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Reinventing crediting for competency-based education : the mastery transcript consortium model and beyond
\"Many argue that the conventional high school transcript has become irrelevant to today's best practices in teaching, learning, and assessment. With more and more school leaders turning to alternate, competency-based approaches for learning, our crediting and transcripts can follow suit by drawing on badging, micro-crediting, digital portfolios of student work, and other emerging tools. Reinventing Crediting for Competency-Based Education explores the need for this transformation while detailing the implementation of promising models, particularly the Mastery Transcript Consortium. Written by an experienced consultant and former school leader, this book will assist school and district administrators in making a forward-thinking crediting and transcript system work for their students' futures\"-- Provided by publisher.
Book
Using Blockchain in University Management Systems
lockchain stores a series of transactions in form of a sequence of linked blocks. Hence, the concept of ledger is easily maintained. Transactions and interactions that take place among participants accessing the distributed and decentralized blockchain network are holding through ledger. In a student management system (SMS), vital information can be highly shared and well protected at the same time. This paper proposes a model for using blockchains to implement fully functional SMS that maintains students’ records, course registrations record and student marks. The proposed model adds more security via the use of hashing and data readily available with decentralized data storage. In addition, the use of ledger-based system to maintain SMS data introduces reliable and highly trusted model.
Journal Article
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
Using student-level administrative data from North Carolina, we explore whether exposure to samerace teachers affects the rate at which Black students receive exclusionary discipline, such as out-of-school suspensions, in-school suspensions, and expulsion. We find consistent evidence that exposure to same-race teachers is associated with reduced rates of exclusionary discipline for Black students. This relationship holds for elementary, middle, and high school grade ranges for male and female students, and for students who do and do not use free and reduced-price lunch. Although we find reductions in referrals for a number of different types of offenses, we find particularly consistent evidence that exposure to same-race teachers lowers office referrals for willful defiance across all grade levels, suggesting that teacher discretion plays a role in driving our results.
Journal Article
Universal screening increases the representation of low-income and minority students in gifted education
Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.
Journal Article
Is Teachers’ Well-Being Associated with Students’ School Experience? A Meta-analysis of Cross-Sectional Evidence
Abstract The present contribution reports a systematic review of the literature that analyzed the relationships between teachers’ subjective well-being (SWB) and student school experience (i.e., academic performance, academic engagement, student well-being, and student reports of teacher-student interactions). We categorized teachers’ well-being into hedonic SWB (e.g., experiencing positive emotions, life satisfaction, job satisfaction) and eudaimonic SWB (e.g., experiencing high psychological functioning or high sense of self-realization). An online search yielded 1872 abstracts that were analyzed for eligibility, yielding a number of 26 studies that were included in the meta-analysis. These 26 contributions (i) reported an empirical research study; (ii) collected data from teachers and students; and (iii) reported zero-order standardized correlation coefficients between teacher data and student data. We found that most studies focused on assessing teachers’ psychological functioning (20 studies). Overall results suggested that teachers’ eudaimonic SWB had moderate associations with the quality of student–teacher interactions (r = .243, 95% CI [.045; .422], k = 9), with students’ well-being (r = .280, 95% CI [.117; .428], k = 8), and with student engagement (r = .250, 95% CI [.115; .375], k = 8). We found weaker correlations between teachers’ eudaimonic SWB and student achievement (r = .065, 95% CI [.016; .112], k = 8). Our results suggested that teachers’ eudaimonic SWB is significantly associated with student-related variables, but the directionality of this relationship needs further investigations.
Journal Article
Restorative Interventions and School Discipline Sanctions in a Large Urban School District
A large urban district (N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records (n =9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.
Journal Article
What are the key elements of a positive learning environment? Perspectives from students and faculty
The learning environment comprises the psychological, social, cultural and physical setting in which learning occurs and has an influence on student motivation and success. The purpose of the present study was to explore qualitatively, from the perspectives of both students and faculty, the key elements of the learning environment that supported and hindered student learning. We recruited a total of 22 students and 9 faculty to participate in either a focus group or an individual interview session about their perceptions of the learning environment at their university. We analyzed the data using a directed content analysis and organized the themes around the three key dimensions of personal development, relationships, and institutional culture. Within each of these dimensions, we identified subthemes that facilitated or impeded student learning and faculty work. We also identified and discussed similarities in subthemes identified by students and faculty.
Journal Article
Who Studies Abroad? Understanding the Impact of Intent on Participation
The Integrated Student Choice Model and Theory of Planned Behavior are used to frame an analysis of longitudinal student data. We utilize generalized structural equation modeling to evaluate our framework and to examine the impact of select student characteristics and college experiences on actual involvement in study abroad, giving particular attention to the role of intentions. Study results generally confirm prior findings and provide general support to our framework underscoring the importance of considering the temporal aspect of decisions to study abroad and the strength of intentions when estimating its effect on participation. Findings highlight student attributes associated with intentions that differ in strength and patterns of institutional characteristics and student attitudes, subjective norms, behavioral control beliefs, intentions, and campus involvement that shape individuals’ decisions to study abroad. Our findings provide insights into why prior study results regarding antecedents of intentions and the impact of intentions on study abroad participation may vary. We offer insights into how to advise and market programs to individuals who enter with different levels of motivation to study abroad.
Journal Article
The effect of providing learning analytics on student behaviour and performance in programming
We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total cohort. The email with dashboard access, as well as dashboard use, has positive effects on student behaviour in the online environment, but no effects are found on student performance in the final exam of the programming course. However, we do find differential effects by specialisation and student characteristics.
Journal Article
FERPA clear and simple
Offers education administrators a guide to aid in the establishment of policies, procedures, and practices compliant with the federal Family Educational Rights and Privacy Act (FERPA). In addition, the book contains information on the myriad changes to the FERPA rules that were enacted in 2008 including responding to the Patriot Act, conforming to the Campus Sex Crimes Prevention Act, regulations pertaining to online students, and more
eBook