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Governance of educational trajectories in Europe : pathways, policy and practice
\"Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chapter is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods\"-- Provided by publisher.
Book
PT3:01 Feasibility of extrarenal systemic lupus erythematosus disease modification in GLADEL 2.0, a Latin American cohort
ObjectivesThe concept of disease modification (DM) was recently introduced to improve the long-term care of patients (pts) with SLE. To claim DM ultimately requires delayed/prevented progression of organ damage beyond 5 years. The concept of DM is valuable for assessing ‘whether an intervention is on track for achieving DM at the 5-year mark,’ based on interim evaluations during the first 5 years. Latin American pts with SLE are prone to poorer outcomes, which are associated with disease severity and social determinants of health (SDH). We evaluated the prevalence of extrarenal DM in Latin American pts with SLE and examined SDH and treatment based on achievement of extrarenal DM.MethodsGLADEL 2.0 included adults who fulfilled 1982/1997 ACR and/or 2012 SLICC classification criteria for SLE (43 centers; 10 Latin-American countries). Composite definition of DM for extrarenal SLE: (i) significant reduction in SLEDAI (>3 points), (ii) no severe flares, and (iii) <=10 mg/day prednisone for months 0–12 and <=5 mg/day prednisone-equivalent for years 2–5. Pts with complete data at baseline, 12, 24, 36, 48, and 60 months were analyzed.ResultsAmong 1083 pts in the cohort, 709 had baseline data needed to fulfill DM criteria. Table 1 shows differences in demographics and SDH by extrarenal DM achievement groups over time. Although educational attainment varied between groups and genders at each time point, higher proportion of pts achieved DM among men compared to women at 36 and 48-months. The proportion of pts achieving DM criteria ranged between 16%–20% across time points (figure 1a). Figure 1b shows DM trajectories during follow-up. Medication exposure is depicted in figure 2. A higher number of pts achieving extrarenal DM at months 36 and 48 received cyclophosphamide.Abstract PT3:01 Figure 1–2[Image Omitted. See PDF.]Abstract PT3:01 Table 1Sociodemographics and their differences among patients with SLE who did and did not achieve extrarenal disease modification over time[Image Omitted. See PDF.]ConclusionsUp to 20% of Latin American pts with SLE achieved extrarenal DM. The study highlights critical disparities; pts with lower educational attainment and women were less likely to achieve DM. Specific medication exposure may play a significant role in extrarenal DM achievement, particularly cyclophosphamide. These results underscore the importance of addressing SDH and tailoring treatment strategies to improve outcomes for marginalized groups within this population.
Journal Article
Solving the achievement gap : overcoming the structure of school inequality
\"This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement.\" -- Publisher's description
Book
AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking
The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading. Younger participants exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants. Furthermore, higher educational attainment was associated with better critical thinking skills, regardless of AI usage. These results highlight the potential cognitive costs of AI tool reliance, emphasising the need for educational strategies that promote critical engagement with AI technologies. This study contributes to the growing discourse on AI’s cognitive implications, offering practical recommendations for mitigating its adverse effects on critical thinking. The findings underscore the importance of fostering critical thinking in an AI-driven world, making this research essential reading for educators, policymakers, and technologists.
Journal Article
A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment
Lecture capture is widely used within higher education as a means of recording lecture material for online student viewing. However, there is some uncertainty around whether this is a uniformly positive development for students. The current study examines the impact of lecture capture introduction and usage in a compulsory second year research methods module in a undergraduate BSc degree. Data collected from a matched cohort before (N = 161) and after (N = 160) lecture capture introduction showed that attendance substantially dropped in three matched lectures after capture became available. Attendance, which predicts higher attainment (controlling for students' previous grade and gender), mediates a negative relationship between lecture capture availability and attainment. Lecture capture viewing shows no significant relationship with attainment whilst factoring in lecture attendance; capture viewing also fails to compensate for the impact that low attendance has on attainment. Thus, the net effect of lecture capture introduction on the cohort is generally negative; the study serves as a useful example (that can be communicated students) of the pitfalls of an over-reliance on lecture capture as a replacement for lecture attendance. (HRK / Abstract übernommen).
Journal Article
Mapping disparities in education across low- and middle-income countries
Educational attainment is an important social determinant of maternal, newborn, and child health
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. As a tool for promoting gender equity, it has gained increasing traction in popular media, international aid strategies, and global agenda-setting
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. The global health agenda is increasingly focused on evidence of precision public health, which illustrates the subnational distribution of disease and illness
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; however, an agenda focused on future equity must integrate comparable evidence on the distribution of social determinants of health
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. Here we expand on the available precision SDG evidence by estimating the subnational distribution of educational attainment, including the proportions of individuals who have completed key levels of schooling, across all low- and middle-income countries from 2000 to 2017. Previous analyses have focused on geographical disparities in average attainment across Africa or for specific countries, but—to our knowledge—no analysis has examined the subnational proportions of individuals who completed specific levels of education across all low- and middle-income countries
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. By geolocating subnational data for more than 184 million person-years across 528 data sources, we precisely identify inequalities across geography as well as within populations.
Analyses of the proportions of individuals who have completed key levels of schooling across all low- and middle-income countries from 2000 to 2017 reveal inequalities across countries as well as within populations.
Journal Article