Designed for equity: implementation and efficacy of educational access platforms, policy, and practice

• In Event: Roundtable Session (Monday I)

Group Submission Type: Refereed Round-Table Session

Proposal

This panel seeks to understand the factors that contribute to different outcomes of educational platforms, policy, and practices that are designed with equity in mind. As works in progress, we will not be sharing final findings. The first paper examines teachers’ perceptions of students with different migration status in China and its role on students’ academic outcomes. The second paper seeks to evaluate various cooperation models, training methods and sustainability plans utilized by an international non-profit, Team4Tech, to identify how to best lower barriers in accessing quality education and apply those lessons to global educational access projects. The third paper aims to gauge the extent that the independent college recruitment system in China has affected universities’ admission results. Lastly, the fourth paper explores student composition within Massive Open Online Courses (MOOCs) communities to understand different students’ motivation and learning outcome.

This panel focuses on educational inputs that were planned as equalizing mechanisms, evaluating those mechanisms to see if outcomes matched stated goals and analyzing the results. Each paper in this panel takes a unique perspective on educational instruments. We want to understand what went right, what went wrong, and where the next step should be taken. The range of quantitative, qualitative and mixed methods studies utilize multilevel statistical models to examine demography, motivation, expectations, and personal level factors in discussions of specific educational issues in the last decade and survey data. In investigating and comparing differentiated outcomes of several educational platforms, policies, and practices, our papers seek to explain the reasons behind and offer new perspectives in designing possible strategies to reduce inequalities.

Utilizing a variety of theoretical and methodological frameworks, these papers aim to compare educational platforms, policies, and practices across regions for a more holistic view of educational access initiatives. The first paper utilizes quantitative analysis to examine the relationship between teacher perceptions of migrant student competence and the impact of those perceptions on student learning outcomes. The second paper adopts mixed methods to explore Team4Tech’s partnerships with 45 NGOs around the world to identify practices that lead to the most substantial gains in technology adaptation that leads to equity in diverse classrooms. The third paper conducts a quantitative analysis to examine the factors associated with students who participated in an independent recruitment system to understand the extent to which this new system affects admission results. The fourth paper employs latent profile analysis technique to understand different types of students in MOOCs communities.

Sub Unit

• SIG: Inclusive Education

Chair

• William Mock, Stanford University

Presenters

• Yanxuan Li, Stanford University

• Yian Guo, Stanford University

• Xuemin Zhao, Stanford University

• Mingwei Ma, Stanford University

Individual Presentations

• Teacher’s Perception Based on Students’ Migrant Status and Students’ Academic Outcome - Yian Guo, Stanford University; Xuemin Zhao, Stanford University

• Students in MOOCs: A Latent Profile Analysis on Participants in Massive Open Online Courses - Yanxuan Li, Stanford University

• The Exploration of Universities’ Independent Recruitment System in China - Eleana Mengyuan Hai, Stanford University

• Sustainability in Edtech NGOs: Effective Cross-National Partnerships for Long-term Impact - Mingwei Ma, Stanford University; William Mock, Stanford University

• Increasing Student Enrollment in Technical Vocational Education and Training Programs in Mauritius - Lucy Kruske, Harvard University; Angela Hernandez, Harvard University; Alisa Currimjee, Harvard University; Leena Zahir, Harvard University