Papers by Patricia Yu
Compare: A Journal of Comparative and International Education
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Asia Pacific Education Review, 2016
Educators have increasingly implemented remedial education in elementary and secondary schools th... more Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how educators are providing needed learning support to disadvantaged students in school and classroom settings. Thus, this study applies grounded theory to investigate teachers’ reactions to the remedial education policy in Taiwan, to have a reflective assessment on the policy, and to provide suggestions for policy implementation. The findings suggest that teachers’ responses to this government-imposed, centralized approach—classified as “cosmetic compliance,” “professional commitment,” and “try-out participation”—vary widely based on whether their ideological underpinnings are consistent with the government’s policy intent to close achievement gaps, and on whether they are equipped with professional knowledge and practical strategies to support the effective implementation of remedial education. Based on the findings, this study develops an interactive systemic model for more effectively implementing the remedial education policy, which illustrates a conceptualization that educational practitioners can hold professional autonomy while improving teaching and learning for low-achieving students.
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Policy Futures in Education, 2010
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Educators have increasingly implemented remedial education in elementary and secondary schools th... more Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how educators are providing needed learning support to disadvantaged students in school and classroom settings. Thus, this study applies grounded theory to investigate teachers’ reactions to the remedial education policy in Taiwan, to have a reflective assessment on the policy, and to provide suggestions for policy implementation. The findings suggest that teachers’ responses to this government-imposed, centralized approach—classified as “cosmetic compliance,” “professional commitment,” and “try-out participation”—vary widely based on whether their ideological underpinnings are consistent with the government’s policy intent to close achievement gaps, and on whether they are equipped with professional knowledge and practical strategies to support the effective implementation of remedial education. Based on the findings, this study develops an interactive systemic model for more effectively implementing the remedial education policy, which illustrates a conceptualization that educational practitioners can hold professional autonomy while improving teaching and learning for low-achieving students.
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Many nation-states have realized the importance of tertiary education and the world has seen a co... more Many nation-states have realized the importance of tertiary education and the world has seen a corollary increase in tertiary education enrollments. Using Berry and Berry’s event history model as a framework, this study tests both the internal features of each country and the influence that nation-states have on each other with regard to setting tertiary enrollment policies. As expanding tertiary education is an important policy worldwide, we use Trow’s classification to define two levels of tertiary education expansion: first, increasing gross tertiary enrollment rates above 15% (from elite to massified), and second, above 50% (from massified to universal). Analyzing a unique cross-national panel dataset, which spans the time period from 1999 to 2005, our findings show that both internal determinants (secondary education participation rates and the political landscape) as well as diffusion factors (proximity to a pioneering nation and regional variables) influence nations in setting tertiary enrollment policies.
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WISCAPE Policy Brief, Oct 31, 2014
A study of 37 nations finds that nations with an up-front tuition policy like the one used in the... more A study of 37 nations finds that nations with an up-front tuition policy like the one used in the U.S. lag in rates of postsecondary completion when compared with nations that have deferred, dual track, and no or only nominal tuition policies. The authors recommend exploring alternative tuition models to help achieve higher rates of postsecondary completion in the U.S.
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Higher Education in the Global Age: Policy, Practice and Promise in Emerging Societies, Oct 29, 2013
In recent years, the world has seen an increase in the number of college enrollments and graduate... more In recent years, the world has seen an increase in the number of college enrollments and graduates. The world has also experienced a growth in the use of tuition fees and changes in the manner through which nations assess tuition fees. Understanding the different types of funding mechanisms is vital to learning more about the factors that influence national investment in students’ enrollment in and graduation from tertiary education. This study tests both the features internal to each nation and diffusion factors
that predict the timing of events related to tertiary education policy for enrollment and graduation. We do this by considering the effect of different types of tuition fee structures across nations.
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This study extends Trow’s theory of higher education development to examine changes in national-l... more This study extends Trow’s theory of higher education development to examine changes in national-level tertiary education graduation rates. Applying Trow’s framework we arrive at three stages: (1) elite systems with gross tertiary graduation rates less than 15%, (2) massified systems with gross tertiary graduation rates between 15% and 50%, and (3) universal systems with gross tertiary graduation rates above 50%. This study conducts event history analyses using a unique cross-national panel dataset, which spans the time period from 1999–2005. Following the work of Berry and Berry, our event history analyses model both the internal features of each country and the influence that nation-states have on each other with regard to setting tertiary education graduation policy. We find significant influences of both internal determinants and diffusion factors. We find a positive, significant effect of membership in the OECD consistent across both the massified and universal thresholds. We also find a positive, significant effect of having a more stable political system for crossing the 15% threshold. In addition, being located near a pioneering nation, the UK, has a positive, significant effect of crossing the 50% threshold.
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Today, it is not uncommon to hear policy makers argue that economic benefits generated from highe... more Today, it is not uncommon to hear policy makers argue that economic benefits generated from higher education are mostly captured by individuals through increased earnings. However, the non-market private and social benefits (or the ‘public good’) of higher education are substantial and often overlooked. From a modern human capital perspective, McMahon’s book seeks to enhance our understanding of these benefits by estimating their economic values and comparing them to private market benefits.
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Conference Presentations by Patricia Yu
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Blog Posts by Patricia Yu
Education Policy Blog, Dec 10, 2014
This is the question that we asked in a recent policy brief that was released through the Wiscons... more This is the question that we asked in a recent policy brief that was released through the Wisconsin Center for the Advancement of Postsecondary Education. This policy brief is based on our prior work on cross-national higher education policy diffusion that considered postsecondary enrollment levels, completion levels, and the role of different types of tuition systems.
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Papers by Patricia Yu
that predict the timing of events related to tertiary education policy for enrollment and graduation. We do this by considering the effect of different types of tuition fee structures across nations.
Conference Presentations by Patricia Yu
Blog Posts by Patricia Yu
that predict the timing of events related to tertiary education policy for enrollment and graduation. We do this by considering the effect of different types of tuition fee structures across nations.