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Descriptors:
Academic Achievement; Individual Characteristics; Language Skills; Class Size; College Freshmen; Remedial Instruction; Influences; Mathematics Skills; Foreign Countries; Gender Differences; Teacher Characteristics; Age Differences; College Faculty

Abstract:
In this paper, we analyze class size effects on college students exploiting data from a project offering special remedial courses in mathematics and language skills to freshmen enrolled at an Italian medium-sized public university. To estimate the effects of class size, we exploit the fact that students and teachers are virtually randomly assigned to teaching classes of different sizes. From our analysis, it emerges that controlling for a number of individual characteristics, larger classes determine a significant and sizeable negative effect on student performance in mathematics. Importantly, this negative effect is significantly larger for low-ability students and negligible for high-ability ones. On the other hand, class size effects do not appear to be relevant for student achievement in language skills. (Contains 2 figures, 5 tables, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Units of Study; Statistical Significance; Class Size; Effect Size; Student Evaluation of Teacher Performance; Teacher Evaluation; Online Courses; Rating Scales; College Students; College Faculty; Foreign Countries; Intellectual Disciplines; Statistical Analysis

Abstract:
Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; High Stakes Tests; Program Effectiveness; Social Studies; Class Size; Learner Engagement; Educational Change; Scoring Rubrics; Statistical Significance; Scores; Effect Size; Correlation; Regression (Statistics); Evaluation

Abstract:
Social studies researchers across a wide geographical area assessed the degree of authentic intellectual challenge present in a diverse sample of U.S. classrooms, investigated whether students from different social and academic contexts were more likely to encounter authentic pedagogy than others, and examined how the level of authentic pedagogy experienced related to student performance on high-stakes tests. We found that high levels of authentic pedagogy were rare, with only 21% of students in the sample attending classes that met the standards for even moderately challenging teaching. Smaller class sizes were positively correlated with higher levels of authentic pedagogy. Females were significantly more likely to encounter higher levels of authentic pedagogy than males. Neither ethnicity nor socioeconomic status was found to have a statistically significant relationship to authentic pedagogy. Higher levels of authentic instruction were generally associated with higher student achievement, and students in classes featuring moderate levels of authentic pedagogy had significantly higher success rates on state-mandated tests than their school averages. (Contains 6 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Choice; Predictor Variables; Incentives; Classification; Educational Policy; Academic Achievement; Scores; Comparative Analysis; Class Size; Accountability

Abstract:
We seek out the good institutional features of the European choice policies that can enhance both equity and efficiency at the system level. For causality analysis we construct the typology of 28 European educational systems by using fuzzy-set analysis. We combine five independent variables to indicate institutional features of school choice policy: availability of choice, tracking, school variability, empowerment of parents, and financial incentive schemes supporting choice policy. Findings show that the most important complements producing efficiency are "no-choice" with "no-tracking" and "choice" together with "tracking" and "school variability." "No-choice" with "no-tracking" can also lead to more equity. (Contains 5 figures, 4 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Inclusion; Preservice Teacher Education; Teacher Education Programs; Foreign Countries; Educational Change; Class Size; Change Strategies; Academic Accommodations (Disabilities); Special Needs Students; Interviews; Student Teacher Attitudes; Attitudes toward Disabilities; Educational Practices; Teaching Conditions; Teaching Load; Peer Acceptance; Professional Development; Self Efficacy; Teacher Collaboration; Barriers; Performance Factors; Qualitative Research

Abstract:
Inclusive education (IE) has been recognized as a key strategy to ensure education for all in the developing world for the last two decades. As a developing country, Bangladesh is striving to address IE by undergoing various initiatives such as policy reform, awareness creation and teacher development. This paper based on a qualitative approach attempts to explore pre-service teachers' responses to include students with special educational needs (SEN) in regular classrooms in primary schools. A one-on-one interview was conducted with 20 pre-service teachers who were enrolled in a teacher education program of one public university in Bangladesh. The findings revealed from the study indicate that majority of the pre-service teachers have unfavourable attitudes to include students with SEN in regular classrooms. Misconception and lack of knowledge about disabilities are revealed from most of the pre-service teachers' responses. Further large class size, high workloads, inflexible curriculum policy of primary education and inadequate experiential learning facilities of teacher education program are identified as barriers to IE reform. Several issues are discussed as implications in order to promote better inclusive practices in regular primary education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Open Universities; Courseware; Neoliberalism; Ideology; Online Courses; Class Size; Large Group Instruction; Educational Practices; Educational Change; Criticism; Epistemology; Disproportionate Representation; Group Dynamics; Power Structure; Access to Education; Democracy; Web 2.0 Technologies; Instruction; Foundations of Education; Higher Education

Abstract:
In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities. (Contains 47 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Online Courses; Large Group Instruction; Class Size; College Faculty; Teacher Surveys; Teacher Characteristics; Faculty Development; Teaching Methods; Internet; Access to Education

Abstract:
The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors, often successful. Nearly half of the professors felt their online courses were as rigorous academically as the versions they taught in the classroom. The survey, conducted by "The Chronicle," attempted to reach every professor who has taught a MOOC. The online questionnaire was sent to 184 professors in late February, and 103 of them responded. Hype around these new free online courses has grown louder and louder since a few professors at Stanford University drew hundreds of thousands of students to online computer-science courses in 2011. Since then MOOCs, which charge no tuition and are open to anybody with Internet access, have been touted by reformers as a way to transform higher education and expand college access. In the largest survey of instructors who have taught massive open online courses, "The Chronicle" heard from critics, converts, and the cautious. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preschool Education; Preschool Children; At Risk Students; State Programs; Program Evaluation; Preschool Teachers; Teacher Attitudes; Teaching Conditions; Teacher Persistence; Educational Quality; Teacher Surveys; Teacher Student Relationship; Classroom Environment; Predictor Variables; Student Characteristics; Teacher Characteristics; Class Size; Public Schools; Private Schools; Attendance; Preschool Curriculum

Abstract:
The North Carolina Pre-Kindergarten Program (NC Pre-K) is a state-funded initiative for at-risk 4-year-olds, designed to provide a high quality, classroom-based educational program during the year prior to kindergarten entry. Children are eligible for NC Pre-K based on age, family income (at or below 75% of state median income), and other risk factors (limited English proficiency, identified disability, chronic health condition, and developmental/educational need). In the 2011-2012 year, the NC Pre-K Program served over 29,000 children in a variety of settings across the state, including local school systems, private providers, and blended Head Start/pre-k classrooms. The 2011-2012 evaluation study included information about characteristics of the NC Pre-K Program statewide and observations of classroom quality and teacher surveys in a random sample of 100 classrooms. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children?; (3) What factors were associated with better quality?; and (4) To what extent were these results similar to past years under the More at Four Program? Key findings of this study include: (1) The NC Pre-K Program has not changed substantially in comparison to prior years of its predecessor program More at Four; (2) There were a few aspects in which the NC Pre-K Program differed in comparison to prior years of the More at Four Program; (3) NC Pre-K teachers generally reported being satisfied with their work environment; (4) NC Pre-K teachers reported that they planned to remain in the early childhood field; (5) The quality of classroom practices in NC Pre-K was in the medium to high range overall; and (6) The quality of the NC Pre-K classrooms was similar in almost all areas when compared to recent years of More at Four. (Contains 7 figures, 25 tables, and 9 endnotes.) [For "Quality and Characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 Statewide Evaluation. Executive Summary," see ED541934.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tests; Reading Lists; Internet; Online Courses; Video Technology; Best Practices; Scientists; Large Group Instruction; Class Size; Electronic Learning; Higher Education; Interaction; Certification

Abstract:
Massive open online courses (MOOC's) are the latest development in online education. Over the past decade, millions of students have taken free online versions of existing courses at well-known universities like the Massachusetts Institute of Technology, but such courses often offered little more than reading lists and lecture notes. MOOC's are typically free, but they are far more interactive, interspersing quizzes and other assignments among short videos. Given the courses' huge size, exchanges between the professor and students are minimal. But many MOOC's feature automated grading and the ability to earn a certificate for mastering the material. More than 1.3 million students have already signed up for MOOC's through Coursera, a for-profit company founded by two Stanford University computer scientists. A handful of other providers, such as Udacity and Udemy, which are also for-profit, and edX, a nonprofit effort run jointly by MIT, Harvard University, and the University of California at Berkeley, are rapidly adding courses. With best practices yet to be established, anything goes, and different professors take different approaches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Majors (Students); Grade Point Average; Biochemistry; Science Achievement; Biological Sciences; Enrollment; Class Size; Hierarchical Linear Modeling; Grades (Scholastic); Predictor Variables; Statistical Significance; Prerequisites; Gender Differences; Ethnicity; Honors Curriculum

Abstract:
This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0-62.8% of the variance in students' grades in the courses analyzed. The primary predictor of a student's course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by [beta] values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067-0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088-0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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