, highlighting the importance of work experience, benefits planning, and social skills training to achieve competitive integrated employment.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
COVID-19 burden among medical student learningKarrarRaafat1
This study examined the effect of online education on the scientific level of 352 medical students in Baghdad during the COVID-19 pandemic. Descriptive analysis found most participants were female students from the University of Baghdad. Correlation analysis revealed a statistically significant positive moderate relationship between online education and scientific level. Regression analysis determined online education explained 18.4% of the variance in scientific level. The study concluded that online education had a statistically significant effect on students' scientific level.
Study Habit in Remote Learning Education: A Basis for Teachers Modern Pedagog...IJAEMSJORNAL
According to the study of Korir, D. and Kipkemboi F. (2014), School as a second home has a solid relationship to the academic performance of the students. However, because of the pandemic, home seems to become the second School of the students, affecting their study habits. Thus, this study was conducted to determine the factors that affect the students' study habits at the tertiary level using remote learning mode of education. The study used a descriptive-quantitative research design, and a self-made questionnaire is a primary tool in gathering data. Simple statistical tools were used to interpret the data. A total of 375 students from Nueva Ecija University of Science and Technology – San Isidro Campus, San Isidro Nueva Ecija, Philippines 3106 are the study respondents. The results show that students used their free time to study, and most of them use 2 hours and above to study, which shows why most students are able to cope with the current education model. It also shows that the students' environment dramatically affects the study habits of the students, thus, another reason why most students are struggling to survive in their online/remote learning mode of education.
This document discusses multiple measures that states are using to assess college readiness beyond traditional measures like course completion. It notes that 18 states have partial or full alignment of high school graduation requirements and college admission standards. States are increasingly looking at factors like competency-based assessments, course rigor, GPA, class rank, and index scores that combine measures. The document examines competency-based assessments in more depth and notes a few states that incorporate these into graduation or admission policies. It concludes by offering considerations for policymakers on better aligning expectations and defining college readiness.
This document discusses a study on the implications of e-learning in Malaysian tertiary education. It begins with an introduction and background to e-learning and its increasing role in education. The study used questionnaires distributed to 50 students and interviews with lecturers and IT professionals at Universiti Kebangsaan Malaysia to understand perceptions of e-learning and challenges to adoption. Key findings indicated that students have positive views of e-learning and Internet access, but infrastructure, changing teaching culture, and lack of skills were challenges faced. The study concludes that e-learning acceptance requires collective effort from students, lecturers, and management with appropriate technology and support.
This research aims to identify factors that cause changes in the number of students from certain countries attending Asia Pacific International University (AIU) in Thailand. The researchers analyzed data on student nationalities from 2010-2015 and surveyed 165 current students. They found the numbers of students from Cambodia, China, Malaysia, and Myanmar changed significantly. Scholarship availability was a main factor increasing students from Myanmar and Malaysia, while decreased scholarships may have reduced Cambodian students. Increased promotion influenced more Chinese students to enroll. The survey also assessed student satisfaction to help AIU understand retention issues.
The document summarizes research showing that the International Baccalaureate (IB) Diploma Programme strongly predicts success in university. It finds that IB students perform better than non-IB peers in regards to university admission rates, grade point averages, graduation rates, and development of skills like critical thinking needed for academic success. Surveys of universities globally find that faculty view the IB curriculum as better preparing students for university expectations than other high school qualifications.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
1) Community college student outcomes measure the success of students achieving their goals, such as passing credentialing exams, employment rates, and transfer rates to 4-year universities.
2) The document identifies several institutional factors that influence student outcomes, including tutoring services, college size, reliance on contingent faculty, financial expenditures, emphasis on occupational training, and corporatization.
3) The document also examines some student factors like age, with one study finding older students were more likely to complete a degree when accounting for math ability.
Here at the ExercicioWeb Site you will find several simulations with exercises, questions and activities aimed
at elementary, middle and high school covering the most diverse disciplines. For teachers, students who will
provide the Enem and the Vestibular also for the contestants
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
The document provides summaries of several research reports and publications from ACT, including:
1) A report examining a more holistic view of college and career readiness that focuses on both core academics and noncognitive skills.
2) A review of the 2014 graduating class in the context of STEM fields to determine student interest and readiness in math and science.
3) A highlight of the college and career readiness of the 2014 ACT-tested graduating class, which is updated annually.
4) A report identifying the enrollment status and migration patterns of 2013 ACT-tested graduates attending two-year and four-year colleges.
This document summarizes research on factors influencing student outcomes at community colleges. It finds that institutional factors like tutoring, school size, number of part-time faculty, and financial resources can impact graduation rates. Student factors like age, socioeconomic status, race, enrollment in remedial courses, and nontraditional status also influence outcomes. While individual characteristics play a large role, the document suggests community colleges could improve outcomes by providing targeted support for minority and nontraditional students, using full-time faculty, and offering focused math remediation.
COLLABORATIVE EDUCATION: NEW FRONTIER FOR FUTURE EDUCATIONFaisalWali
Business Education & Accreditation (BEA) is distributed in print and through EBSCOHost, ProQuest ABI/Inform and SSRN.
The Journal is listed in Cabell’s publishing opportunity directories and Cabell's online. The Journal is also indexed Ulrich’s Periodicals Directory.
The Journal is ranked in The Australian Business Deans Council Ranking.
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Establishing an equitable and fair admissions systemPatrick Lowenthal
The field of Educational Technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
This document provides an overview of transition programming for students with disabilities. It defines transition services according to federal law as coordinated activities designed to help students move from school to post-school activities like employment, education, and independent living. The document discusses challenges to successful transition including high dropout rates and lack of program coherence. Elements of effective transition programs include student-focused planning, life skills curriculum, and collaboration between schools and community organizations. Specific areas of transition like employment are also examined, highlighting the importance of work experience, benefits planning, and social skills training to achieve competitive integrated employment.
The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students’ views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
COVID-19 burden among medical student learningKarrarRaafat1
This study examined the effect of online education on the scientific level of 352 medical students in Baghdad during the COVID-19 pandemic. Descriptive analysis found most participants were female students from the University of Baghdad. Correlation analysis revealed a statistically significant positive moderate relationship between online education and scientific level. Regression analysis determined online education explained 18.4% of the variance in scientific level. The study concluded that online education had a statistically significant effect on students' scientific level.
Study Habit in Remote Learning Education: A Basis for Teachers Modern Pedagog...IJAEMSJORNAL
According to the study of Korir, D. and Kipkemboi F. (2014), School as a second home has a solid relationship to the academic performance of the students. However, because of the pandemic, home seems to become the second School of the students, affecting their study habits. Thus, this study was conducted to determine the factors that affect the students' study habits at the tertiary level using remote learning mode of education. The study used a descriptive-quantitative research design, and a self-made questionnaire is a primary tool in gathering data. Simple statistical tools were used to interpret the data. A total of 375 students from Nueva Ecija University of Science and Technology – San Isidro Campus, San Isidro Nueva Ecija, Philippines 3106 are the study respondents. The results show that students used their free time to study, and most of them use 2 hours and above to study, which shows why most students are able to cope with the current education model. It also shows that the students' environment dramatically affects the study habits of the students, thus, another reason why most students are struggling to survive in their online/remote learning mode of education.
This document discusses multiple measures that states are using to assess college readiness beyond traditional measures like course completion. It notes that 18 states have partial or full alignment of high school graduation requirements and college admission standards. States are increasingly looking at factors like competency-based assessments, course rigor, GPA, class rank, and index scores that combine measures. The document examines competency-based assessments in more depth and notes a few states that incorporate these into graduation or admission policies. It concludes by offering considerations for policymakers on better aligning expectations and defining college readiness.
This document discusses a study on the implications of e-learning in Malaysian tertiary education. It begins with an introduction and background to e-learning and its increasing role in education. The study used questionnaires distributed to 50 students and interviews with lecturers and IT professionals at Universiti Kebangsaan Malaysia to understand perceptions of e-learning and challenges to adoption. Key findings indicated that students have positive views of e-learning and Internet access, but infrastructure, changing teaching culture, and lack of skills were challenges faced. The study concludes that e-learning acceptance requires collective effort from students, lecturers, and management with appropriate technology and support.
This research aims to identify factors that cause changes in the number of students from certain countries attending Asia Pacific International University (AIU) in Thailand. The researchers analyzed data on student nationalities from 2010-2015 and surveyed 165 current students. They found the numbers of students from Cambodia, China, Malaysia, and Myanmar changed significantly. Scholarship availability was a main factor increasing students from Myanmar and Malaysia, while decreased scholarships may have reduced Cambodian students. Increased promotion influenced more Chinese students to enroll. The survey also assessed student satisfaction to help AIU understand retention issues.
The document summarizes research showing that the International Baccalaureate (IB) Diploma Programme strongly predicts success in university. It finds that IB students perform better than non-IB peers in regards to university admission rates, grade point averages, graduation rates, and development of skills like critical thinking needed for academic success. Surveys of universities globally find that faculty view the IB curriculum as better preparing students for university expectations than other high school qualifications.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
1) Community college student outcomes measure the success of students achieving their goals, such as passing credentialing exams, employment rates, and transfer rates to 4-year universities.
2) The document identifies several institutional factors that influence student outcomes, including tutoring services, college size, reliance on contingent faculty, financial expenditures, emphasis on occupational training, and corporatization.
3) The document also examines some student factors like age, with one study finding older students were more likely to complete a degree when accounting for math ability.
Here at the ExercicioWeb Site you will find several simulations with exercises, questions and activities aimed
at elementary, middle and high school covering the most diverse disciplines. For teachers, students who will
provide the Enem and the Vestibular also for the contestants
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
The document provides summaries of several research reports and publications from ACT, including:
1) A report examining a more holistic view of college and career readiness that focuses on both core academics and noncognitive skills.
2) A review of the 2014 graduating class in the context of STEM fields to determine student interest and readiness in math and science.
3) A highlight of the college and career readiness of the 2014 ACT-tested graduating class, which is updated annually.
4) A report identifying the enrollment status and migration patterns of 2013 ACT-tested graduates attending two-year and four-year colleges.
This document summarizes research on factors influencing student outcomes at community colleges. It finds that institutional factors like tutoring, school size, number of part-time faculty, and financial resources can impact graduation rates. Student factors like age, socioeconomic status, race, enrollment in remedial courses, and nontraditional status also influence outcomes. While individual characteristics play a large role, the document suggests community colleges could improve outcomes by providing targeted support for minority and nontraditional students, using full-time faculty, and offering focused math remediation.
COLLABORATIVE EDUCATION: NEW FRONTIER FOR FUTURE EDUCATIONFaisalWali
Business Education & Accreditation (BEA) is distributed in print and through EBSCOHost, ProQuest ABI/Inform and SSRN.
The Journal is listed in Cabell’s publishing opportunity directories and Cabell's online. The Journal is also indexed Ulrich’s Periodicals Directory.
The Journal is ranked in The Australian Business Deans Council Ranking.
Lasting benefits of early college high schoolsMebane Rash
Early college high schools have been shown to significantly improve student outcomes. Students who attended early colleges were more likely to enroll in college, complete a postsecondary degree, and do so at higher rates and faster than similar students who did not attend early colleges. A cost-benefit analysis found that the lifetime benefits of early colleges for students were over $58,000 on average, far exceeding the average additional cost of around $3,800 per student over four years of high school compared to traditional high schools. The policy brief recommends that policymakers support the expansion of early college programs to help more students be better prepared for and complete postsecondary education.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
Ch. 12 Teacher Preparation in America - Dr. William Allan KritsonisWilliam Kritsonis
This chapter discusses teacher preparation programs in the United States. It provides an overview of issues like declining enrollment in teacher education programs in the 1970s-1980s, major criticisms of programs, and reforms initiated in response. Approximately 1,300 universities offer teacher education, with reforms including expanding programs to 5 years. Alternative certification programs have also emerged due to teacher shortages in areas like STEM, special education and bilingual education. The chapter defines key terms and discusses teacher certification requirements in most states.
This document discusses the changing landscape of higher education and the rise of distance learning options. It notes that over 6.7 million students took an online course in 2012, representing about a third of all postsecondary students. Distance learning is becoming more embedded in traditional programs and available as a standalone option. The document discusses how for-profit schools were early adopters of online education and helped drive demand. It also outlines different online and hybrid models that are available today and profiles Penn Foster as an example of an online career focused institution. The document argues that students' options should be framed more broadly than just traditional four-year colleges given the growth of alternatives like community colleges, vocational programs, certificates and apprenticeships.
Academic Achievement And Admission Policy As Correlate Of Student Retention I...Mary Calkins
This document summarizes a research study on the relationship between admission policies, academic achievement, and student retention in Nigerian federal universities. The study analyzed data from 42,288 first-year undergraduate students across five universities. The main findings were:
1) There was a significant relationship between the academic performances of students admitted through different admission criteria policies and their retention in the university system.
2) Admission policies should better align with institutional strategies to improve student academic performance and subsequently impact student retention.
3) Early identification of at-risk students and support services could help foster student commitment and integration to increase retention.
Dual Enrollment: A Strategy for Career Readiness WebinarHobsons
AASA, The School Superintendents Association, has partnered with Hobsons to explore ways to support better educational decision-making at each point in the learning lifecycle. Recently, Hobsons conducted a survey with AASA to assess the current state of dual enrollment in US high schools to develop a better understanding on the perceived benefits of such programs and whether they can be an effective indicator for diagnosing student readiness for college.
Assessment Assignment: Bath MA International EducationStephen Taylor
This is an assignment I completed for the Assessment unit of the University of Bath's MA in International Education programme.
It is shared here to allow me to embed it onto my professional reflective blog at http://ibiologystephen.wordpress.com
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Character and Academics What Good Schools Do Benninga,.docxmccormicknadine86
Character and Academics: What Good Schools Do
Benninga, Jacques S; Berkowitz, Marvin W; Kuehn, Phyllis; Smith, Karen . Phi Delta Kappan ;
Bloomington Vol. 87, Iss. 6, (Feb 2006): 448-452.
ProQuest document link
ABSTRACT
Despite the clear national interest in character education, many schools are leery of engaging in supplementary
initiatives that might detract from their focus on increasing academic performance. If it could be demonstrated
that implementing character education programs is compatible with efforts to improve school achievement, then
perhaps more schools would accept the challenge of doing both.
FULL TEXT
Headnote
Though there has been increasing interest in character education among policy makers and education
professionals, many schools hesitate to do anything that might detract from their focus on increasing academic
performance. The authors present evidence indicating that this may be misguided.
THE growth of character education programs in the United States has coincided with the rise in high-stakes
testing of student achievement. The No Child Left Behind Act asks schools to contribute not only to students'
academic performance but also to their character. Both the federal government and the National Education
Association (NEA) agree that schools have this dual responsibility. In a statement introducing a new U.S.
Department of Education character education website, then Secretary of Education Rod Paige outlined the need
for such programs:
Sadly, we live in a culture without role models, where millions of students are taught the wrong values or no values
at all. This culture of callousness has led to a staggering achievement gap, poor health status, overweight
students, crime, violence, teenage pregnancy, and tobacco and alcohol abuse. . . . Good character is the product of
good judgments made every day.1
And Bob Chase, the former president of the NEA, issued his own forceful call to action:
We must make an explicit commitment to formal character education. We must integrate character education into
the fabric of the curriculum and into extracurricular activities. We must train teachers in character education - both
preservice and inservice. And we must consciously set about creating a moral climate within our schools.2
Despite the clear national interest in character education, many schools are leery of engaging in supplementary
initiatives that, although worthy, might detract from what they see as their primary focus: increasing academic
achievement. Moreover, many schools lack the resources to create new curricular initiatives. Yet the enhancement
of student character is a bipartisan mandate that derives from the very core of public education. The purpose of
public schooling requires that schools seek to improve both academic and character education.
http://ezproxy.snhu.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F218519891%3Faccountid%3D3783 ...
A Narrative Study On High School Transition Programs And Student Attendance I...Angie Miller
This document summarizes a narrative study on high school transition programs and student attendance in rural North Carolina. It finds that the transition to 9th grade can be difficult for students, resulting in lower GPAs, worse attendance, and more discipline issues. To address this, many districts implement 9th grade transition programs or "freshman academies" to better support students. The study examines strategies implemented by administrators in 7 rural North Carolina high schools to improve student attendance through their 9th grade transition programs. It aims to identify practices that help keep students engaged and on track to graduate.
A Narrative Study On High School Transition Programs And Student Attendance I...
IB Study Proposal
1. Running head: EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 1
Examining the International Baccalaureate’s Effectiveness on Student Preparedness for
Postsecondary Studies
Anja Centennial
Northcentral University
2. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 2
Abstract
The proposed study will evaluate the International Baccalaureate Programme with respect to its
effectiveness in preparing students for postsecondary education. The literature suggests that the
IB program leads to higher student achievement and college preparedness. While this is
supported by scores on standardized tests, such as college entrance exams, the research is lacking
in examining IB graduates’ college careers. Therefore, the proposed study will compare grade
point averages, drop-out rates, and degree completion time of undergraduate degrees of IB
students with those of non-IB students. In congruence with the claim of college preparedness, it
is expected that IB students fare better throughout their postsecondary education than non-IB
students.
3. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 3
Introduction
There appears to be an increasing number of schools that turn to alternative education
programs in order to better prepare their students for college. No longer do parents have to send
their children to schools that solely rely on a traditional program of education with curriculum
dictated by districts or states. Parents have choices besides expensive private education. They
can pick schools for their children that offer classical education or a core knowledge curriculum.
They can decide between schools that offer Advanced Placement (AP) classes or the
International Baccalaureate Programme (IB). Most of these programs have a rigorous curriculum
at their cores. They aim to prepare students for life in post-secondary education. College credits
embedded in the IB and AP programs have an additional appeal. That is one reason why these
two programs in particular have seen more widespread and pervasive utilization throughout the
United States in the past decade or so (Rhodes, 2007).
The International Baccalaureate Programme is an international educational program that
has seen rapid growth specifically in the United States. According to the International
Baccalaureate Organization (2009), as of 2009, there were 1039 schools in the US that offered an
IB program, including the Primary Years Programme (PYP), the Middle Years Programme
(MYP), and the Diploma Programme (DP), with another 466 schools going through their
candidacy status. There appears to be congruency between the growing popularity of the
program and the growing globalization of education and business in general. While the program
was developed to fulfill entrance requirements for universities in several countries and therefore
allow the international student the opportunity to apply to international universities regardless of
the country where they received their secondary education (Varner, 2009), the appeal to of the
program to schools in the United States has a much more national focus. It is not the primary
4. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 4
goal of every school in the US to equip their students with the qualification that allows entrance
into universities worldwide. While this is certainly a commendable aspect of the program, much
of the success of the IB program lies with the preparation the students receive for postsecondary
education within the US. Only a small percentage of high school graduates will ever journey
through international universities. A much larger percentage will, however, apply to universities
within the United States. Research has shown that the IB program gives its graduates an
advantage over other high school graduates when it comes to university acceptance rates
(Varner, 2009). The perception, as supported by research, is that the IB program successfully
prepares its students for postsecondary education. But how do these IB Diploma graduates fare
in postsecondary education? Just how well are they prepared when compared to their peers?
Research that has examined these questions is minimal to nonexistent. What is clear is that the
IB program gives university applicants an edge when it comes to admissions. The proposed
study sets out to examine how the IB Diploma graduate performs in their undergraduate
education as compared to other high school graduates.
Literature Review
There is a common theme that runs through much of the research on the IB program, and
that theme focuses on student preparedness. Most of the parties involved - teachers, students, and
parents seem to agree that the program successfully prepares students for their postsecondary
studies. Much of the literature on the IB program focuses on individual schools. Many of those
case studies show improved academic achievement after the implementation of the IB program.
For example, one study examined the impact of the IB program on an urban High School
(Mayer, 2008). Mayer examined the effects of the IB program on social minority students in a
particular High School and concluded that the implementation of the IB program had very
5. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 5
positive effects on student achievement. It paved the way for postsecondary education for many
of the school’s students as evidenced in a continued increase in college bound High School
graduates. A case study by Batey-Stepancic (2006) focused on yet another school participating in
the International Baccalaureate (IB) program of the International Baccalaureate Organization
(IBO). Specifically, the study sought to identify practices of the IB program in this particular
school that lead to higher student achievement and a positive building culture. Batey-Stepancic
was able to isolate academic aspects as well as social/interactive aspects that contributed to the
success of this IB school. Academic aspects included a rigorous curriculum that connected to
global, real world issues, the professional development teachers and administrators continued to
go through, and a continuing system of student and teacher assessments. Again, the end result of
the implementation of the IB program in the school was higher student achievement. Similarly,
in a study conducted by Kyburg, Hertberg-Davis, and Callahan (2007), the results showed
improved academic achievement in three urban High Schools with an increase in confidence in a
successful college education.
When comparing college admission data, students who have completed the IB Diploma
Programme have much higher acceptance rates than their non-IB counterparts. Some of the more
extreme examples include the University of Southern California, which, in 2004, had an overall
acceptance rate of 30% of its applicants. However, when applicants were singled out based on
having received the IB Diploma, the acceptance rate jumped to a staggering 76.7% (Varner,
2009). This is a reflection of the value placed on the IB program by US universities and colleges.
Throughout the past decades, once college admission offices “saw how well IB students were
doing when they got to their campuses, they began to praise the program and admit more IB
graduates” (Mathews & Hill, 2005, p.122). This is a trend that has not gone unnoticed by
6. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 6
institutions of secondary education. But what does this mean for schools? What does the IB
program consist of that contributes to the perceived preparedness of its graduates for college?
In his description and evaluation of the IBO’s 3 programs, the PYP, the MYP, and the
Diploma Programme, Walker (2004) lists the aspects that are the basis for all three programs:
* Contain a strong international dimension.
* Require study across a broad and balanced range of knowledge domains.
* Offer the opportunity for in-depth study.
* Emphasize the importance of learning languages.
* Examine issues from different perspectives.
* Encourage the application of learning to situations outside the classroom.
* Promote the development of learning skills.
* Provide opportunities for both individual and team work.
* Include a community service component.
* Mandate the related professional development of its teachers (p.19)
At the High School level, in addition to a rigorous academic curriculum throughout the four
years of a student’s High School education, there are additional specific requirements a student
must meet in order to receive the IB Diploma. All students aspiring to receive an IB Diploma
have to receive a specific amount of instruction in seven different academic areas, have to take a
Theory of Knowledge course, have to complete community service, and have to write an essay
of at least 4000 words in their final year of High School (Walker, 2004).
For students to successfully move through the program, they obviously need teachers
dedicated to the program as well. Teachers’ views of the IB program were examined in a
dissertation by Getchell (2010). Getchell reviewed relevant literature and combined his findings
7. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 7
with the results of an online survey that was answered by 100 teachers, support staff, and
specialists involved in a school district’s IB program. While younger and older teachers alike
were impacted by teaching at an IB school, Getchell found that with increasing age, experience,
and IB training, teachers and staff were more positively influenced by the IB philosophy. They
adjusted their own philosophies of teaching to reflect the IB philosophy and grew more excited
about teaching. This, as Getchell states, is most likely to have a positive impact on students in the
classroom.
Such positive impact could partially be seen in test scores of IB students, which have
been studied to some extent. Therefore, if preparedness for postsecondary education is in part
measured by scores on college entrance exams, IB students generally do appear to have
conquered these exams with great success. Wilkerson (2005), who studied the efficacy of
teachers in an International Baccalaureate Diploma Program as measured by students’ ACT,
SAT, AP, and IB exam test scores, reviewed and analyzed responses to a survey she constructed
and compared available test scores of IB and traditional students. The survey was sent to and
completed by IB coordinators of 100 IB schools that were randomly chosen out of the registered
502 IB schools in the United States. Wilkerson specifically examined verbal/English and math
test scores. Overall, Wilkerson (2005) concluded that “the findings… [of] this study showed
significant gains in student achievement of those participating in the International Baccalaureate
Diploma Program” (p.46). Therefore, congruent with the previously reviewed studies,
Wilkerson’s study supported the literature available on IB programs that show a positive impact
on student learning and achievement.
How do students involved in the IB program feel about the program? The responses to
this question are two-fold, one focusing on the academic part and one on the non-academic part.
8. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 8
Most students find their participation in the IB program challenging (Taylor & Porath, 2006;
Foust, Hertberg-Davis, & Callahan, 2009). The students interviewed in Foust’s, Hertberg-Davis’,
and Callahan’s study also expressed a better class atmosphere in their IB classes. Overall, studies
seem to suggest that IB graduates themselves feel better prepared for postsecondary education
because they have acquired not only content knowledge, but also critical thinking skills.
Research Problem
While the current literature on IB programs suggests that students who graduated from an
IB Diploma Program are well prepared for postsecondary education, there is no specific data
available that examines how these students actually perform in college. What is known is that
universities tend to accept IB graduates at higher rates than non-IB students, and that IB
graduates perform well on college entrance exams. What is missing is comparative data that
shows their journey through postsecondary education. Therefore, this study will examine how
well IB graduates perform in college based on the claim that they are well prepared, and even
better prepared than their non-IB peers. Do IB graduates actually perform better in college as
measured by their GPA’s and the time it takes them to complete their undergraduate programs
when compared to non-IB graduates? Do they drop out at lower rates than their peers? These will
be the questions addressed in the proposed study. If the claim that IB graduates are better
prepared than their non IB peers, they should have, on average, higher GPA’s, lower drop-out
rates, and shorter degree completion times than those students who did not complete an IB
program.
Methodology
The proposed study will utilize a quantitative approach to research that non experimental
and descriptive in nature. This study will examine data available from United States colleges and
9. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 9
universities. A random sample of twenty universities will be determined. From those
universities, the grade point averages of the graduating classes from the past three years will be
analyzed by separating IB Diploma recipients from all other students. In addition, time of
completion, including drop out rates, of an undergraduate program of IB graduates will be
compared to non-IB graduates.
Conclusion
The IB program is growing in popularity across the United States. Its academic rigor and
focus on critical thinking challenges students to not only acquire a breadth of content knowledge,
but also to think critically and apply knowledge to real world problems. The growth of the
program in the US has not so much to do with the fact that IB Diploma recipients have fulfilled
entrance requirements to universities in many countries, but with the perception that it effectively
prepares students for postsecondary education in the US. Most research available on the IB
program focuses on the academic impact the program has as measured by test scores on
standardized tests, such as college entrance exams. Students, parents, secondary and
postsecondary teachers agree that the IB program prepares students well for postsecondary
education. However, little research other than test scores and college admission rates is available
to back up the claim of college preparedness. Therefore, the proposed study sets out to measure
this preparedness by examining undergraduate grade point averages, drop-out rates, and time of
degree completion of IB graduates compared to non-IB graduates.
10. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 10
References
Batey-Stepancic, A. (2006). The International Baccalaureate Organization: Characteristics and
practices that lead to improved school climate and student achievement (Doctoral
dissertation). Retrieved from ProQuest Dissertations & Theses. (UMI no. 3242715)
Foust, R., Hertberg-Davis, H., & Callahan, C.. (2009). Students' perceptions of the non-academic
advantages and disadvantages of participation in Advanced Placement courses and
International Baccalaureate programs. Adolescence, 44(174), 289-312. Retrieved from
Education Research Complete database. (UMI no. 1862972611).
Getchell, L. (2010). Effects of International Baccalaureate Primary Years Programme on
teacher philosophy, perceptions of efficacy, and outlook on education (Doctoral
dissertation). Retrieved from ProQuest Dissertations & Theses. (UMI no. 3398461)
International Baccalaureate Organization (2009). United States IB profile. Retrieved from
http://www.ibo.org/iba/countryprofiles/documents/US_CountryProfile.pdf
Kyburg, R., Hertberg-Davis, H., & Callahan, C. (2007). Advanced Placement and International
Baccalaureate Programs: Optimal learning environments for talented minorities? Journal
of Advanced Academics, 18(2), 172-215. Retrieved from Education Research Complete
database.
Mayer, A. (2008). Expanding opportunities for high academic achievement: An International
Baccalaureate Diploma program in an urban high school. Journal of Advanced
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Mathews, J. & Hill, I. (2005). Supertest: How the International Baccalaureate can strengthen
our schools. Chicago, IL: Open Court.
11. EXAMINING THE INTERNATIONAL BACCALAUREATE’S EFFECTIVENESS 11
Rhodes, T. (2007). Accelerated learning for what? Peer Review, 9(1), 9-12. Retrieved from
Education Research Complete database.
Taylor, M.L. & Porath, M. (2006). Reflections on the International Baccalaureate Program:
Graduates' perspectives. The Journal of Secondary Gifted Education, 17(3), 149-158.
Retrieved from ProQuest Education Journals. (UMI no. 1186985311)
Varner, E. (2009). So, you want to be an International Baccalaureate school, eh? Great Falls,
MT: SE Publications.
Walker, G. (2004). International education and the International Baccalaureate. Phi Delta Kappa
Fastbacks,(522), 3,7-34. Retrieved from Research Library. (UMI no. 773862131)
Wilkerson, C. (2005). The instructional efficacy of the International Baccalaureate program
based on Scholastic Aptitude Tests, American College Tests, Advanced Placement and
International Baccalaureate examinations (Doctoral dissertation). Retrieved from
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