scholarly journals School Effectiveness in Multilingual Education: A Review of Success Factors

2021 ◽  
Vol 11 (5) ◽  
pp. 193
Author(s):  
Laura Kirss ◽  
Ülle Säälik ◽  
Äli Leijen ◽  
Margus Pedaste
Keyword(s):  
Education Research ◽  
Student Success ◽  
Success Factors ◽  
School Effectiveness ◽  
Critical Role ◽  
School Level ◽  
Current Evidence ◽  
Individual Level ◽  
Multilingual Education ◽  
School Effectiveness Research

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

scholarly journals An Estimation of Variances and Factors in Mathematics Attainment in Upper-Primary Schools

2018 ◽  
Vol 42 ◽  
pp. 00095
Author(s):  
Laurens Kaluge
Keyword(s):  
Mathematics Achievement ◽  
Performance Indicators ◽  
Random Sampling ◽  
Primary Schools ◽  
School Effectiveness ◽  
Longitudinal Design ◽  
School Level ◽  
Explanatory Variables ◽  
School Effectiveness Research ◽  
And Performance

This study aimed at identifying variances related to school and pupil levels, and the performance indicators measuring the learning progress in mathematics. A longitudinal design was carried out and the stratified random sampling was used to obtain a sample of 5118 pupils from 60 primary schools. In each school three upper grades were selected, including their 180 class teachers and 60 headteachers. The data collection was carried out through questionnaires and school archives. Using multilevel analysis, the results showed that the proportion of total variance in pupil attainment for mathematics at the school level ranged from 20 to 29 per cent. When intake characteristics were taken into account as the baseline, the variance proportions were less than the prior attainments. Occupation and education of parents, besides reading facilities at home were significant explanatory variables for children progress in mathematics achievement. The outcomes have important consequences for school effectiveness research in determining the baseline and performance indicators.

Macro-level Criminological Perspectives and School Delinquency: A Meta-analysis

2021 ◽  
pp. 0044118X2110223
Author(s):  
Natasha Pusch
Keyword(s):  
Social Cohesion ◽  
Meta Analysis ◽  
School Level ◽  
Effect Sizes ◽  
Macro Level ◽  
Future Research ◽  
Concentrated Disadvantage ◽  
Individual Level ◽  
School Differences ◽  
Academic Implications

School delinquency in public elementary, middle, and high schools has decreased in recent years, but is still a major issue that has negative mental health and academic implications for adolescents. Although research has focused on both individual-level and school-level explanations of school delinquency, it is not yet clear which macro-level criminological perspectives best explains it. Using 656 effect sizes nested within 75 studies and 30 unique datasets, this study addresses two questions using meta-analytic methods: Which macro-level criminological perspectives explain between-school differences in delinquency? Are effect sizes invariant across samples and research design? Results indicate that only concentrated disadvantage and social cohesion are significantly related to school delinquency. With the exception of concentrated disadvantage, effects are homogenous. This suggests that some school-level explanations are useful and future research should not exclude these factors. Practical implications suggest that improving social cohesion in schools may be more effective at preventing violence than target-hardening efforts.

Assessing the Risks and Success Factors of Telehealth Development Projects in an Academic Setting

2022 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
Decision Support ◽  
Quality Function Deployment ◽  
Success Factors ◽  
Critical Role ◽  
Decision Support Tool ◽  
Development Projects ◽  
Early Assessment ◽  
Academic Setting ◽  
Support Tool ◽  
Project Risks

The development of a telehealth technology in an academic setting is a complex project that faces several obstacles. The early assessment of the project risks plays a critical role in the translation of promising telehealth innovations into healthcare practice. This paper presents a decision support tool based on Failure Mode and Effects Analysis (FMEA) and Quality Function Deployment (QFD) techniques to associate the project risks to relevant success factors. Certain modifications in both techniques are applied to deploy them for project risk assessment. The project risks and success factors used in the tool are identified from the literature. The proposed decision support tool enables researchers to manage the risks in their telehealth development projects and identify action items to overcome such risks. The application of the proposed tool is illustrated with a telehealth development project for virtual physical therapy.

scholarly journals Criterios y modelos estadísticos de eficacia escolar

2020 ◽  
Vol 38 (2) ◽  
pp. 311-327
Author(s):  
Luis Lizasoain Hernández
Keyword(s):  
Effective Schools ◽  
School Effectiveness ◽  
Linear Models ◽  
Basque Country ◽  
Outcome Variable ◽  
Multilevel Regression ◽  
School Effectiveness Research ◽  
Regression Techniques ◽  
Pais Vasco ◽  
Selection Of

El objetivo de este artículo es presentar los criterios y modelos estadísticos empleados en un estudio de eficacia escolar desarrollado en la Comunidad Autónoma del País Vasco empleando como variable criterio los resultados en matemáticas, comprensión lectora en lengua castellana y en lengua vasca, resultantes de las evaluaciones de Diagnóstico aplicadas en cinco años. Se definen cuatro criterios de eficacia escolar: puntuaciones extremas, residuos extremos, crecimiento de puntuaciones y crecimiento de residuos. Para ello se han aplicado técnicas de regresión multinivel empleando modelos jerárquicos lineales. Los resultados permiten una selección de centros tanto de alta como de baja eficacia que se basa en cuatro enfoques distintos y complementarios de la eficacia (o ineficacia) escolar. The aim of this paper is to present the statistical criteria and models used in a school effectiveness research carried out in the Basque Country Autonomous Community using as outcome variable the mathematics, spanish language and basque language scores. These scores come from the Diagnosis Assessments applied for five years. Four school effectiveness criteria are defined: extreme scores, extreme residuals, scores growth and residuals growth. Multilevel regression techniques have been applied using hierarchical linear models (HLM). Results have permitted a selection of both high and low effective schools based on four different and complementary school effectiveness approaches.

scholarly journals International Branch Campuses: Success Factors

2018 ◽  
Vol 2 (93) ◽  
pp. 14
Author(s):  
Richard Garrett
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Research Team ◽  
Success Factors ◽  
Limited Attention ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
The World ◽  
Depth Interviews

The article provides an overview of the second part of a report on international branch campuses (IBCs). The Observatory on Borderless Higher Education (OBHE) and the Cross-Border Education Research Team (C-BERT) are the authors of the report. IBCs continue to grow in number and variety around the world, and the report includes updated estimates and patterns by country, but previously there has been limited attention paid to the success factors of mature IBCs. Defined as campuses in place for a decade or more, the report draws on in-depth interviews with campus and institutional leaders.

scholarly journals Exploring Critical Success Factors for Data Integration and Decision-Making in Law Enforcement

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Marquay Edmondson ◽  
Walter R. McCollum ◽  
Mary-Margaret Chantre ◽  
Gregory Campbell
Keyword(s):  
Law Enforcement ◽  
Data Integration ◽  
Critical Success Factors ◽  
Success Factors ◽  
Ad Hoc ◽  
Phenomenological Study ◽  
Critical Role ◽  
The United States ◽  
Systems Of Systems ◽  
Critical Success

Agencies from various disciplines supporting law enforcement functions and processes have integrated, shared, and communicated data through ad hoc methods to address crime, terrorism, and many other threats in the United States. Data integration in law enforcement plays a critical role in the technical, business, and intelligence processes created by users to combine data from various sources and domains to transform them into valuable information. The purpose of this qualitative phenomenological study was to explore the current conditions of data integration frameworks through user and system interactions among law enforcement organizational processes. Further exploration of critical success factors used to integrate data more efficiently among systems of systems and user interactions may improve crime and intelligence analysis through modern applications and novel frameworks.

Trust in scientists in times of pandemic: Panel evidence from 12 countries

2021 ◽  
Vol 118 (40) ◽  
pp. e2108576118
Author(s):  
Yann Algan ◽  
Daniel Cohen ◽  
Eva Davoine ◽  
Martial Foucault ◽  
Stefanie Stantcheva
Keyword(s):  
Large Scale ◽  
Social Trust ◽  
Critical Role ◽  
Individual Level ◽  
Individual Support ◽  
Compliant Behavior ◽  
Paradoxical Effects ◽  
The Government ◽  
Nonpharmaceutical Interventions

This article analyzes the specific and critical role of trust in scientists on both the support for and compliance with nonpharmaceutical interventions (NPIs) during the COVID-19 pandemic. We exploit large-scale, longitudinal, and representative surveys for 12 countries over the period from March to December 2020, and we complement the analysis with experimental data. We find that trust in scientists is the key driving force behind individual support for and compliance with NPIs and for favorable attitudes toward vaccination. The effect of trust in government is more ambiguous and tends to diminish support for and compliance with NPIs in countries where the recommendations from scientists and the government were not aligned. Trust in others also has seemingly paradoxical effects: in countries where social trust is high, the support for NPIs is low due to higher expectations that others will voluntary social distance. Our individual-level longitudinal data also allows us to evaluate the effects of within-person changes in trust over the pandemic: we show that trust levels and, in particular, trust in scientists have changed dramatically for individuals and within countries, with important subsequent effects on compliant behavior and support for NPIs. Such findings point out the challenging but critical need to maintain trust in scientists during a lasting pandemic that strains citizens and governments.

Student Success and the High School-University Transition: 100 Years of Chemistry Education Research

2021 ◽  
Author(s):  
David Stone
Keyword(s):  
High School ◽  
Education Research ◽  
Student Success ◽  
Chemistry Education ◽  
100Th Anniversary ◽  
University Transition ◽  
Excellent Opportunity ◽  
Chemistry Education Research

The 100th anniversary of the first article (published in 1921) examining student success and the high school to university transition in chemistry provides an excellent opportunity to consider what has...

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