A Formal Framework for Specifying, Reusing and Implementing Educational Settings. Third level

Aquest fitxer conté la ontologia que descriu un metamodel de l'especificació Open Service Interface Design v.2.0 proposada per OKI. Ha estat creada en OWL i estesa amb un conjunt de regles SWRL. S'adjunta també el conjunt de regles.

The framework for specifying, reusing and implementing educational settings. Level 1 & 2 integrated

This file includes the ontology of patterns of educational settings adapted to a given organization as part of a formal framework for specifying, reusing and implementing educational settings. It includes a description of such an ontology.

A Formal Framework for Specifying, Reusing and Implementing Educational Settings. Second level

Peer-reviewed

Educational Data Mining: cerrando el círculo del proceso de aprendizaje en entornos virtuales

Development of methods to explore data from educational settings, to understand better the learning process.

A Formal Framework for Specifying, Reusing and Implementing Learning Processes. First level

This file contains the ontology of patterns of educational settings, as part of the formal framework for specifying, reusing and implementing educational settings. Furthermore, it includes the set of rules that extend the ontology of educational scenarios as well as a brief description of the level of patters of such ontological framework.

Choosing among techniques for quantifying single-case intervention effectiveness

If single case experimental designs are to be used to establish guidelines for evidence-based interventions in clinical and educational settings, numerical values that reflect treatment effect sizes are required. The present study compares four recently developed procedures for quantifying the magnitude of intervention effect using data with known characteristics. Monte Carlo methods were used to generate AB designs data with potential confounding variables (serial dependence, linear and curvilinear trend, and heteroscedasticity between phases) and two types of treatment effect (level and slope change). The results suggest that data features are important for choosing the appropriate procedure and, thus, inspecting the graphed data visually is a necessary initial stage. In the presence of serial dependence or a change in data variability, the Nonoverlap of All Pairs (NAP) and the Slope and Level Change (SLC) were the only techniques of the four examined that performed adequately. Introducing a data correction step in NAP renders it unaffected by linear trend, as is also the case for the Percentage of Nonoverlapping Corrected Data and SLC. The performance of these techniques indicates that professionals" judgments concerning treatment effectiveness can be readily complemented by both visual and statistical analyses. A flowchart to guide selection of techniques according to the data characteristics identified by visual inspection is provided.

First level ontology - case study

The file contains the ontology created and instantiated according to a case study as well as a little explanation of the framework in which it is included.

Breaking up the writing process: how wikis can support understanding the composition and revision strategies of young writers

Understanding how best to support immature writers in the development of their understanding of the writing process is an important concern for researchers and teachers. Social technologies have become key features of leisure and work place writing, yet knowledge about how to design educational settings that take full advantage of the affordances of web 2.0 technologies to support early writing is scarce. This paper presents a small scale study that investigated how writing in a wiki environment might facilitate and support students’ use of composition and revision strategies. Our findings show that wiki can enlarge young writers’ experience of the process of composition and revision both through their own efforts and by observing the process in others. In this study students employed a wide range of types of revisions both surface and text based changes. These revisions took place during the process of composition as well as at the end. It is argued here that writing in a wiki not only provides young writers with experience of a mode of composition prevalent in the contemporary work environment, but breaks up the process of writing in a way that may support students’ understanding of the processes of composition and revision.

Parental education and family characteristics: educational opportunities across cohorts in Italy and Spain

Drawing on data contained in the 2005 EU-SILC, this paper investigates the disparities in educational opportunities in Italy and Spain. Its main objective is to analyse the predicted probabilities of successfully completing upper-secondary and tertiary education for individuals with different parental backgrounds, and the changes in these probabilities across birth cohorts extending from 1940 to 1980. The results suggest that the disparities in tertiary education opportunities in Italy tend to increase over time. By contrast, the gap in educational opportunity in Spain shows a marked decrease across the cohorts. Moreover, by using an intuitive decomposition strategy, the paper shows that a large part of the educational gap between individuals of different backgrounds is “composed” of the difference in the endowment of family characteristics. Specifically, it seems that more highly educated parents are more able to endow their children with a better composition of family characteristics, which accounts for a significant proportion of the disparities in educational opportunity.

Longer-term impacts of mentoring, educational services, and incentives to learn: evidence from a randomized trial in the United States

This paper is the first to use a randomized trial in the US to analyze the short- and long-term educational and employment impacts of an afterschool program that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards with the objective to improve high-school graduation and postsecondary schooling enrollment. The short-term hefty beneficial average impacts quickly faded away. Heterogeneity matters. While encouraging results are found for younger youth, and when the program is implemented in relatively small communities of 9th graders; detrimental longlived outcomes are found for males, and when case managers are partially compensated by incentive payments and students receive more regular reminders of incentives.

Mentoring, educational services, and economic incentives longer-term evidence on risky behaviors from a randomized trial

This paper is the first to use a randomized trial in the US to analyze the short- and long- term impacts of an afterschool program that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards to attend program activities, complete high-school and enroll in post-secondary education on youths' engagement in risky behaviors, such as substance abuse, criminal activity, and teenage childbearing. Outcomes were measured at three different points in time, when youths were in their late-teens, and when they were in their early- and their latetwenties. Overall the program was unsuccessful at reducing risky behaviors. Heterogeneity matters in that perverse effects are concentrated among certain subgroups, such as males, older youths, and youths from sites where youths received higher amount of stipends. We claim that this evidence is consistent with different models of youths' behavioral response to economic incentives. In addition, beneficial effects found in those sites in which QOP youths represented a large fraction of the entering class of 9th graders provides hope for these type of programs when operated in small communities and supports the hypothesis of peer effects.

Exploring educational mobility in Europe

This paper is concerned with the investigation of the intergenerational mobility of education in several European countries and its changes across birth cohorts (1940-1980) using a new mobility index that considers the total degree of mobility as the weighted sum of mobility with respect to both parents. Moreover, this mobility index enables the analysis of the role of family characteristics as mediating factors in the statistical association between individual and parental education. We find that Nordic countries display lower levels of educational persistence but that the degree of mobility increases over time only in those countries with low initial levels. Moreover, the results suggest that the degree of mobility with respect to fathers and mothers converges to the same level and that family characteristics account for an important part of the statistical association between parental education and children’s schooling; a particular finding is that the most important elements of family characteristics are the family’s socio-economic status and educational assortative mating of the parents.

What are the causes of educational inequalities and of their evolution over time in Europe? Evidence from PISA

This paper provides evidence on the sources of differences in inequalities in educational scores in European Union member states, by decomposing them into their determining factors. Using PISA data from the 2000 and 2006 waves, the paper shows that inequalities emerge in all countries and in both period, but decreased in Germany, whilst they increased in France and Italy. Decomposition shows that educational inequalities do not only reflect background related inequality, but especially schools’ characteristics. The findings allow policy makers to target areas that may make a contribution in reducing educational inequalities.