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PurposeThe purpose of this paper is to describe a computer‐assisted learning experience in operations management (OM) higher education that entailed the development of interactive learning software, its evaluation in an experimental environment and the formal analysis of the teaching method's influence on student perceptions.Design/methodology/approachThe software design follows the constructivist focus based on widely‐accepted educational technology principles. Objective tests of knowledge and subjective appraisal of the learning process were used in the experiment to compare two educational scenarios (computer‐assisted learning and on‐site class). Students' perceptions of the software's technical and teaching features are also analyzed.FindingsThe study shows that the teaching method can significantly affect students' perceptions of the learning process. The findings also confirm the pedagogical effectiveness of the software that was designed and that information communication technologies (ICT)‐based methods are an alternative to traditional methods used in OM education.Research limitations/implicationsThe experiment involved strict control over various potential threats to validity. From a statistical point‐of‐view, the conclusions can only be generalized in the population analyzed. Nevertheless, the features of the software and the student profile allow the main conclusions to be generalized to other OM environments.Practical implicationsThe use and evaluation of interactive software in OM educational environments are reflected on, with emphasis on the influence that the teaching methodology has on students' attitudes to the learning process. It is of interest for researchers interested in improving teaching through the use of ICT.Originality/valueThere are very few studies on interactive self‐learning software for OM and its effects on student perceptions. This paper is a new contribution to this field.

Iran, as a United Nations member state, has made moral and legal commitments to conform to international human rights standards, including the 1966 International Covenant on Economic, Social and Cultural Rights (ICESCR) and the 1989 Convention on the Rights of the Child (CRC), which address the right to education. This article reviews Iran's commitments to children's educational rights, drawing on the 4-A scheme developed by the former Special Rapporteur of the UN High Commission for Human Rights on Education, Katarina Tomaševski, whereby education should be available, accessible, acceptable, and adaptable. It examines the State's obligation to ensure education is acceptable and adaptable. It identifies a number of legal and political reasons why children are unable to claim their educational rights. It calls for substantial educational and societal reform and the prioritisation of the child's best interests, over those of the State.

Concern, expressed by government and other funding agencies and consumers of research, about the quality and relevance of research in the field of education affects not only the kind of research is conducted but also the way in which we educate researchers. The economic imperative for ?value for money? from research and researchers has, for instance, led to the education of research students to be seen increasingly in terms of training in a range of generic skills that can be applied to the investigation of a range of forms of research problem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both for the careers of individual researchers and the wider research community, there is some tension between this approach and the more established view of a research degree as an induction into a narrow domain of knowledge and the production of a highly specialised academic identity. There are further developments that erode this notion of specialisation, for instance the growth of mixed method research, which has the potential to challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents of educational research signified by the growth of professional doctorates, which could further challenge the university as a dominant institution in the production of educational knowledge. In this paper I will explore what these developments mean for the teaching of research and consider how we can work collaboratively to develop both professional researchers and researching professionals, and reconcile the acquisition of skills with induction into specialised knowledge domains. This will involve exploration of both an overarching framework for thinking about the processes of doing research and specific examples of practice. Underlying the approach taken is a general commitment to research education, rather than to training and the teaching of methods, and the desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focus and theoretical orientation, and of sites, practices and agents of knowledge production.

This article highlights McKinney-Vento awareness and implementation as experienced and understood by unaccompanied youth facing housing instability and the adults charged with its implementation in schools. A qualitative inquiry was used to capture the perspectives of youth experiencing housing instability as they navigated a large urban school district in the Midwest. Research observations and the perspectives of six unaccompanied unstably housed youth attending two high schools in Chicago and the adults charged with providing educational services are presented here. The theme of Policy Awareness and Accountability emerged from the school observations and narratives of the youth and adult experiences. Participant experiences and insight indicate the need to increase school/community awareness and accountability of McKinney-Vento. Last, the author provides reflections on the complexities and fragility of navigating the research process.

AbstractGrowing evidence suggests that the race and ethnic minority population may experience fewer protective effects of psychedelics on mental health. The minority diminished psychedelic returns theory proposes that racism, manifested in socioeconomic inequality, could partially account for the smaller health gains observed. Therefore, it is important to investigate whether socioeconomic inequality reduces the impact of psychedelics on health outcomes for minority populations. Additionally, despite having higher socioeconomic status, it remains unclear whether psychedelic use among minorities is associated with the same level of health benefits as observed in non-Hispanic whites. This study utilizes data from the National Survey of Drug Use (N = 2008 to 2019), which involved 458,372 participants aged 18 and above. The objective is to examine the impact of various psychedelics (MDMA, psilocybin, DMT, ayahuasca, peyote/mescaline, and LSD), as well as lifetime classic psychedelics use (LCPU), on psychological distress in the past month, taking into account socioeconomic factors (education level and family income) and race/ethnic differences (White, Black, Hispanic, and Asian). The analysis employed a series of nested ordinary least-square regression models using Stata 18. The results indicate that, after controlling for socioeconomic status, there is no association between Black and Hispanic psychedelic use and distress. However, white psychedelic use remains associated with lower levels of distress. Additionally, despite having higher levels of education and income, psychedelic use among minority groups does not appear to be linked to reduced stress. In fact, for Asians with higher education and income, certain psychedelic use is associated with increased distress.

by Wong Wai Yin, Brian. ; Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. ; Bibliography: leaves 117-124. ; Abstract ; Acknowledgements ; Content ; List of Tables ; List of Figures ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter Chapter2 --- Literature Review ; Chapter 2.1 --- Vocational and Technical Education --- p.5 ; Chapter 2.2 --- Theories in the Economics of Education --- p.8 ; Chapter 2.3 --- Theories in the Sociology of Education ; Chapter 2.3.1 --- Arguments in the concept of Social Stratification --- p.17 ; Chapter 2.3.2 --- Status Attainment Researches --- p.21 ; Chapter 2.4 --- Related Findings in Hong Kong --- p.29 ; Chapter 2.5 --- Related Findings in Other Areas --- p.35 ; Chapter 2.6 --- Education in Hong Kong ; Chapter 2.6.1 --- Development of the Hong Kong Education System --- p.38 ; Chapter 2.6.2 --- The School Ladder --- p.41 ; Chapter Chapter 3 --- Research Methodology and the Hypotheses ; Chapter 3.1 --- Research Problems --- p.46 ; Chapter 3.2 --- Areas of Investigation: Theoretical Framework & the Research Methodology ; Chapter 3.2.1 --- Family Background and the Choice of Education --- p.48 ; Chapter 3.2.2 --- Effect of Vocational and Technical Education on earnings --- p.49 ; Chapter 3.2.3 --- Influence of Family Background --- p.51 ; Chapter 3.3 --- Hypotheses --- p.53 ; Chapter 3.4 --- The Data Set --- p.55 ; Chapter Chapter 4 --- Results and Interpretations ; Chapter 4.1 --- Relation between Family Background and the Choice of Type of Education --- p.59 ; Chapter 4.2 --- Analysis of the Effect of Vocational and Technical Education on Earnings --- p.68 ; Chapter 4.3 --- Influence of Family Background on Earnings through the Choicein Type of Education --- p.76 ; Chapter Chapter 5 --- Conclusion ; Chapter 5.1 --- Summary of Findings --- p.100 ; Chapter 5.2 --- Further Discussion ; Chapter 5.2.1 --- Different Impacts from Different Levels of Vocational and Technical Education --- p.102 ; Chapter 5.2.2 --- Influence from Government --- p.105 ; Chapter 5.2.3 --- Effect ...

Assessment Clear and Simple provides a concise, step-by-step guide for the assessment process. This practical book provides cost-efficient and useful tools that fulfill the requirements of accreditation agencies, legislatures, review boards, and etc. to ensure a simple, successful assessment. With an easy-to-read manner, this toolkit explores the areas of planning, budgeting, and the changes in the curriculum, pedagogy, and programming. This modified edition includes new standardized tests, portfolios, and e-portfolios for the assessment process, and new institution-wide planning tools develop