The main purpose of this paper is to highlight the importance and role of the communicative- genre based approach in the teaching of philological courses. Also, mention and study the way in which the communicative- genre based approach can help the student both in his later communication course and in the social one. With the communicative- genre based approach, the student is invited to come into contact with different texts each time, to try to process them emphasizing on the functionality of the texts, their style and their critical reading, avoiding focusing on the syntax and vocabulary of the text. This teaching can be considered innovative because its focus is on the text itself, which is understood as a whole and operates in relation to the other linguistic elements. Furthermore, the communicative- genre based approach emphasizes the importance of the student's understanding and perception of the text and does not require him to focus on vocabulary and sentence syntax. It could be an alternative teaching that wants to promote the freedom of expression and thought of the student and the way he understands and perceives the text he processes as a whole. The innovation of the communicative-text-centered approach lies in highlighting that it is an alternative technique that aims to enable the student to process and perceive the texts taught.
{"title":"The Genre-based Approach to the Teaching of Greek Philological Courses","authors":"Anna Georgiou, Ioannis Fykaris","doi":"10.5296/jse.v14i3.21999","DOIUrl":"https://doi.org/10.5296/jse.v14i3.21999","url":null,"abstract":"The main purpose of this paper is to highlight the importance and role of the communicative- genre based approach in the teaching of philological courses. Also, mention and study the way in which the communicative- genre based approach can help the student both in his later communication course and in the social one. With the communicative- genre based approach, the student is invited to come into contact with different texts each time, to try to process them emphasizing on the functionality of the texts, their style and their critical reading, avoiding focusing on the syntax and vocabulary of the text. This teaching can be considered innovative because its focus is on the text itself, which is understood as a whole and operates in relation to the other linguistic elements. Furthermore, the communicative- genre based approach emphasizes the importance of the student's understanding and perception of the text and does not require him to focus on vocabulary and sentence syntax. It could be an alternative teaching that wants to promote the freedom of expression and thought of the student and the way he understands and perceives the text he processes as a whole. The innovation of the communicative-text-centered approach lies in highlighting that it is an alternative technique that aims to enable the student to process and perceive the texts taught.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on a qualitative content analysis, we present two loosely related artistic narratives, Muffin and Tea (2018) and Cupcakes and Conspirators (2019) by Theo Addair, which belong to the current stream of contemporary young adult literature in which homosexuality is thematized. We have focused on selected narrative lines that relate to the themes of literary representations of homosexuality in contemporary intentional literature. Before the analysis, we set four questions: 1. How is the theme of homosexuality presented in these two works; 2. What is the originality of these artistic narratives; 3. How does the author portray the main characters in relation to their perception of themselves; 4. Are these works relevant to the issue of self-acceptance and acceptance by contemporary society in the area of minority sexual orientation? We conclude that sexual minority issues are depicted in these narratives in conjunction with the adolescents´ societal backgrounds, with the main theme presented alongside other minority characteristics or handicaps that affect the adolescents´ self-acceptance. It is in the accentuation of I other themes that we see the relevance of the publications for contemporary adolescent readers.
{"title":"Contemporary Czech LGBT+ literature: The example of Muffin and Tea and Cupcakes and Conspirators","authors":"M. Mm","doi":"10.5296/jse.v14i2.21876","DOIUrl":"https://doi.org/10.5296/jse.v14i2.21876","url":null,"abstract":"Based on a qualitative content analysis, we present two loosely related artistic narratives, Muffin and Tea (2018) and Cupcakes and Conspirators (2019) by Theo Addair, which belong to the current stream of contemporary young adult literature in which homosexuality is thematized. We have focused on selected narrative lines that relate to the themes of literary representations of homosexuality in contemporary intentional literature. Before the analysis, we set four questions: 1. How is the theme of homosexuality presented in these two works; 2. What is the originality of these artistic narratives; 3. How does the author portray the main characters in relation to their perception of themselves; 4. Are these works relevant to the issue of self-acceptance and acceptance by contemporary society in the area of minority sexual orientation? We conclude that sexual minority issues are depicted in these narratives in conjunction with the adolescents´ societal backgrounds, with the main theme presented alongside other minority characteristics or handicaps that affect the adolescents´ self-acceptance. It is in the accentuation of I other themes that we see the relevance of the publications for contemporary adolescent readers.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"20 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.
{"title":"Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates","authors":"L. Mohebi, Dawood Ahmad","doi":"10.5296/jse.v14i2.21732","DOIUrl":"https://doi.org/10.5296/jse.v14i2.21732","url":null,"abstract":"The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"55 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140236976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Denis Guilherme Guedert, Paola de Lima, Renata Souza E Silva, Virgínia Cláudia Carneiro Girão Carmona, Delane Viana Gondim
The increasing number of studies on the use of active methodologies has promoted the application of such resources by professors in the field of morphology. Gamification has been the focus of increasing attention since the beginning of the last decade, its central idea is to take advantage of the motivational potential of games for the classroom environment. This work sought to verify the reliability of an evaluation scale for educational games and the effectiveness of a board game as an active tool for teaching embryology. The potential and limitations of the scale used were also studied. To achieve this objective, an active practical class was held with medical students from a Brazilian higher education institution. The study included 215 students, of legal age, enrolled in the first to eighth phases of the course. The content addressed during the intervention referred to the period from the first to the eighth week of embryonic development, addressed through a board game. At the end of the activity, students were invited to answer a questionnaire to evaluate educational games. After data collection, exploratory factor analysis was performed using the IBM SPSS® Statistics 22.0 software. It was observed that the assertions Relevance3, Confidence4, Satisfaction3, Immersion1, Challenge2, Skill1, Social Interaction3 and Fun5R had the most significant factorial load. The results suggest that gamification can bring important benefits when well used.
{"title":"Gamification in the Teaching of Embryology for the Medical Curriculum: Application and Evaluation of a Game","authors":"Denis Guilherme Guedert, Paola de Lima, Renata Souza E Silva, Virgínia Cláudia Carneiro Girão Carmona, Delane Viana Gondim","doi":"10.5296/jse.v14i2.21652","DOIUrl":"https://doi.org/10.5296/jse.v14i2.21652","url":null,"abstract":"The increasing number of studies on the use of active methodologies has promoted the application of such resources by professors in the field of morphology. Gamification has been the focus of increasing attention since the beginning of the last decade, its central idea is to take advantage of the motivational potential of games for the classroom environment. This work sought to verify the reliability of an evaluation scale for educational games and the effectiveness of a board game as an active tool for teaching embryology. The potential and limitations of the scale used were also studied. To achieve this objective, an active practical class was held with medical students from a Brazilian higher education institution. The study included 215 students, of legal age, enrolled in the first to eighth phases of the course. The content addressed during the intervention referred to the period from the first to the eighth week of embryonic development, addressed through a board game. At the end of the activity, students were invited to answer a questionnaire to evaluate educational games. After data collection, exploratory factor analysis was performed using the IBM SPSS® Statistics 22.0 software. It was observed that the assertions Relevance3, Confidence4, Satisfaction3, Immersion1, Challenge2, Skill1, Social Interaction3 and Fun5R had the most significant factorial load. The results suggest that gamification can bring important benefits when well used.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"198 1‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the subtle connections that occur between university graduates' emotional intelligence and organizational commitment as they move from Campus to Career, intending to reduce the problem of high turnover rates prevalent among Chinese university graduates. The rising turnover rate among college graduates as a population poses a great challenge to society, companies, government departments, and educational institutions. While existing organizational behavior studies have mainly examined the impact on organizational commitment from the perspectives of economic and social factors, this study uniquely explores the impact on organizational commitment from the domain of psychological factors, i.e., from the perspective of emotional intelligence. In China, the emotional intelligence of fresh graduates is a key factor affecting employment stability. Therefore, this study highlights the key role of emotional intelligence in influencing graduates' organizational commitment. By shedding light on this critical relationship, this study aims to provide insights that can be used to reduce graduate turnover, increase organizational commitment, and contribute to a more comprehensive understanding of the characteristics that influence graduate organizational commitment in societies, firms, government departments, and educational institutions.
{"title":"From Campus to Career: A Conceptual Paper on Emotional Intelligence and Graduates' Organizational Commitment","authors":"Bingzhong Qiu, Ying-Leh Ling","doi":"10.5296/jse.v14i1.21675","DOIUrl":"https://doi.org/10.5296/jse.v14i1.21675","url":null,"abstract":"This study aims to explore the subtle connections that occur between university graduates' emotional intelligence and organizational commitment as they move from Campus to Career, intending to reduce the problem of high turnover rates prevalent among Chinese university graduates. The rising turnover rate among college graduates as a population poses a great challenge to society, companies, government departments, and educational institutions. While existing organizational behavior studies have mainly examined the impact on organizational commitment from the perspectives of economic and social factors, this study uniquely explores the impact on organizational commitment from the domain of psychological factors, i.e., from the perspective of emotional intelligence. In China, the emotional intelligence of fresh graduates is a key factor affecting employment stability. Therefore, this study highlights the key role of emotional intelligence in influencing graduates' organizational commitment. By shedding light on this critical relationship, this study aims to provide insights that can be used to reduce graduate turnover, increase organizational commitment, and contribute to a more comprehensive understanding of the characteristics that influence graduate organizational commitment in societies, firms, government departments, and educational institutions.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"43 2-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the subtle connections that occur between university graduates' emotional intelligence and organizational commitment as they move from Campus to Career, intending to reduce the problem of high turnover rates prevalent among Chinese university graduates. The rising turnover rate among college graduates as a population poses a great challenge to society, companies, government departments, and educational institutions. While existing organizational behavior studies have mainly examined the impact on organizational commitment from the perspectives of economic and social factors, this study uniquely explores the impact on organizational commitment from the domain of psychological factors, i.e., from the perspective of emotional intelligence. In China, the emotional intelligence of fresh graduates is a key factor affecting employment stability. Therefore, this study highlights the key role of emotional intelligence in influencing graduates' organizational commitment. By shedding light on this critical relationship, this study aims to provide insights that can be used to reduce graduate turnover, increase organizational commitment, and contribute to a more comprehensive understanding of the characteristics that influence graduate organizational commitment in societies, firms, government departments, and educational institutions.
{"title":"From Campus to Career: A Conceptual Paper on Emotional Intelligence and Graduates' Organizational Commitment","authors":"Bingzhong Qiu, Ying-Leh Ling","doi":"10.5296/jse.v14i1.21675","DOIUrl":"https://doi.org/10.5296/jse.v14i1.21675","url":null,"abstract":"This study aims to explore the subtle connections that occur between university graduates' emotional intelligence and organizational commitment as they move from Campus to Career, intending to reduce the problem of high turnover rates prevalent among Chinese university graduates. The rising turnover rate among college graduates as a population poses a great challenge to society, companies, government departments, and educational institutions. While existing organizational behavior studies have mainly examined the impact on organizational commitment from the perspectives of economic and social factors, this study uniquely explores the impact on organizational commitment from the domain of psychological factors, i.e., from the perspective of emotional intelligence. In China, the emotional intelligence of fresh graduates is a key factor affecting employment stability. Therefore, this study highlights the key role of emotional intelligence in influencing graduates' organizational commitment. By shedding light on this critical relationship, this study aims to provide insights that can be used to reduce graduate turnover, increase organizational commitment, and contribute to a more comprehensive understanding of the characteristics that influence graduate organizational commitment in societies, firms, government departments, and educational institutions.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Antonino B. Mendoza, M. L. U. Tango, Michael C. Borejon, Mariel B. Bernadas, Aileen B. Rances
This study examined the effectiveness of radio-based instruction in enhancing students' knowledge of Bicol's unique and natural resources across different educational levels. The research encompasses elementary, junior high school (JHS), and senior high school (SHS) students, evaluating their pretest and posttest scores in response to radio programs on various environmental topics. The radio intervention significantly improved knowledge levels among elementary students, particularly in the tilapia topic, showcasing a 70.31% gain. For JHS students, notable progress was observed, with a remarkable 123.08% gain in invertebrates. SHS students also exhibited enhanced knowledge, achieving a 50.85% gain, emphasizing the positive impact of radio-based instruction on environmental education. While acknowledging contextual challenges and evolving technology trends, this study underscores the vital role of radio in fostering environmental awareness and positive conservation behaviors among students in the Bicol Region. The results suggest that radio programs are potent tools for promoting environmental education and empowering students to contribute actively to conservation efforts.
{"title":"Radio-Led Education: Fostering Awareness of Unique and Natural Resources in Bicol Region among Elementary and High School Students in Selected Schools of Tabaco City, Albay, Philippines","authors":"Antonino B. Mendoza, M. L. U. Tango, Michael C. Borejon, Mariel B. Bernadas, Aileen B. Rances","doi":"10.5296/jse.v14i1.21569","DOIUrl":"https://doi.org/10.5296/jse.v14i1.21569","url":null,"abstract":"This study examined the effectiveness of radio-based instruction in enhancing students' knowledge of Bicol's unique and natural resources across different educational levels. The research encompasses elementary, junior high school (JHS), and senior high school (SHS) students, evaluating their pretest and posttest scores in response to radio programs on various environmental topics. The radio intervention significantly improved knowledge levels among elementary students, particularly in the tilapia topic, showcasing a 70.31% gain. For JHS students, notable progress was observed, with a remarkable 123.08% gain in invertebrates. SHS students also exhibited enhanced knowledge, achieving a 50.85% gain, emphasizing the positive impact of radio-based instruction on environmental education. While acknowledging contextual challenges and evolving technology trends, this study underscores the vital role of radio in fostering environmental awareness and positive conservation behaviors among students in the Bicol Region. The results suggest that radio programs are potent tools for promoting environmental education and empowering students to contribute actively to conservation efforts.","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"55 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139533463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wella R. Arrisgado, Anne R. Arriesgado, Archie S. Gallego, Eugenia Solon
The study intends to address the gaps by finding out the possible reason behind the difficulties and the lack of skills to come up with a solution and conclude whether it is effective or not to use technology-aide methods in teaching cooking to junior and senior high school students. The study emphasizes the necessity of addressing terminations of educational foundations, boundary boundaries, self-segregation, and social segregation. The study used simple random sampling, including students and teachers of Daanbantayan National High School situated at Malinao Road, Poblacion Daanbantayan, Cebu, Philippines. The study utilizes experimental comparative design through interviews and self-made questionnaires. After analyzing the data, the study found that the level of performance of the control group exposed to demonstration lessons and the level of performance of the experimental group exposed to technology-aided-utilization lessons were the same. In other words, students prefer learning and experimenting with technology-assisted instruction and demonstration lessons.
{"title":"Technology-aided Instruction and demonstration Lesson Methods in Teaching Cookery: A modified Lesson Plan Exemplar","authors":"Wella R. Arrisgado, Anne R. Arriesgado, Archie S. Gallego, Eugenia Solon","doi":"10.5296/jse.v14i1.21557","DOIUrl":"https://doi.org/10.5296/jse.v14i1.21557","url":null,"abstract":"The study intends to address the gaps by finding out the possible reason behind the difficulties and the lack of skills to come up with a solution and conclude whether it is effective or not to use technology-aide methods in teaching cooking to junior and senior high school students. The study emphasizes the necessity of addressing terminations of educational foundations, boundary boundaries, self-segregation, and social segregation. The study used simple random sampling, including students and teachers of Daanbantayan National High School situated at Malinao Road, Poblacion Daanbantayan, Cebu, Philippines. The study utilizes experimental comparative design through interviews and self-made questionnaires. After analyzing the data, the study found that the level of performance of the control group exposed to demonstration lessons and the level of performance of the experimental group exposed to technology-aided-utilization lessons were the same. In other words, students prefer learning and experimenting with technology-assisted instruction and demonstration lessons. ","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"34 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing cost of an undergraduate education in the United States of America has caused alarming degrees of student loan debt with deleterious consequences to the lives of graduates. Although there are myriad considerations when choosing an institution to attend, the avoidance of unmanageable debt should be prioritized. In this regard, institutions of interest should be examined based upon potential earnings in light of the actual cost of attendance. The purpose of this study was to examine the return on investment for an undergraduate education (i.e., the ratio of median annual earnings after attendance to the average annual cost of attendance) between the top-ranked private universities in the United States as per the U.S. News & World Report top-20 rankings for 2024. Annual earnings and cost of attendance data were gathered from the College Scorecard. Findings for 18 private universities reveal major differences between published tuition and fees and the actual cost of attendance (on average, the latter is 32% of the former) with an average return on investment of 6.6; however, there is a wide range of return on investment (2.9–24.4). Findings further reveal that the Massachusetts Institute of Technology, Stanford University, and Princeton University are the top three institutions with respect to both the ROI and U.S. News & World Report rankings
{"title":"Financial Return on Investment: An Analysis of the Top-Ranked Private Universities in the United States","authors":"Michael K. Ponton","doi":"10.5296/jse.v14i1.21567","DOIUrl":"https://doi.org/10.5296/jse.v14i1.21567","url":null,"abstract":"The increasing cost of an undergraduate education in the United States of America has caused alarming degrees of student loan debt with deleterious consequences to the lives of graduates. Although there are myriad considerations when choosing an institution to attend, the avoidance of unmanageable debt should be prioritized. In this regard, institutions of interest should be examined based upon potential earnings in light of the actual cost of attendance. The purpose of this study was to examine the return on investment for an undergraduate education (i.e., the ratio of median annual earnings after attendance to the average annual cost of attendance) between the top-ranked private universities in the United States as per the U.S. News & World Report top-20 rankings for 2024. Annual earnings and cost of attendance data were gathered from the College Scorecard. Findings for 18 private universities reveal major differences between published tuition and fees and the actual cost of attendance (on average, the latter is 32% of the former) with an average return on investment of 6.6; however, there is a wide range of return on investment (2.9–24.4). Findings further reveal that the Massachusetts Institute of Technology, Stanford University, and Princeton University are the top three institutions with respect to both the ROI and U.S. News & World Report rankings","PeriodicalId":513989,"journal":{"name":"Journal of Studies in Education","volume":"23 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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