Tag: education
Intergenerational mobility and school inequality in the US
Children of different income groups attend schools of different quality. To understand how unequal school opportunity contributes to differences in social mobility and human capital, Professor Jean Hindriks, Head of the Economics School of Louvain at UCLouvain, Belgium, and Dr Andreu Arenas, Assistant Professor of Economics at the University of Barcelona, have extended the classical Becker-Tomes-Solon parent-child transmission model to […]
Autism research: Pointing in the right direction
Professor Mila Vulchanova at the Norwegian University of Science & Technology, in collaboration with Sara Ramos-Cabo and Valentin Vulchanov, has been investigating the deficits in language and communication of individuals with Autism spectrum disorder. The group have made important insights into the specific features of communication deficits in autism which might assist with future diagnoses and subsequent treatment of individuals […]
Matching market design: Improving student experience in college admissions in China
How do students access higher education in China? Through the largest centralised matching market in the world, explains Prof Yan Chen. Yet we know very little about how this matching works. Could the design of higher education choice systems across the world be improved by examining the change from immediate acceptance (IA) to the parallel mechanism (PA) in Sichuan Province, […]
A place of knowledge and connection: Developing a health and wellbeing framework for public libraries
Debra Rosenfeldt, Head of Library Sector Engagement at State Library Victoria and Jane Cowell, CEO, Yarra Plenty Regional Library Corporation are part of a team of library professionals who are developing a Health and Wellbeing Framework for public libraries in Victoria, Australia. The research undertaken demonstrates how libraries, through collaboration with their health and community partners, can deliver in the […]
You are your most important teacher (and what to do about it)
Dr Robert Hahn, Adjunct Associate Professor in the Department of Anthropology at Emory University, Atlanta, describes how learning is an internal dialogue, as we continuously build on the knowledge we already possess in our minds. His synthesis of research shows that your most important teacher is actually yourself. He argues that the classroom that recognises that we can learn how […]
Learning to lead: Can group reflection help train school leaders?
With greater student diversity, stricter standards, and school staff and funding in flux, the task of school leadership has become increasingly complex. School leaders require training to help them coach and manage teachers through this troublesome terrain. Against this backdrop, Dr Ellen Daniëls, researcher at the KU Leuven Public Governance Institute in Belgium, investigates group reflective learning as a tool […]
V2A2: A tool to promote patient agency through effective patient information
The Melanoma Patient Network Europe (MPNE) attaches particular importance to effective scientific patient information. As a patient community with a keen research interest, the network has over the years developed its own methodology and standards on how to rapidly and accurately share scientific information even across language boundaries. Bettina Ryll, Gilliosa Spurrier and Violeta Astratinei, founders of MPNE, have developed […]
Phones down, eyes up: Tackling media misbehaviour in the classroom
In the age of smartphones, teachers must compete for the attention of students against a world they possess in their pockets. And the stakes are high for educational outcomes. When pupils are glued to their phones in class, they disrupt their own learning as well as that of others, while increasing the teacher’s stress and risk of burnout. So how […]
How do I choose? Teachers making sense of pedagogical responsibility
Doctoral candidates Grace A. Chen and Samantha A. Marshall, and Dr Ilana S. Horn, Professor of Mathematics Education, from the Department of Teaching and Learning at Vanderbilt University Peabody College, are investigating how teachers make sense of their pedagogical responsibility. During the course of their research, they record a conversation among teachers triggered by the question ‘for what?’ they teach […]
How dialogue and democracy evolve through the interactions of children
It used to be said that children should be ‘seen and not heard’. However, since 1989 the United Nations enshrined child-centred education into its core values, and this educational style is now the norm for many societies. Recognising children as human beings with individual rights and agency, this style of education aimed to change how society views and treats children. […]