Economists are Grading Students Away from the Subject

Using a unique data set, collected from over 1000 A-level students, we obtain evidence of student interest and achievement in their chosen A-level subjects. Ten major A-level subjects are considered with particular attention focused on economics, a subject that has experienced a marked decline in popularity (by over 50%) in the 1990s. A key finding is that students of economics under-perform in economics relative to both their other chosen A-levels and their GCSE performance. This finding is outstanding amongst the major A-levels. We conclude that students may be discouraged from the study of A-level economics by relatively severe grading at the mid-point of A-level study. Some positive action by the profession may be needed to stem fears of further decline in student take-up in the new AS-level environment where students may choose to discontinue some of their subjects at the end of one year of study.     

Constructing National Identity in a Changing World: Perspectives in Japanese education

This article explores some of the alternative perspectives on national identity which exist within the current Japanese education system. Analysis of official Japanese Ministry of Education policy is juxtaposed with presentation of the voices of junior high school students and pre-service student teachers to highlight the issue of the role of education in developing national identity in schools. It is argued that a wide discrepancy exists between Ministry of Education ideology, and the opinions of Japanese students and student teachers, and that these conflicting discourses raise questions about the definition, form, importance and even the very existence of education for national identity in the twenty-first century.     

Development of raw acceleration cut-points for wrist and hip accelerometers to assess sedentary behaviour and physical activity in 5–7-year-old children

ABSTRACT

This study validated sedentary behaviour (SB), moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) accelerometer cut-points in 5–7-year-old children. Participants (n = 49, 55% girls) wore an ActiGraph GT9X accelerometer, recording data at 100 Hz downloaded in 1 s epochs, on both wrists and the right hip during a standardised protocol and recess. Cut-points were generated using ROC analysis with direct observation as a criterion. Subsequently, cut-points were optimised using Confidence intervals equivalency analysis and then cross-validated in a cross-validation group. SB cut-points were 36 mg (Sensitivity (Sn) = 79.8%, Specificity (Sp) = 56.8%) for non-dominant wrist, 39 mg (Sn = 75.4%, Sp = 70.2%) for dominant wrist and 20 mg (Sn = 78%, Sp = 50.1%) for hip. MVPA cut-points were 189 mg (Sn = 82.6%, Sp = 78%) for non-dominant wrist, 181 mg (Sn = 79.1%, Sp = 76%) for dominant wrist and 95 mg (Sn = 79.3%, Sp = 75.6%) for hip. VPA cut-points were 536 mg (Sn = 75.1%, Sp = 68.7%) for non-dominant wrist, 534 mg (Sn = 67.6%, Sp = 95.6%) for dominant wrist and 325 mg (Sn = 78.2%, Sp = 96.1%) for hip. All placements demonstrated adequate levels of accuracy for SB and PA assessment.     

The programme director and the Teaching Excellence Framework: How do we train the former to survive the latter?

The programme director undertakes a key role within UK universities in linking the department, or school, directly with the student and their experience of the university. The role is multifaceted and complex with a number of competencies required to successfully undertake it. Furthermore, the UK’s Teaching Excellence Framework (TEF) was fully introduced in 2016 and utilises existing measures such as student satisfaction, retention rates and destination of leavers as a proxy for teaching excellence. Many of these metrics are also part of the day‐to‐day concerns of programme directors within universities. This research surveyed 89 programme directors on the training they have received to carry out their role and how it links to the TEF outcomes. The article argues that there is insufficient training for programme directors and an increase in training may have a beneficial outcome for a university’s TEF results.     

Designing research to inform sustainability and scalability of digital technology innovations

Educational technology research and development - Considerably more research needs to be done to understand how successful technological innovations and change processes are sustained and scaled to...     

Coming to a Classroom Near You: Movie Reviews for Your Content-Area Lesson Plans

Despite a continuing record of interest over the years, few studies have documented the demographics of grade retention or the relationship between it and academic achievement across multiple grades and groups of students. In this research, we were interested in the characteristics and consequences of retaining students in elementary (K–5) and middle (6–8) schools. We documented rates of retention that were lower than those reported in the literature and different for gender, ethnic background, limited English proficiency, exceptional student classification, and grade. Our findings support the increasing interest in stopping the use of grade retention as a method of academic intervention and speak to the need to identify and use research-based education interventions to provide remedial instruction for struggling.     

Finding Our Paths

These English are the most interesting study in the world. Just when you'd like to hang them for their stupidity, you become aware of such noble stuff in them that you thank God that they were your ancestors… . My admiration for their racial qualities deepens while my impatience with their ways is heightened. I could write a book in worship of them and another book damning them—both true, both concrete, both definitely proving my thesis.     

Results from a First-Year Evaluation of Academic Impacts of an After-School Program for At-Risk Students

This article presents the research findings of an evaluation of the academic impacts of 21st Century Learning Centers (CCLC) in Louisiana. Using quasi-experimental design, the article operationalizes academic achievement as core and subject test performance on nationally standardized pre- and posttests (Iowa Test of Basic Skills; ITBS). Based on previous research and evaluation requirements, the article (a) employs outcomes of interest to policymakers (standardized test scores); (b) uses program attendance as a key independent variable; (c) uses efficient methods to control for extraneous impact on the dependent variable; and (d) focuses the evaluation on a specific group of student—at-risk children in Louisiana. Findings indicate that the 21st CCLC program is having a positive academic impact on participants who attend the program for 30 days or more. Further, impacts are shared across specific grantee programs, specific subjects, and subgroupings of students. Finally, the study finds that intensity of attendance is positively related to academic impact.     

Providing Quality Early Care and Education to Young Children Who Experience Maltreatment: A Review of the Literature

The current paper highlights the few studies that examine the role of early care and education on the developmental and early academic outcomes of children who experience maltreatment. First, we argue that children who experience maltreatment are at significant risk for poor developmental outcomes as a result of the chronic exposure to stress that is typical of this population. Recent evidence emphasizing the effects of stress on brain development is discussed. Next, the role of quality early care and education (ECE) experiences for children receiving services from child protective agencies are explored, underscoring three particular studies that examine the early educational experiences of children who receive child protective services as a result of maltreatment or exposure to violence. Finally, we focus on current approaches to improve the outcomes of children who experience maltreatment, within the context of ECE, and the implications for future research. Overall, this review serves as a call for international research efforts to explore the role of ECE on the developmental and early educational outcomes of this vulnerable population of children.