Keith Zvoch's research while affiliated with University of Oregon and other places

... Beach et al. (2019);Klugman (2013) ...

... The availability of problems based on experience and relevant phenomena can support students' critical thinking skills. The availability of experience will affect the perception of concepts mastered by students (Zvoch et al., 2021). The availability of authentic experience can be used as a catalyst to trigger critical analysis, strengthen the concepts mastered or even change them. ...

... Besides unveiling different perspectives without searching for consensus, PE should help institutions with their decision-making by contributing to the program's development and maintenance rather than assessing programs against prescribed criteria (Preskill & Torres, 1999). From that aspect, PE should assist institutions in avoiding erroneous decisions by determining the significance of a program (Fitzpatrick, Sanders, & Worthen, 1997), set well-described goals that are realistic for the context (Bjerke & Renger, 2017), reveal the level of consistency between different stakeholders' assumptions and the actual outcomes of the program (El Soufi & See, 2019;Tang, 2011;Zvoch, 2019), and indicate the program's fidelity by inquiring about the effect of the implementation on the achievement of the program's logic (Holliday, 2014;Newton, 2016). ...

... 51 Exposure to STEM content in middle school is also positively associated with obtaining a STEM-related occupation. 79 Likewise, achievement, confidence, 54 and perceived personal capacity 16,81,88 in middle school students were key factors in predicting persistence in STEM career aspirations. The present research examined how exposure to scientific role models and work-based microbadging through the Couragion app influenced intent, confidence, and motivation to pursue STEM careers among early adolescent female and underrepresented racial and ethnic groups compared to well-represented groups. ...

... The assessment of educational activities is a key task to perform during the learning process. A systematic literature review of accessibility recommendations and practices concerning interactive assessment tasks for Science, Technology, Engineering and Mathematics (STEM) is carried out in [12]. ...

... With respect to the latter, remedial actions as summer schools were organised during the school holidays in 2020 and 2021, where students were given the opportunity, at home or at school, to invest extra time in learning (e.g. in Belgium, Gambi & De Witte (2021); in France, KEEP project (2022)). The choice of summer schools is not casual, as these programs have already been a common practice in the English speaking countries to tackle the negative effects of summer holidays on students' learning (Cooper et al., 2000;Hall et al., 2017;Lauer et al., 2006;Matsudaira, 2008). 2 Most of these programs focused on the prevention of the "summer slide" by organising summer schools in a specific domain, most frequently in reading (Albee et al., 2019;McDaniel et al., 2017;Nicholson & Tiru, 2019;Zvoch & Robertson, 2017) and mathematics (Gorard et al., 2015;Lynch & Kim, 2017;Snipes et al., 2016). However, despite the significant investments in remedial measures, most education systems face lasting learning deficits (François & De Witte, 2022). ...

... Positive recognition in the form of praise, special privileges, and gifts acts as confirmatory feedback helping individuals integrate and refine their target identities. Negative feedback impedes integration of identities (Kerpelman et al., 1997;Todd & Zvoch, 2017). ...

... This study extends previous work on power for piecewise growth models (Diallo & Morin, 2015;Segalas et al., 2019) by allowing for variability in turning points and non-constant attrition. Future extensions may focus on studies with more than one turning point (Cudeck & Harring, 2007;Harring et al., 2021;Marcoulides, 2018), studies with nonlinear growth in one or more phases (Flora, 2008;Harring et al., 2021;Zvoch, 2016), and studies with individually varying times of observation (Liu et al., 2015). It is also of interest to focus on models for discontinuous growth, meaning that there is not only a change in growth rate at the turning point, but also a change in level (Grimm & Marcoulides, 2016). ...

... The second research methodology used in social work is the quantitative approach. Defined as a means for testing objective theories by examining the relationship among variables, the quantitative research approach holds that the primary focus of research is on testing theories deductively, protecting findings against bias, controlling for alternative explanations and being able to generalise and replicate the findings (Zvoch, 2014;Garbarino & Holland, 2009;Rubin, Babbie & Lee, 2008). The paradigm views that true knowledge is objectively generated through the use of objective methods, techniques and measurements which provide evidence of statistical significance of a particular phenomenon. ...

... Summer learning loss (SLL) is the well-documented phenomenon whereby student academic progress stagnates or declines during summer months, when children are out of school (Alexander, Entwisle, & Olson, 2007;Atteberry & McEachin, 2021;Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996;Downey, von Hippel, & Broh, 2004;Entwisle & Alexander, 1992). SLL disproportionately impacts students from low-income families (Alexander et al., 2007;Atteberry & McEachin, 2021;Cooper et al., 1996;Downey et al., 2004;Entwisle & Alexander, 1992) and those at academic risk (Menard & Wilson, 2014;Zvoch & Stevens, 2015). Faucet Theory (Entwisle, Alexander, & Olsen, 2001) provides one explanation for the disproportionate impact of SLL for low-income children, in particular. ...