Effects of student-facilitated learning on instructional facilitators

We investigated perceptions about learning strategy use and instructional roles among a sample of high needs adolescents (n = 230) who acted as near-peer instructional facilitators. The sample was drawn from science and mathematics classes in nonselective public secondary schools in New York City. Students participated in an inschool intervention that draws on social constructivism, theory and research on metacognition and learning strategies, role theory, and empirical findings from the peer-to-peer learning literature to promote advanced achievement among students who act as facilitators. Using a pre- and post-test single group design, we surveyed student instructional facilitators before and after program participation and related their perceptions about learning strategy use and perceptions about teaching roles to data about academic achievement. We found no survey gains in student perceptions about learning strategies or instructional roles between pre-survey (fall) and post-survey (spring). We found small but significant effects of individual perceptions about learning strategies and teaching roles on academic gains among instructional facilitators. The study also suggests that an in-school near-peer facilitated learning program can be an effective means to raise achievement in urban high schools. The study provides partial support for theories that hold that metacognition and role perceptions are involved in the academic gains of instructional facilitators, as gains in these dimensions were small compared to achievement gains.     

Effects of a rubric for mathematical reasoning on teaching and learning in primary school

Rubrics are assessment tools that help students gain complex competencies. Our quasi-experimental study aimed to evaluate whether rubrics help teachers teach and assess mathematical reasoning in primary school and whether such an instrument might support student learning. In two Swiss cantons, 762 students in 44 5th- and 6th-grade primary classes worked on their reasoning competencies, and half of them additionally employed our standards-based rubric. All of the teachers received a 1-day training and participated in the final project evaluation. To standardise and support the teachers during the implementation phase, they received a detailed curriculum. An achievement test and questionnaires for students and teachers were administered before and at the end of the intervention. The results of our quantitative longitudinal analyses indicate that the rubric fosters the teachers’ perceived diagnostic skills but only indirectly impacts their use of formative feedback. Based on the students’ perceptions, however, we observed a direct effect of the rubric on formative feedback and student self-assessment. Effects on students’ outcomes could not be observed, but there are indications of effects mediated by self-regulation and self-efficacy.     

How experiential learning in an informal setting promotes class equity and social and economic justice for children from “communities at promise”: An Australian perspective

Educational research often portrays culturally, linguistically and economically disenfranchised (CLED) children’s disengagement from school learning as individual behaviour, ignoring the contribution of race, gender, socio-cultural, ethnic and social class factors. This paper analyses a specific community engagement programme in Australia which uses experiential learning in an informal setting. The programme, which has been running for seven years, partners pre-service teachers, volunteer high school students and volunteers from a national bank with primary schools where many pupils are experiencing learning difficulties and school engagement problems as a result of their socio-economic status, their poverty, and their ethnic and cultural diversity. Drawing on the perspectives of the children and volunteers participating in the pilot study, and privileging their voices, this paper illustrates how community partnerships may be developed and sustained. The programme’s conceptual framework of Connecting-Owning-Responding-Empowering (CORE) pedagogy is explored for its potential to enhance student engagement, achievement and empowerment through focused community involvement. The findings show that when students feel connected to and involved in their community, all participants are empowered in their learning and teaching.     

Interfaith education: A new model for today’s interfaith families

With societal changes rapidly transforming cultures that had been largely homogenous, today’s multi-cultural – and in particular interfaith – families need new educational strategies to help them understand their cultural roots and identify and clarify what aspects of their heritages they wish to nurture and transmit to their children. This paper focuses on a new model for religious education, namely non-doctrinaire “dual-faith” education, which the principal author has helped to develop in the United States (US) through the Interfaith Community (IFC), a small, independent non-profit organisation created and led by dual-faith Jewish/Christian families. The model is premised on the notion that families can have two different faiths in one household and that – with respect and education – families can be harmonious, religion can be transmitted, and tolerance broadly nurtured. While the model is particular to the US and to families with Jewish and Christian heritages, its premises and structure have significant potential to be adaptable to other religious combinations and other cultures and countries. After reviewing relevant literature and situating the IFC model in the global and US contexts, the paper sets out to clarify the importance of the concept, describe its elements, and discuss its implications for religious education in this time of changing ethos and demography.     

Soft power as a policy rationale for international education in the UK: a critical analysis

This article presents the results of a textual analysis conducted on policy discourses on international students in the UK between 1999 and 2013. A number of rationales for and against increasing their numbers have been made, which have largely remained consistent over changing political administrations. One key rationale is that international students enhance the UK’s global political influence through its soft power. Critical analysis indicates that a number of unsubstantiated assumptions are made, representing international higher education and students in an outdated power relation predicated on Cold War politics. Key assumptions are that international students change their political attitudes and identify with the host country as a result of positive experiences. Later they are supposed to return home and reach positions of influence, which they exert in favour of the UK. They are represented to feel the same whether on scholarship or self-funded; and behave in predictable, similar ways. These representations of students as social subjects have disciplinary implications, which should be a topic for critical debate and potentially resistance in pedagogical contexts.     

Effects of the financial crisis on university choice by gender

This study analyses the university choices of male and female students in Italy over the 2003–2012 period and for two sub-periods before (2003–2008) and after (2009–2012) the 2008 financial crisis. The analysis is guided by human capital, signalling and preference theories and implemented through a competing destinations model that controls for the socio-economic features of both the region of origin and destination. The findings show that in the post-crisis period, males became more career-oriented in their university choices due to increasingly constrained and competitive labour markets. The constrained post-crisis labour markets led females to focus more on the educational experience than on future employability prospects. Our results suggest that the financial crisis maintained or even widened gendered social roles as they relate to university choices; specifically, males assumed an even greater career-centred family role, whereas females adopted more adaptive lifestyles that potentially place them at a disadvantage in the labour market and in society in years to come.     

Cost economies in the provision of higher education for international students: Australian evidence

In the past few decades, the additional revenues available via higher education exports (through both relatively higher prices and increased enrolments) have attracted the attention of providers in many developed countries, not least in Anglophone countries like the USA, the UK, Canada and Australia. However, while the revenue case is strong, the institutional cost structures underlying the provision of higher education services for international students remain relatively unknown at the sector level. Accordingly, we offer a comprehensive analysis of the cost economies underlying higher education provision for international students using a sample of 37 Australian public universities over the period from 2003 to 2012. The findings suggest that it is appealing to enrol additional overseas students given their lower average and marginal costs and the significant economies of scale prevailing in higher education generally. Further, while we find evidence of economies of scope for overseas students only in smaller institutions, there is no evidence of diseconomies of scope, implying the current number of overseas students and their joint production with domestic students at the least does not lead to unnecessarily higher overall costs.     

Dynamics of undergraduate student generic problem-solving skills captured by a campus-wide study

The ability to effectively problem solve is a highly valued competency expected of university graduates, independent of their area of study. Evaluation of problem-solving skill (PSS) development is hindered by a shortage of available tools for monitoring student progress and by lack of defined instructional strategies for development of these skills. Our research is aimed at addressing these problems. We have developed an evaluation tool, which we applied to study the dynamics of undergraduate student PSS. We tested first- and upper-year students from 26 different courses (total enrollment of 2229 students). Overall improvement of PSS was detected for the first-year students over their first term of study. There were no significant differences between the PSS of first- and upper-year students, and no improvement was detected over a single term by measuring PSS in upper-year students. Only three courses were effective at facilitating PSS. Our data indicate that most of the standard lecture approaches do not develop undergraduate student PSS and that universities and individual instructors must take active steps to advance this critical skill set in university students.     

“Sense of place” and college placement

It is generally assumed that young people with lower socioeconomic status (SES) face restricted access to higher education institutions, and particularly to those which are considered to be more prestigious. Differences in student placement in higher education institutions by place of residence are usually explained by their SES. We argue that place of residence is not only a geographical attribute, but also a social factor that influences self-identity and plays a significant role in student placement regardless of their SES. The study was conducted in Israel among first year undergraduate students, and analyzed the effect of living in four residential locality types (cities, small towns, Jewish and Arab villages) on institutional placement. The study focused on the patterns of student placement in institutions, controlling for individual SES and previous academic ability. Findings indicate that place of residence has a net effect on student placement, and it interacts with SES and with previous academic achievements. Less “successful” students, regardless of their SES, are less influenced by their residential locality. These differences in college placement are explained in part by the place of residence, which represents a way of life that creates a shared “sense of place” or “habitus” based on locality.     

Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain

This article explores the changing dynamics between gender, cultural capital and the state in the context of higher education expansion in contemporary China. With a particular focus on the one-child generation and women’s opportunities and aspirations, I draw upon empirical evidence from a first-hand survey study and in-depth semi-structured interviews with female undergraduates from one-child families in 2007. The findings from the survey study suggest that singleton status might mediate the impact of socioeconomic status and cultural capital on students’ academic performance and elite opportunities. The qualitative interview data provide further evidence on how singleton women’s aspirations are related to their socioeconomic and cultural backgrounds. The most significant finding is concerned with singleton girls’ strategy of applying for Chinese Communist Party membership as a way to minimize their social and gender disadvantages. I argue that there emerges a bottom-up approach of women empowerment through qualifications and political selection during China’s transition. Political selection is dressed up in seemingly meritocratic selection, thus becoming more appealing to female undergraduates who, in turn, take advantage of party membership to add a silver lining of political loyalty to higher education qualifications.