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Book part
Publication date: 28 June 2016

Susan A. Dumais and Laura Nichols

We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s…

Abstract

We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s educational outcomes to determine if degree attainment in one generation equalizes educational advantages for children. Using data on kindergarteners, first-graders, and their mothers from the 1998 to 1999 Early Childhood Longitudinal Study, we find minor differences in parenting approaches: When grandparents and mothers all have college degrees (Continuing-Generation), children are involved in more activities and have more books at home; however, school involvement is similar whether mothers have more education than their parents (First-Generation) or are Continuing-Generation. There are no differences between children of First- or Continuing-Generation mothers in how they are rated for effort by teachers. Differences in first-grade math achievement scores between children of First- and Continuing-Generation mothers disappear once controlling for parenting approaches. However, significant differences remain between the groups in how teachers rate the children’s language and literacy skills, even after controlling for parenting approaches. These findings imply that attaining a college degree may not benefit the children of First-Generation mothers to the same extent that it does the children of Continuing-Generation mothers for some academic outcomes. Moreover, children whose mothers and grandparents have only high school diplomas are at a disadvantage compared to children of First-Generation mothers for first grade math achievement and language and literacy ratings, as well as for growth in these outcomes between kindergarten and first grade.

Details

Family Environments, School Resources, and Educational Outcomes
Type: Book
ISBN: 978-1-78441-627-0

Keywords

Book part
Publication date: 25 January 2021

Manting Chen

This study examines the extent to which educational outcomes are transmitted from mothers to daughters in rural China. An analysis of the 2010 China Family Panel Survey

Abstract

This study examines the extent to which educational outcomes are transmitted from mothers to daughters in rural China. An analysis of the 2010 China Family Panel Survey reveals that: (i) how far daughters go in their education is strongly associated with their mothers’ education; (ii) the association between mothers’ and daughters’ educational outcomes in rural China was found to be stronger than the corresponding relationships between mothers and sons, fathers and daughters, and fathers and sons, especially at higher levels of education; and (iii) while having more brothers and being born later worsens daughters’ educational outcomes, mothers’ higher education effectively mitigates these negative effects. These findings add to a growing body of literature and empirical evidence that challenges conventional social mobility research paradigms that neglect mothers’ roles. More importantly, the distinction between mother–daughter relationship and that between fathers and daughters and mothers and sons highlights the fact that education is likely transmitted intergenerationally via mechanisms that differ depending on the gendered parent–child pairs.

Article
Publication date: 7 May 2019

Olga Mikhailovna Коlomiets and Tatijana Mikhailovna Litvinova

The purpose of this paper is to reveal the essence of innovations and their application in teaching in connection with the student’s educational outcomes.

Abstract

Purpose

The purpose of this paper is to reveal the essence of innovations and their application in teaching in connection with the student’s educational outcomes.

Design/methodology/approach

The sample of the study consists of 588 third-year students of the I.M. Sechenov First Moscow State Medical University. The paper describes the use of innovations in teaching in the context of the competence-activity approach, which implements the psychological process of learning of social experience in the practice of education.

Findings

This paper reflects the content of a scientific research on a relevant topic in the field of modern education – the implementation of four innovations in teaching, the guarantee that each student masters the educational outcomes that meet the requirements of the Bologna Declaration to the quality of training of graduates and the development of competence-based education ideas. The paper presents the learning and professional activities that focus on constructing a mental image of educational outcomes in the student’s mind and independent training that focus on automating the student’s activity, with a view to solving the practical tasks of modeling socio-professional situations on the basis of the mental image in the mind.

Research limitations/implications

There are some limitations with this research. The sample is small and this makes broad generalization difficult. In total, 588 participants (both Russian and foreign) from 611 upper-year medical students of State Medical University were involved in research work. This may have functioned as a measurement ceiling. With that, all the proposed tools are universal. The authors tried to describe their specific in as much detail as possible. The findings are also consistent with the urgent publications of researchers in the field. Thus, the authors believe there will be no problems with their implementation in other medical universities.

Practical implications

The practical value of the study is that it shows medical university professors a model of teaching activities, which guarantees that each student achieves educational outcomes of the planned quality.

Originality/value

The authors propose new didactic means, which help to manage each student’s activities according to individual educational trajectory.

Details

International Journal of Educational Management, vol. 33 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 30 October 2007

Abdurrahman Aydemir and Arthur Sweetman

The educational and labor market outcomes of the first, first-and-a-half (1.5), second, and third generations of immigrants to the United States (US) and Canada are…

Abstract

The educational and labor market outcomes of the first, first-and-a-half (1.5), second, and third generations of immigrants to the United States (US) and Canada are compared. These countries’ immigration policies have diverged on important dimensions since the 1960s, resulting in large differences in immigrant source country distributions and a much larger emphasis on skill requirements in Canada, making for interesting comparisons. Of particular note is the educational attainment of US immigrants which is currently lower than that in Canada and is expected to influence future second generations causing an existing education gap to grow. This will likely in turn influence earnings where, controlling only for age, the current US second generation has earnings comparable to those of the third generation, whereas the Canadian second generation has higher earnings. Importantly, the role of, and returns to, observable characteristics are significantly different between the US and Canada. Observable characteristics explain little of the difference in earnings outcomes across generations in the US but have remarkable explanatory power in Canada. Controlling for a wide array of characteristics, especially education, has little effect on the US second generation's earnings premium, but causes the Canadian premium to become negative relative to the Canadian third generation. The Canadian 1.5 and second generations’ educational advantage is of benefit in the labor market, but does not receive the same rate of return as it does for the third generation causing a very sizable gap between the current good observed outcomes, and the even better outcomes that would be expected if the 1.5 and second generation received the same rate of return to their characteristics as the third generation. Why the US differs likely follows from a combination of its lower immigration rate, its different selection mechanism, and its settlement policies and practices.

Details

Immigration
Type: Book
ISBN: 978-0-7623-1391-4

Open Access
Article
Publication date: 5 March 2018

Jaime Rivera and Víctor Alarcón

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning…

3884

Abstract

Purpose

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities.

Design/methodology/approach

Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university.

Findings

The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities.

Research limitations/implications

Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts.

Practical implications

The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success.

Originality/value

This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.

Details

Journal of Economics, Finance and Administrative Science, vol. 25 no. 49
Type: Research Article
ISSN: 2077-1886

Keywords

Article
Publication date: 11 September 2017

Tal Gilead and Iris BenDavid-Hadar

The method by which the state allocates resources to its schooling system can serve as an important instrument for achieving desired improvements in levels of educational

Abstract

Purpose

The method by which the state allocates resources to its schooling system can serve as an important instrument for achieving desired improvements in levels of educational attainment, social equity and other social policy goals. In many school systems, the allocation of school resources is done according to a needs-based funding formula. The purpose of this paper is to provide a deeper understanding of some significant tradeoffs involved in employing needs-based funding formulae.

Design/methodology/approach

The paper is based on theoretical investigations of normative aspects involved in using needs-based funding formulae.

Findings

There are a number of underexplored complications and difficulties that arise from the use of needs-based funding formulae. Dealing with these involves significant tradeoffs that require taking normative decisions. Understanding these tradeoffs is important for improving the use of needs-based funding formulae.

Originality/value

The paper highlights three under-examined issues that emerge from the current use of needs-based funding formulae. These issues are: to what extent funding formulae should be responsive to social and economic needs? To what extent should funding formulae allow for the use of discretion in resource allocation? To what degree needs-based formulae funding should be linked to outcomes? By discussing these issues and the tradeoffs involved in them, the paper provides a deeper understanding of significant aspects stemming from the use of needs-based funding formulae. This, in turn, can serve as a basis for an improved and better informed process for decision making regarding the use of funding formulae.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 26 September 2022

Cecelia A. Gloski, Adrienne D. Woods, Yangyang Wang and Paul L. Morgan

We evaluated the best-available evidence for the effects of receiving business-as-usual or naturally delivered special education services in K-12 US schools. Our…

Abstract

We evaluated the best-available evidence for the effects of receiving business-as-usual or naturally delivered special education services in K-12 US schools. Our best-evidence synthesis of 44 empirical studies evaluated which outcome domains and disability types have been investigated and whether findings varied by the rigor of the study design and methods. Regression-based studies comparing students with educational disabilities (SWED) to students without disabilities (SWOD) yielded mostly negative associations of receiving special education with academic achievement, behavior, and long-term or other outcomes. In contrast, regression-based studies that contrasted SWED receiving special education to other SWED not receiving special education produced a pattern of estimates similar to quasi-experimental designs that contrast SWED to SWOD. The most rigorous designs utilized quasi-experimental methods that compared SWED receiving special education services with SWED not receiving special education services, and generally reported more positive than negative evidence of receiving special education services across most outcome domains. Future research that utilizes rigorous quasi-experimental methodology and appropriate comparison groups to investigate the effectiveness of special education is needed, particularly for nonachievement outcome domains.

Article
Publication date: 5 October 2021

Khalid Abed Dahleez, Ayman A. El-Saleh, Abrar Mohammed Al Alawi and Fadi Abdel Muniem Abdel Fattah

This research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and…

Abstract

Purpose

This research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and online engagement.

Design/methodology/approach

In this research, the authors followed a quantitative methodology and a deductive research approach. Data were collected from 433 students at different study levels and academic specializations in higher education institutions (HEIs) in Oman. The data have been analyzed using partial least squares structural equation modeling via Smart-PLS.

Findings

The findings of this research show that e-learning system usability affects students' learning outcomes. Moreover, the relationship between these two variables is mediated by teacher behavior and students' online engagement.

Originality/value

This study is important as it adds to the understanding of the role of e-learning system usability in predicting student outcomes. From practical perspectives, especially during the spread of the COVID-19 pandemic, this study also helps practitioners at private HEIs use e-learning systems more efficiently and effectively to improve students' engagement and learning outcomes.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 21 August 2017

Christine A. McGladdery and Berendien A. Lubbe

Educational tourism is under-researched in the literature. The purpose of this paper is to argue that this stems from a lack of consensus regarding the nature and scope of…

2771

Abstract

Purpose

Educational tourism is under-researched in the literature. The purpose of this paper is to argue that this stems from a lack of consensus regarding the nature and scope of educational tourism as a theoretical concept and market segment.

Design/methodology/approach

Through a review of research over the last decade and a half, the paper aims at providing a concise overview of the key perspectives and concepts in educational tourism whilst highlighting the potential for future directions of the sector.

Findings

Ritchie’s (2003) segmentation model of educational tourism is usually considered the international standard for writing on the subject. However, it excludes certain sectors of tourism that may be considered educational. In response to this, a new conceptual model is presented. Further research is needed to understand the schools’ educational tourism market. When international educational tourism is considered, the majority of empirical research and academic debate has originated in the closely related field of international education. Educational tourism has the potential for hybridisation with other segments of tourism and non-tourism sectors and to contribute towards global peace.

Originality/value

This paper offers an alternative process-driven and outcomes-based conceptual model of educational tourism. It identifies directions for future research in schools’ and international educational tourism and proposes a typology to aid hybridisation of the phenomenon with other sectors. Finally, it discusses the potential of educational tourism to foster peace through the integration of global learning into touristic practice.

Details

Tourism Review, vol. 72 no. 3
Type: Research Article
ISSN: 1660-5373

Keywords

Article
Publication date: 1 December 1995

Yin Cheong Cheng and Wing Ming Cheung

Responding to the needs of current education developments, presentsa comprehensive framework specifically for the analysis of educationalpolicies and uses different policy…

4830

Abstract

Responding to the needs of current education developments, presents a comprehensive framework specifically for the analysis of educational policies and uses different policy cases in Hong Kong to illustrate how it can be applied effectively. The framework consists of four frames and each suggests the major considerations that need to be focused on in analysing the characteristics of educational policy. The first frame analyses the background and underlying principles related to the development of educational policies. The second frame examines the policy formulation process. The third frame investigates the implementation process and the related gaps between implementation and planning. The last frame focuses on the effects of policies. By using these four frames, the policy analysts might have a more comprehensive perspective for critically reviewing current educational policies. The framework can contribute to the ongoing discussion and development of educational policies, not only in Hong Kong, but also in an international context.

Details

International Journal of Educational Management, vol. 9 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

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