Family Background and Effects on Learning

Geske, Andrejs; Grinfelds, Andris

doi:10.1007/978-1-4419-1428-6_468

Cited by 8 publications

(9 citation statements)

References 3 publications

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“…First, the method used to generate the ESCS index (our primary measure of socio-economic status) changed slightly between 2003 and 2006. However, these minor adjustments appear to have had relatively limited impact upon the final scale (Geske & Grinfelds, 2012). Nevertheless, to check the robustness of our results, all models have been reestimated using an alternative measure of ses (the international socio-economic index of occupational statussee Ganzeboom, Graaf, Treiman, & De Leeuw, 1992).…”

Section: Discussionmentioning

confidence: 99%

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Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth

Parker

Jerrim

Anders

et al. 2015

J Youth Adolescence

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Geography remains a critical factor that shapes the development of aspirations, attainment, and choice in young people. We focus on the role of geography on university entry and aspirations due to the increasing requirement in society for a higher education qualification for access to prestigious positions in society. Using a large representative longitudinal database (N = 11,999; 50 % male; 27 % provincial or rural; 2 % Indigenous) of Australia youth we explore the association between distance to a university campus and the critical attainment outcomes of university entry and enrolment in an elite university as well as critical predictors of these outcomes in access to information resources (i.e., university outreach programs) and university aspirations. In doing so, we provide new insight into distance effects, and the extent that these are due to selection, cost, and community influence. Our findings suggest that distance is significantly associated with both university expectations and entrance, with an especially large impact upon young people from low socioeconomic backgrounds. However, we also find little evidence that distance is related to attending a university led information session. Our conclusion is that distance effects cannot be fully explained by selection in terms of academic achievement and socioeconomic status, and that anticipatory decisions and costs are the most likely drivers of the distance effect.

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Section: Discussionmentioning

confidence: 99%

“…Indeed, in the most recent Times World University Ranking, the Go8 were the highest ranked universities in the Oceania region. Geske & Grinfelds, 2012). The index has an international mean of zero and standard deviation of one.…”

Section: Methodsmentioning

confidence: 99%

Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth

Parker

Jerrim

Anders

et al. 2015

J Youth Adolescence

View full text Add to dashboard Cite

show abstract

“…Mostly multiple-choice questions were used, 25 in total; 15 of them using a Likert scale with ranks from 1-5 (see Pipere, 2016). According to the recommendations (Geske & Grīnfelds, 2006), multiple-choice questions included the option "other answer". In addition, three open-ended questions; one to elicit general information about the respondents, and two to elicit the respondents' views on sketching.…”

Section: Methodsmentioning

confidence: 99%

Sketching – an Undervalued Tool in General Education

Urdziņa-Deruma¹,

Celmiņa-Ķeirāne²,

Avotina³

et al. 2023

To Be or Not to Be a Great Educator

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Sketching is one of the key activities that characterise the process of visualising ideas in the creation of design products and artworks. Sketching skills are necessary to record observations. In addition, sketching can be used to capture new information. In the new State basic education standard of Latvia, sketching has a noticeable place in both design and technologies and art. The study aimed to investigate the role of sketching in the general education of students – future teachers of primary school education, future design and technologies teachers, and future designers. A survey (n = 126) was used to achieve the aim. The results show that sketching is to a greater extent and more diversely taught in visual arts than in home economics and technologies. Almost a fifth of the respondents (19%) did not learn sketching in visual arts, and almost half (48%) – in home economics and technologies. Most respondents consider that a sketch is a rough idea for a work, a draft of a work, and its main characteristic is quickness. 43% associate sketching with drawing techniques. Students use sketching most in free sketching situations and in generating ideas for visual artworks. Students sketch equally to record observations and stylize them as well as to visualize design product ideas. Most students emphasise that sketching needs to be practised, it is a way to visualise thoughts and ideas, and it stimulates creativity. Most students believe that sketching has an impact on the result of product design (both speed and quality), and they also stress that sketching ideas makes it easier to choose which idea to pursue.

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“…In line with the research framework (Geske & Grīnfelds, 2020;Yusoff, 2019), attention was paid to the validity of the questionnaire. The assessment of 1) face validity was carried out: whether the formulated questions of the questionnaire were content-wise and technically relevant to the research aims and tasks; 2) content validity of the questionnaire was implemented: the discussions were organized during which the clarity, comprehensibility and relevance of the questions to the research aim were assessed by experts in the field; 3) internal consistency was put into effect as a result of the questionnaire approbation, in which the Cronbach's alpha result for the questionnaire as a whole was (α=.908).…”

Section: Quantitative Data Collection and Analysismentioning

confidence: 99%

Inclusion of Newcomer Children in Preschool: The Case of Latvia

Tarune,

Usca,

Dzerviniks

2023

Discourse and Communication for Sustainable Education

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The ethnic and cultural diversity of today’s society calls for sustainable intercultural education in an inclusive environment. The inclusion of newcomer children in the Latvian education system has become a topical issue with the Russian invasion of Ukraine. The preschool period is the time when the foundation for future achievements is laid; in an inclusive environment, children’s knowledge and skills are fostered to find solutions in the sustainable society of the future. The readiness of preschool teachers for working with newcomer children is determined by the set of competences teachers have in place for the successful inclusion of newcomers in preschool education. A preschool teacher’s competence to work with newcomers is a complex construct which includes many sub-competences. In their research, the authors identify knowledge, skills and attitudes that characterize a teacher’s work with newcomer children in an inclusive environment. The results show that Latvia’s preschool teachers lack the knowledge and skills for working with newcomer children, and their attitude towards these children is not always positive.

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Family Background and Effects on Learning

Cited by 8 publications

References 3 publications

Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth

Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth

Sketching – an Undervalued Tool in General Education

Inclusion of Newcomer Children in Preschool: The Case of Latvia

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