What does educational quality mean?

Educational Assessment, Evaluation and Accountability -     

COVID-19 and schooling: evaluation,assessment and accountability in times of crises—reacting quickly to explore key issues for policy,practice and research with the school barometer

Educational Assessment, Evaluation and Accountability - The crisis caused by the COVID-19 virus has far-reaching effects in the field of education, as schools were closed in March 2020 in many...     

Effect of hyperoxia during the rest periods of interval training on perceptual recovery and oxygen re-saturation time

The effect of hyperoxic gas supplementation on the recovery time of oxygen saturation levels (S(a)O(2)), and its effect on perceptual recovery were assessed. Seven national-level kayak athletes completed two laboratory-based ergometer sessions of 6 × 3-min maximal aerobic intervals, with 2 min recovery between repetitions. During each recovery period, athletes either inhaled a hyperoxic gas (99.5 ± 0.2 % F(I)O(2)) or were given no external supplementation (control). Mean power output, stroke rate, heart rate, and ratings of perceived exertion were collected during each interval repetition, and the intensity was matched between trials. During each 2-min recovery period, post-exercise haemoglobin saturation levels were measured via pulse oximetry (S(p)O(2)), and the time taken for the S(p)O(2) to return to pre-exercise values was recorded. Subsequently, a rating of perceived recovery quality was collected. There were no differences in the levels of post-exercise de-saturation between the hyperoxic and control trials (P < 0.05), although the recovery time of S(p)O(2) was significantly faster in the hyperoxic trial (P < 0.05). There was no influence of oxygen supplementation on the athletes' perception of recovery quality. Hyperoxic gas supplementation during the recovery periods between high-intensity intervals substantially improves the recovery time of S(p)O(2) with no likely influence on recovery perception.     

The costs and benefits of 'red tape': anti-bureaucratic structure and gender inequity in a science research organization

This paper explicates a central conflict that can affect science research organizations, the conflict between the anti-bureaucratic stance believed to advance science and concerns for gender equity rooted in the universalist ethos of science. We present a case study of a science research organization, using employment and publication records, a survey of 308 employees, and qualitative interviews with 60 employees. We show how anti-bureaucratic organizational structures perpetuate gender inequities for both female scientists and non-scientists.     

Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development

There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes.     

Establishing an Explanatory Model for Mathematics Identity

This article empirically tests a previously developed theoretical framework for mathematics identity based on students’ beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students’ beliefs about their own competence in mathematics directly impact their identity as a “math person,” findings indicate that students’ self‐perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students’ interest and external recognition in mathematics. Thus, the model indicates that students’ competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition.     

Informal math coaching by instant messaging: Two case studies of how university students coach K-12 students

The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students.