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Online Examinations: Factors That Impact Student Experience and Perceptions of Academic Performance
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Michael Henderson; Rebecca Awdry; Jennifer Chung; Mike Bryant; Sweta Vijaykumar Patel; Alice Shihua Yu; Matthew Mundy; Kris Ryan; Cliff Ashford – Australasian Journal of Educational Technology, 2024
Online examinations are an increasingly common feature of higher education. Research in this area often focuses on academic integrity without exploring student experience in online examinations more broadly. With increasing use of online examinations and associated security measures, there is a plausible risk that the platform, examination…
Descriptors: Computer Assisted Testing, Technology Uses in Education, Influences, Student Evaluation
Keeping Students Safe: Understanding the Risks for Students Undertaking Work-Integrated Learning
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Hay, Kathryn; Fleming, Jenny – International Journal of Work-Integrated Learning, 2021
Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have…
Descriptors: Foreign Countries, Universities, Work Experience Programs, Authentic Learning
"I Just Didn't Want to Risk It": How Perceptions of Risk Motivate Charter School Choice among Latinx Parents
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Szabo, Julia – American Educational Research Journal, 2022
Latinx students now make up the largest share of charter school students nationally. In this article, I focus on Latinx charter school choosers in Houston, Texas, and ask what motivates Latinx parents to exit district schools. Drawing on interviews with 31 families, I find that perceptions of present and future risk motivate charter school choice.…
Descriptors: Hispanic American Students, Hispanic Americans, School Choice, Charter Schools
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
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Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Johnson, Adrienne; Miles, Chimere – Grantee Submission, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School
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Sutherland, Kevin S.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Conroy, Maureen A.; Johnson, Adrienne; Miles, Chimere – Elementary School Journal, 2019
Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…
Descriptors: Program Effectiveness, Evidence Based Practice, Risk, Student Experience
School Violence in Lesotho: The Perceptions, Experiences and Observations of a Group of Learners
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de Wet, Corene – South African Journal of Education, 2007
School violence is a subject of great public and media interest that has stimulated a comprehensive body of research. Academic consideration of the subject began in the USA and Scandinavia in the mid-1960s and early 1970s but little evidence could be found of publications on the subject in the small landlocked Kingdom of Lesotho. To address this…
Descriptors: Foreign Countries, Violence, Educational Environment, Secondary School Students