The effectiveness of learning analytics for identifying at-risk students in higher education     

Ed Foster  Rebecca Siddle 《Assessment & Evaluation in Higher Education》2020,45(6):842-854

Abstract

In this article we investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform. Amongst other things, the platform generates ‘no-engagement’ alerts if students have not engaged with any of the data sources measured for 14 consecutive days. We tested the relationship between these alerts and student outcomes for two cohorts of first-year undergraduate students. We also compared the efficiency of using these alerts to identify students at risk of poorer outcomes with the efficiency of using demographic data, using widening participation status as a case study example. The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background.  相似文献   

Primary prevention of child abuse and neglect: Identification of high-risk adolescents     

Stephen J. Bavolek Ph.D.  Donald F. Kline Ph.D.  John A. McLaughlin Ed.D.  Phyllis R. Publicover Ph.D. 《Child abuse & neglect》1979,3(3-4)

Based on the result of the study, the following conclusions are made:

1. 1. The parenting inventory developed has adequate levels of content validity, construct validity, internal reliability, and stability over time.

2. 2. Approximately 13% (150) of the adolescents responding to the inventory had factor scores -1 or more standard deviations below the group mean. It is concluded that the further the score deviates below the mean, the greater the risk the adolescent becomes for practicing abusive parenting behaviors.

3. 3. Abused adolescents have significantly lower mean scores than non-identified abused adolescents, suggesting that abused adolescents espress attitudes towards parenting and child-rearing which are similar to the parenting and child-rearing practices of abusive parents.

4. 4. Female adolescents, whether members of the abused or non-identified abused group, have higher mean scores than abused or non-identified abused male adolescents. The results suggest that male adolescents of both groups express more abusive parenting attitudes than females of both groups.

5. 5. Each of the four group parenting constructs can effectively be used to discriminate between abused and non-identified abused adolescents. Construct B:

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, however, had the greatest discriminatory capability.

The results of the study have indicated the utility of the inventory in assessing the parenting attitudes of adolescents and in discriminating between adolescents identified as abused and those non-identified as abused. In its present stage of development, the inventory may only be validly used to identify adolescents' attitudes towards child-rearing and parenting. Before the inventory is employed to identify potential child abusers for treatment purposes, it is recommended that longitudinal research be concluded. Such research should be designed to provide data relative to the predictive validity of the inventory.  相似文献   

GIFTED EDUCATION IN JEWISH DAY SCHOOLS     

Elizabeth Kotler Glass Ed.D.  Myron H. Dembro Ph.D. 《Journal of Jewish Education》2013,79(3):7-18

Although there are many Jewish day schools within the United States, relatively few offer gifted programs. The schools that do offer programs differ from each other, offering various forms of enrichment. We discuss the exemplary standards for gifted programs established by the National Association for Gifted Children and illustrate how the standards could be applied to Jewish day schools. The information provided can be useful for decision making, implementing and improving gifted programs in Jewish day schools.  相似文献   

A Short Screen Test for Predicting Motor Fitness     

Steven N. Blair P.E.D.  Ronald T. Mulder Ed.D.  Harold W. Kohl M.S.P.H. 《Research quarterly for exercise and sport》2013,84(2):106-110

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TRANSFER Code of Practice: the publisher's point of view     

Yvonne CAMPFENS  Ed PENTZ 《Learned Publishing》2009,22(4):289-294

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Bridging the Information Literacy Gap with Clickers     

Patricia A. Deleo  M.S.L.I.S.  M.S.  Instruction/Reference Librarian  Susan Eichenholtz  Ed.D.  Assistant Professor  Adrienne Andi Sosin  Ed.D. 《The Journal of Academic Librarianship》2009,35(5):438-444

A Class Performance System (CPS) is applied as an assessment tool to assist in determining the level of information literacy knowledge already possessed by adult students enrolled in a graduate Educational Leadership and Technology program. The CPS data collected reveals that students possess varying degrees of technology expertise and information literacy skills. Study results suggest that clickers facilitate differentiated information literacy pedagogy and increase engagement for graduate students.  相似文献   

P&I Bookshelf Learned Optimism By M. E. Seligman     

Ed Blankenhagen 《Performance Improvement》1992,31(5):44-44

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Accelerated learning     

Colin Rose  Ed Blankenhagen 《Performance Improvement》1991,30(9):38-38

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A test of Bible knowledge     

Rev. J.G.M. Thomson B.D. Ed.B. 《British Journal of Religious Education》1942,9(2):78-82

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Understanding the Power of Words in Multicultural Education     

Festus E. Obiakor Ph.D.  Darren J. Smith Ph.D.  Marty Sapp Ed.D. 《Multicultural Perspectives》2013,15(2):36-42

Historically, words are powerful! In many cases, they are used appropriately when we value people and used inappropriately when we hate them. As a result, they have become powerful tools in multicultural education and interactions. In today's changing world with demographic shifts in power and paradigm, the society is bombarded with words that hate and words that love. As it appears, words are used to satisfy jaundiced and myopic views, and they are constructs that frequently lead to labels, stereotypes, and illusory generalizations. While we do not advocate policing or legislating words, we advocate words that can help individuals to maximize their fullest potential in our multicultural society. In this article, we advance this premise and suggest ways to increase multicultural education in schools and communities.  相似文献