The development of education indicators for measuring quality in the English-speaking Caribbean: How far have we come?

Bowe, Anica G.

doi:10.1016/j.evalprogplan.2014.08.008

Cited by 10 publications

(8 citation statements)

References 15 publications

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“…Indicators for quality of education have been the focus of many researches since a long time (Agrawal & Mittal, 2018;Cabrol & Severin, 2010). Information technology is considered to be a facilitator to improve education and its quality, and thus, it covers more than dimension category (Bowe, 2015) to be assessed and evaluated (Azma, 2011;Law et al, 2016). Noor-Ul-Amin (2013) argued that the accessibility of information is considered as one of the dimensions to improve quality of education using the information technologies tools and techniques.…”

Section: Information Technology Indicators In Quality Of Educationmentioning

confidence: 99%

“…He expanded the information technology affect to include enhancement of "delivery of education and enable wider access" to stakeholders (Noor-Ul-Amin, 2013). Law et al (2016) and Bowe (2015) focused on the indicators addressing the dimension of using information technology in "ensure [ing] inclusive and equitable quality education" (Law et al, 2016) and "measuring equity in education opportunities" (Bowe, 2015). Where Azma (2011) listed some indicators about the learning environment to support virtual classes, paperless communications, and automated systems.…”

Section: Information Technology Indicators In Quality Of Educationmentioning

confidence: 99%

“…For example, Akkary (2014) stated that MENA universities "fall short of preparing [students] for the demands of a postmodern technological world". It is known that quality of education, schools, and higher education are a very wide concept (Bowe, 2015) that is beyond the research focus. However, performance indicators are one of the known methods that can be used to evaluate and test separated areas in the general one.…”

Section: Introductionmentioning

confidence: 99%

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Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Kharbat¹,

Muqattash²

2020

IJDAR

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Technology is becoming a major pillar in many professions. It plays a critical role in developing and enhancing the quality and accuracy of tasks. Because the formal education system is the first place where future employees are educated, it is very important to ensure that educational institutions offer continuously updated technology-related courses that cover a wide range of new and emerging topics. This research has two objectives. First, it explores the validity of the claim that AIS education is of low quality in the Middle East, as stated in some studies. This is conducted through highlighting the status quo for AIS courses in Arab countries within the Middle East by focusing on a representative case study. This part of the work was conducted through a thorough exploration of the universities’ websites and by distributing and analyzing a survey for faculty members in a number of universities. Second, the research performs a deep analysis to develop new, up-to-date, aligned objectives, contents, resources, and assignments in order to create a new, comprehensive syllabus in the higher-education sector that will serve stakeholders from universities to accounting communities. The output of this research identified suitable learning objectives based on current literature and faculty responses. This was followed by designing new course content and assessment tools that are aligned with learner- and competency-centered approaches.

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Section: Information Technology Indicators In Quality Of Educationmentioning

confidence: 99%

Section: Information Technology Indicators In Quality Of Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Kharbat¹,

Muqattash²

2020

IJDAR

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“…Anderson (2021) reminds us that stereotypes and gender-role norms are defined individually, collectively and institutionally,, and that schools play a large role in shaping and perpetuating gender identities via their structure and operations. There are many studies focused on male academic underachievement and male marginalization within Caribbean school systems and a summary of them can be found in Bowe (2015). Gendered experiences within Caribbean schools and the perception within many Caribbean societies that education is feminine (Bethell-Bennett, 2014;Miller, 1994;Reddock, 2003Reddock, , 2010, may drive parents to relegate school involvement activities to mothers (Munroe, 2009).…”

Section: Gender Socialization Of Males In the Caribbeanmentioning

confidence: 99%

Bahamian Fathers' Involvement with Their Child’s Schooling: To What Extent does Family Structure Matter?

Bowe

Johnson

2022

Int. j. Bahamian stud.

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This study examined characteristics of Bahamian fathers' involvement with their child's schooling using data from a comprehensive study on parent involvement within one Bahamian community. We triangulated data from a parent survey (n = 91 males, n = 278 females) and community interview data (n = 33 community members) to compare fathers to mothers, examine whether fathers living in the same home as their child had an impact on their involvement with schooling, and pinpoint beliefs regarding family structure and gender norms. Chi-square analyses demonstrate that Bahamian fathers engaged with schools in very similar ways to mothers on over half the involvement indicators, with slight differences on the remaining indicators. Mean difference analyses of factor scores showed slight differences between mothers and fathers in academic involvement and more pronounced differences in involvement with basic needs. Interestingly, despite beliefs about family structure voiced by some participants, living in the same home as their child did not play a role in fathers' involvement. We discuss our findings within the social context of The Bahamas, raise questions about the real impact of family structure on paternal involvement, and call for more exploration of the impact of class and socioeconomic status on involvement with schools.

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“…In the U.S., the federal Every Student Succeeds Act (ESSA) with the goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction was enacted (Higgins, Famularo, Cawthon, et al, 2016). As an essential means to improve the equity, e ciency, and quality of education, evaluation including all students in assessment programs has become increasingly important (Bowe, 2015;Chaudhary, et al, 2020). Group evaluations should re ect the overall performance of the research objects as much as possible, especially the individuals with relatively poorer performances; otherwise, it will lead to evaluation deviation and even decision-making mistakes (BenDavid-Hadar, 2016;Veletsianos, 2021).…”

Section: Introductionmentioning

confidence: 99%

Everyone matters: a new h-type index as an educational performance evaluation metric

Hou

2022

Preprint

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In view of the limitations of taking the average as the overall evaluation of a group and inspired by the popular idea of the h index in bibliometrics, this paper proposes a new h-type index called h-efficiency index (HEI) for educational performance evaluation. The definition of the proposed h-efficiency index (HEI) is as follows: among the scores of n objects, if at most E% of all the n scores is no less than E% of the full score, then the HEI will be E%. Using some class course examination scores as an example, the new index is compared to the commonly applied average and median scores. The results show that the HEI is easy to compute, and it not only considers the overall score but also includes the number of objects covered by a score level. A study on the science performance of 11 parallel classes in a senior high school also shows that the HEI has a better correlation with the comprehensive evaluation results of teaching quality than the average and median. Compared to the average and median, the HEI can provide different information for overall test score evaluations. HEI may provide a useful and alternative index for educational performance evaluation.

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The development of education indicators for measuring quality in the English-speaking Caribbean: How far have we come?

Cited by 10 publications

References 15 publications

Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Bahamian Fathers' Involvement with Their Child’s Schooling: To What Extent does Family Structure Matter?

Everyone matters: a new h-type index as an educational performance evaluation metric

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