eric.ed.gov har udgivet: This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder’s K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, “Is this an effective model for increasing student STEM persistence and performance?” remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively… Continue Reading →
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eric.ed.gov har udgivet: Access to and persistence through higher education can significantly impact occupational stability and mental wellness in the United States (U.S.), with higher levels of education contributing to increased employability and wellness. Empirical research suggests that college attendance improves verbal communication, moral reasoning, and critical thinking skills (Pascarella & Terenzini, 2005) and has been linked to lower unemployment rates, greater job satisfaction, lower reliance on public assistance programs, lower rates of obesity, and other health and wellness outcomes (Baum, Ma, & Payea, 2013). Furthermore, attaining a college degree is a key factor in improving one’s earnings and long-term financial stability. For example, recent research found that among full-time employed young adults between the ages of 25 and 34, those with a bachelor’s degree earned more, on average, than… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: RETRACTED ARTICLE: Fostering student persistence on TVET pathways through mutual adaptation: a case study of Qatar Link til kilde
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eric.ed.gov har udgivet: This study investigated factors from high school that might predict college persistence. The sample consisted of 7,271 participants in three waves of data collection (2002, 2004 and 2006) who participated in the Educational Longitudinal Study (ELS; U.S. Department of Education, 2008). A multinomial logistic regression mode was employed to distinguish those who persisted from those who did not. Results indicated that number of hours engaged in extracurricular activities and interaction with the math teacher outside of class distinguished those who persisted in a four-year college from those that did not. Implications for school, community, mental health and college student development counselors are discussed. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. ABSTRACT Estimating the efficacy of different instructional modalities, techniques, and interventions is challenging because teaching style covaries with instructor, and the typical student only takes a course once. We introduce the individualized treatment effect (ITE) from analyses of personalized medicine as a means to quantify individual student performance under different instructional modalities or intervention strategies, despite the fact that each student may experience only one “treatment.” The ITE is presented within an ensemble machine learning approach to evaluate student… Continue Reading →
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