streaming in education

Streaming students in school is a long-standing practice, but is it effective?

Streaming (or ‘tracking’, as it is also known) students in schools involves separating students into classes based on their intellectual or academic ability.

Depending on the school’s practice, students typically stay in that class for a year and may change classes the following year based on their year-end assessments.

However, despite its popularity, this practice remains hotly debated in some circles.

Advocates claim it helps students learn with others of similar abilities so learning can be done at the same pace; this purportedly prevents weaker students from losing confidence and motivation if they are slower than their peers to grasp new concepts.

Meanwhile, streaming allows teachers to apply the same pace of teaching with everyone within the classroom without fear of leaving anyone behind. This promotes healthy competition and encourages students to work harder to remain in the top class, or to work their way upwards if they are in a lower class.

Conversely, critics assert that this practice benefits teachers more than they do students as it makes classroom management easier for educators rather than focusing on helping pupils with their education. Students also risk being labelled as “smart” or “dumb”, depending on the class they’ve been streamed into, and this label may stick with them long into the future and affect their confidence.

But is streaming as good or bad as people seem to think it is, or is the answer less clear cut?

What the research says

This international literature review about streaming and its effects on the learning outcomes for secondary school students finds that generally streaming has a negative impact. It is free to read in @AusJournalEd in June https://t.co/HPj9lHbTyr — AJE (@AusJournalEd) June 6, 2018

Research into streaming has yielded mixed results, with some suggesting that streaming only benefits a cadre of students, while others suggest otherwise.

Researchers at the UCL Institute of Education (IOE) have found that “on average, ‘setting or streaming’ – where pupils with similar levels of current attainment are grouped together for lessons – is unlikely to boost learning for all pupils.

“However, ‘within-class attainment grouping’ – where pupils with similar current attainment are grouped together for specific activities within their usual class and with their usual teacher – can lead to average gains of around three additional months’ progress per year.

“However, lower attaining pupils appear to benefit less from this approach than their classmates,” the report said.

Meanwhile, an international literature review about streaming and the effects of this practice on the learning outcomes for secondary school students in Australia noted: “While research is contentious and often contested, the literature generally shows that streaming impacts negatively on student learning outcomes.”

In Malaysia , researchers found that both teachers’ and students’ agree that the benefits of streaming outweigh its disadvantages. Teachers felt that streaming enables them to provide standardised lesson planning and “reduced peer pressure that facilitates students to set achievable goals and increase motivation”.

Conversely, streaming presents a culture that “excludes inter-ability socialisation of students according to academic ability and (an) overemphasis on exam orientation, resulting in low self-esteem and achievement motivation.”

In Zimbabwe , researchers who studied streaming in secondary schools made several conclusions, including:

“Streaming promotes competition amongst pupils in both the top stream classes and the lower stream classes”
“Lower stream pupils felt it was easier to work with pupils with same ability range as they assisted each other and did not rebuke each other when they made mistakes”
“Pupils from the top streams thought that streaming brought about positive competition amongst the learners which helped them to work harder in their school work”
“The top stream pupils also felt that streaming promoted polarisation between top stream and lower stream learners”

While streaming may stem from good intentions to help students succeed in school, it’s clear from research that issues can arise from this practice, such as negatively affecting a students’ self-worth in some instances.

What do educators think about it?

Prof John Hattie calls for schools to stop streaming students in @nzherald https://t.co/ve7s12yQ6l #edchat — MGSE (@EduMelb) March 19, 2017

In an email interview with three educators, all three generally agree that students should not be streamed in schools.

“In theory, the practice (of tracking) ensured all students received quality instruction and could learn at a rate that was comfortable for them.

“Unfortunately, in my opinion, the practice did more harm than good,” said Joseph Fatheree, an Instructor of Creativity and Innovation at Effingham High School in Effingham, Illinois, US.

One reason, Fatheree said, was because it was “next to impossible” for a student to move up to the next level.

“Once students are placed in a track, they typically stay there. Students that were assigned to the lowest track were condemned to live there for perpetuity,” he said.

The impact on students stuck in the lower track? Low self-confidence.

“It is a stigma that many of them have carried for their entire lives,” he said.

But it doesn’t just affect the lower-track students. It’s also middle-level track students who suffer from not being good enough to be in higher tracks, and Fatheree notes that a student’s mental and social-emotional health is just as important as academics.

“Unfortunately, most schools focus entirely on academics while ignoring the needs of the whole child. Tracking can lead to that,” said the Top 10 Finalist of the 2016 Global Teacher Prize by the Varkey Foundation.

Fatheree also poured doubt on the viability of the tracking or streaming process itself, saying the system doesn’t always place students in the correct ability segments. In many cases, he said, the lower-level classes became dumping grounds for students suffering disciplinary problems. Little to no focus is given to the students’ actual learning needs and abilities.

“Tracking creates a series of silos that separate students into groups that are based almost entirely on academic performance. Because of this, students may never have the opportunity to take a class with a student from another track.

“As a direct result they have little understanding of the struggles other students have or what success looks like to different students,” he explained.

Student “streaming” in high school should be phased out, urges report to Toronto trustees: http://t.co/TRWwNBkjmE pic.twitter.com/ickRyzBRWs — Jean-Paul Boudreau (@Boudreau_Ideas) October 11, 2015

While Noorjahan Sultan, who teaches preschool and Year 1 students in Malaysia, agrees that streaming should be avoided in schools, she notes that this is more practical for younger learners as opposed to older students.

Noorjahan, who was in the Top 50 Finalist of the 2016 Global Teacher Prize, said there are fast learners and late bloomers in every class, and that by not streaming students, there will be a “healthy connection” between the two.

Meanwhile, she noted that teaching in a mixed ability class also encourages teachers to be more creative and innovative in their approach, while students can benefit by making friends with students of all levels. Academically-inclined students can develop a sense of responsibility and kindness in the process of assisting peers who need help with their studies, in addition to acting as a source of motivation to help slower students excel.

Vanesri Kasi, who teaches both remedial and mainstream students at primary level in Malaysia, said non-streaming encourages teachers to plan collaborative activities for their students, making it an inclusive environment for them to learn in, in addition to encouraging teachers to treat their students equally.

Vanesri, who was also shortlisted for the 2016 Global Teacher Prize, explained that this practice can provide students with an equal opportunity to make friends with students of all academic levels, in addition to acting as a platform where students can learn from each other and in ensuring that all students attain the same level of knowledge.

When students are treated equally with others, they are likelier to come to school happy, she notes.

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Let us know how we can help, video streaming in education: better engagement, better understanding.

Technology has transformed education over the past decade, with video streaming in education becoming the norm as colleges and universities around the globe harness the power of video to connect with learners. Educators have embraced these changes, with 97% believing that video is an essential part of the educational experience.

Educators have also adapted their teaching methods to maximize learner success, with 61% adding an online component to their classes during the 2020-2021 school year. There's broad consensus among educators that video enhances learning by widening participation, emotional engagement, and overall course engagement while improving learning outcomes.

Given video streaming's effectiveness and its prominent role in education, it's in a school's best interest to ensure that faculty and learners have access to tools that will enable them to make the most of these resources. In this article, we look at the benefits of using video streaming in education.

Videos Result in Higher Retention and Engagement

Schools seeking to increase engagement should consider giving video a central role in the classroom. Today's learners grew up surrounded by technology, making them digital natives. They're comfortable turning to YouTube to learn a new skill and often prefer video to textbook learning. There are many reasons for this, including the ability to easily reference a YouTube video when they get stuck trying to solve a challenging problem. Instructors can capitalize on learners' preference for videos by producing streaming and on-demand videos that learners can use as resources outside of class.

A study of high school seniors suggests that using videos in the classroom increases retention and engagement . While there are no similar studies at the college level, since seniors are only one year away from starting college, it's safe to say their preference for video continues as they pursue higher levels of education.

When educators use a video management platform for streaming, they can use video analytics to assess how their videos are performing and track learner engagement, so they can make changes as needed. Educators can also see which learners have viewed their content, for how long, and whether they've watched it to completion. A platform like Warpwire gives educators the tools to record and share classes immediately and even broadcast live so learners can review the subject matter on their own time.

Streaming Video and Learner Satisfaction

When learners have access to videos as part of their education, they report higher levels of satisfaction. One reason is video’s ability to remove barriers. Many learners are juggling jobs, family obligations, and more as they pursue a higher education. Video streaming enables these learners to access their classes wherever they are, as long as they have a stable internet connection. It also enables colleges and universities to reach more learners than ever before—a win-win situation.

Streaming a class live or on-demand enables learners to view in-class demonstrations and interpret facial expressions and mannerisms. When learners watch a streamed class, they have an opportunity to pick up on subtle cues that are absent from other forms of communication, like phone calls or emails. Video streaming also helps learners feel more connected when they can't attend classes.

Schools should keep in mind that studies have found that learners find some types of video learning more satisfying than others. Even so, there are generally higher levels of satisfaction among learners who have access to video as part of their classes, regardless of video type. Video analytics can help instructors determine which video styles work best with their learners.

Streaming Results in Better Educational Outcomes

Promoting learning and preparing learners for life outside the classroom is the primary goal of education, and video streaming is an essential component in helping schools achieve this goal. According to a systematic review of over 100 studies , video content improves learning. When video is accompanied by face-to-face instruction, learning outcomes improve even more. When video replaces classroom instruction, learners learn more from video 75% of the time. The improvement in learning is even more significant when videos replace books or are used to teach a skill instead of imparting knowledge. While face-to-face instruction remains an essential part of higher education, learners do just as well, if not better, when video is also included.

Institutions of higher learning can leverage this knowledge to integrate video into their curricula using a video education platform for video. The right platform enables schools to organize videos into media libraries so learners can find what they need quickly.

Videos Enable Learners to Take Charge of their Learning

Video streaming in education lets learners pace their learning and control how quickly they review a topic, enabling them to manage and control their cognitive load. The ability to go back and recheck key points, pause to take notes, and slow down or speed up a video reduces the likelihood that a learner will become overwhelmed, even when studying complex material.

Final Thoughts

Video management platforms such as Warpwire give schools the tools that they need to get the most out of streaming, including helping them organize and manage videos while integrating seamlessly with a range of CMS and LMS. Video streaming leads to better engagement and understanding and to better educational outcomes for learners, making it an essential component of the modern classroom.

Warpwire’s video platform provides analytics to help you track media assets, media libraries, and system-wide usage. Designed to explore engagement, Warpwire’s reports provide deep insight into how your institution interacts with media. To see how we can help you better leverage your video content, get in touch with us today !

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Streaming is the process of grouping students with similar abilities. Students with similar skills are then united to create one class. The purpose of streaming is to allow students to move together at the same pace.

A group with a similar ability range allows the teacher to maintain a consistent pace. Streaming also ensures that you are not leaving anyone behind. The tasks and challenges are suitable for everyone in the class, and the teacher can move at high speed with a competent student group.

However, a group of slow students can be taught slowly. It gives the teacher more control over the class while allowing them to set an accurate pace.

Positive Side Of a Streamed Classroom

When it comes to streamed classrooms, students learn at their convenience without fear of being left behind. Here are some benefits of streamed learning:

The confidence of students is improved, as everyone has similar abilities. This promotes healthy competition.
Classmates motivate one another as they understand each other’s abilities.
Students move to the next phase together, as there is no difference in their learning abilities.

Disadvantages Of Unstreamed Classrooms

Unstreamed classrooms don’t promote healthy competition, as some students are gifted while others have average or lower learning abilities. Here are some disadvantages of an unstreamed class.

Students with gifted abilities lose interest in the classroom , as they have no competition with other classmates. They get bored with the pace of the class. Since they are not adequately challenged or allowed to move ahead, they become careless.
Students with lower abilities feel inferior, as they can’t compete with others. Their inability to meet the challenges demotivates them. These students can react in different ways, including truancy, rebellion, withdrawal, and indiscipline. They are more prone to be left behind if the teacher is not paying enough attention to them.

Students Learn Perfectly In a Streamed Group

A streamed group is like traveling on a bus. Everyone is going at the same pace and towards the same destination. The teacher is the driver who guides them during the journey and helps whenever required.

Think of an unstreamed class like a hiking trip. Everyone is going at their own pace. Children who are fit and healthy will take the lead. They will either stop for the remaining team or reach the destination only to wait for the remaining members. Similarly, the less fit children will be frustrated about their inability to keep up with the group. Both the gifted students and other students suffer in unstreamed classrooms.

Concluding Thoughts

Streaming is an efficient way to teach kids at the right pace. Children can learn in a better manner without getting bored or feeling left behind. Everyone gets proper attention and motivates the others to keep moving. This ensures a healthy learning environment for everyone.

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What does the research say about the impact of streaming, setting and attainment grouping on students?

By Nina Hood

Earlier this week a teacher wrote to me asking what the research says about the impact of streaming in schools. We have briefly touched on this issue in our resources on high expectation teaching , however, have never tackled it head on. Given the prevalence of some form of attainment grouping in New Zealand schools (this article touches on a number of different attainment [1] grouping practices– streaming, setting, banding and within-class grouping), exploring the research in this area seems a worthwhile undertaking [2] . For anyone concerned about educational inequality, what I uncovered in the research makes for some pretty grim reading.

Arguments for utilising some form of attainment grouping suggest that separating students into ‘ability’ or attainment groups enables teachers to stretch the most ‘able’ students and to support those who are ‘struggling’. While the rationale is understandable, the evidence suggests that grouping by attainment typically exacerbates inequalities in education rather than reducing them.

Overall, the evidence demonstrates that streaming or setting has little if any overall benefit in terms of student academic outcomes. Digging a bit deeper, the research suggests that while there may be small achievement gains for higher attaining students, the impact on students in lower attaining groups is negative. The evidence on within-class attainment grouping (a practice used most frequently in primary schools) similarly suggests that there is less benefit for lower attaining students, and that within-class attainment grouping is most successful if groups regularly change, students can move between groups, and that all students have opportunities to receive high quality instruction and to engage in rigorous tasks. Recent research found that in classes that utilise some form of attainment grouping, ‘low attaining learners fall behind by one or two months a year, on average, when compared with the progress of similar students in classes with mixed ability groups’, and that this effect is particularly strong in mathematics where setting is most common. [3]

Streaming and setting also have been found to have a negative impact on the social and emotional outcomes of many students. Research suggests that streaming can exacerbate the effect of socio-economic background on educational achievement, thereby reinforcing already existing social disadvantage experienced by certain groups of students. Furthermore, streaming often increases racial segregation within schools and there is evidence to suggest that streaming decreases students’ acceptance of racial difference and general positive interaction between racial groups. Streaming also has been shown to have a negative impact on the self-concept, confidence and motivation of students in lower streams, which in turn negatively impacts on their academic achievement and progress.

Streaming further disadvantages students from low-income families because the criteria and processes used to allocate students to different groups or streams are often problematic. In many instances, the allocation of students is not based solely on past academic achievement but also teachers’ perceptions of student behaviour and previous achievement. This finding is supported by recent New Zealand research, which showed that teacher judgments about student achievement in reading and writing were systematically lower for marginalised students after controlling for standardised achievement differences. [4]

The inequality of outcomes resulting from streaming or attainment grouping in part stems from the different ways that teachers work with higher and lower streams or groups. Teachers have been found to prefer teaching and to be more motivated when teaching higher attainment groups. Furthermore, teachers’ expectations of students in different groups differ significantly, which influences both the curriculum students in different groups access and the pedagogical practices teachers use. Students in lower ability groups typically receive a slower pace of instruction and less challenging work, which serves to enhance educational inequalities.

The prevalence of some form of streaming or attainment grouping in New Zealand schools can make it difficult for schools to think about whether and how to make a change. However, given the link between attainment grouping and increased educational inequalities, it is imperative that schools question their existing practices. The questions below may help to start the conversation in schools about the practice and impact of attainment grouping.

Why do you use attainment groups? Do student outcomes (broadly conceptualised) suggest that your reasons for attainment grouping are justified?
What does student achievement data show about the progress and attainment of students in different groups?
Have you collected student voice to understand how grouping practices impact on the social and emotional learning and attitudes to learning of all students?
How do teacher perceptions and expectations, pedagogical practices, and rigour of the curriculum differ when teaching different groups of students? How do you know this?
How do you currently allocate students to groups? Have you assessed whether your grouping criteria could disadvantage certain students?
How flexible are you in your grouping arrangements?

[1] Attainment is used rather than ability due to the literature suggesting that schools often confuse current (or recent) educational attainment with a notion of innate potential academic ‘ability’.

[2] This article has drawn on a range of research studies to inform the arguments made. See in particular: Higgins, S. et al. (2015). The Sutton Trust – Education Endowment Foundation Teaching and Learning Toolkit. London: Education Endowment Foundation; Johnston, O., & Wildy, H. (2016). The effects of streaming in the secondary school on learning outcomes for Australian students – A review of the international literature. Australian Journal of Education, 60 (1), 42-59. Taylor, B. et al. (2017). Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture & Society, 25 (3), 327-345; Taylor, B. et al. (2019). Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’? British Journal of Educational Studies, 67 (1), 5-24.

[3] Higgins, S. et al. (2015). The Sutton Trust – Education Endowment Foundation Teaching and Learning Toolkit. London: Education Endowment Foundation.

[4] Meissel, K. et al. (2016). Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65 , 48-60.

ABOUT THE AUTHOR

Dr Nina Hood

Nina is responsible for the strategic direction and day-to-day operations of The Education Hub. She is a trained secondary school teacher, and taught at Epsom Girls Grammar and Mt Roskill Grammar in Auckland. She undertook an MSc (with distinction) in learning and technology, and a DPhil in Education at the University of Oxford. Since returning to New Zealand in mid-2015, Nina has been employed as a lecturer at the Faculty of Education at the University of Auckland, where she specialises in new technologies in education.

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‘Is this really fair?’ How high school students feel about being streamed into different classes based on ‘ability’

Lecturer, Edith Cowan University

Disclosure statement

Olivia Johnston has previously received research funding from the Fogarty Foundation, the Western Australian Institute for Educational Research, and the Australian government Research Training Program. This story is part of The Conversation's Breaking the Cycle series, which is about escaping cycles of disadvantage. It is supported by a philanthropic grant from the Paul Ramsay Foundation.

Edith Cowan University provides funding as a member of The Conversation AU.

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Many Australian schools still use “streaming”, where students are separated into classes based on ability. However, not all students see streaming as beneficial.

My research , published in the journal Research Papers in Education, found streaming caused some students to feel unduly pressured, privileged, disempowered, and misunderstood.

Some students in higher-ability classes said they felt more confident and motivated, but students in lower streams reported conforming to teachers’ low expectations for achievement.

Read more: Selective schools mainly 'select' advantage, so another one won't ease Sydney's growing pains

Students see less opportunity in lower streams

In Australia, there is no official educational policy on streaming (also known as tracking, setting, or “between-class ability grouping”). Schools make local decisions about if and how to stream students.

My recent research in Western Australia shows students themselves can experience the inequity embedded in streaming. I followed 25 year 10 students across their school days for one week of school. I did more than 100 interviews with the students and conducted 175 classroom observations.

The research revealed some students in lower streams found their learning opportunities were limited. Student in the higher streams had different exams, assignments, grading, and excursions than students in lower streams.

Ryan* discussed how in the higher stream, they “got to build roller coasters” while students in the lower stream were “just building bridges.”

Students also expressed frustration their capacity to succeed was limited by streaming.

Jerome said that in a lower streamed class

The highest mark you can get in that class is a C!

Moving up between streams highlighted the difference for students too. Curt remembered it was like he “skipped a year.”

Krissy said “there is a big gap of knowledge” when you “move up” to a higher stream.

Some students in higher streams welcomed the challenge of more difficult learning and extra opportunities. They felt motivated by the additional opportunities and, as Jenny put it, “wanted to be pushed” because it made them “feel good about themselves.”

For other students, streaming felt restrictive. These students felt their teachers saw them in a way that didn’t match how they saw themselves.

Not seen as individuals

Many students felt their teachers had conceptualised their ability because of the streamed class they were in, rather than seeing them as individuals.

Being expected to perform at a higher level academically felt constrictive and unwelcome for some students.

Jessica, for instance, resisted being told to do more difficult work in higher streams. When her teacher told her the work she was doing was Year 11 work she responded by thinking

Why can’t we do Year 10 work? What happened to the Year 10 work?

Other higher stream students also felt unmotivated by being assigned work they found too difficult. Rochelle avoided her maths teacher and the learning, saying:

Some of the math, she’s like doing stuff on the board and I’m just like [wide eyes] oh my God. This is too hard […] If I don’t get it, I’m like, I lose motivation.

Students in lower streams complied with their teachers’ low expectations for learning. Jerome said his teacher

[…] understands what class we’re in, like everyone’s just, no one really cares. So she does understand if I don’t really focus that much.

Many of these students felt they didn’t fit in with the teachers’ homogeneous expectations for streamed classes.

Calling out inequity

Not all students accepted streaming. Some felt undue pressure and privilege in higher streamed classes.

Jessica noticed she and her classmates in higher streamed classes sometimes had to do extra tests her friends in different classes got to skip.

It’s really like, ‘is this really fair?’ Because I’m getting all this extra stress, and like, it’s helping me, but it’s not like 100%.

Sarah noticed students in the higher streams “had the privilege to go on a lot of excursions” while students in lower steams didn’t. She said she thought it’d be better if there was no streaming.

I don’t think there should be a (higher streamed) class […] I think it’s better with everyone fair, and everyone should do the same.

These students questioned the fairness of streaming, even while acknowledging the privileges of being in the higher streamed class.

Poor behaviour in lower streams makes learning harder

Poor behaviour in lower streams made it difficult for students already struggling at school.

Asher, who was in a lower streamed class, said:

They’re not learning because they’re always mucking around, and it takes away from everyone else’s ability to learn because the teacher’s preoccupied dealing with them […] And we’re behind a whole assessment because of the people in our class.

Other students described their peers in lower streams as “naughty”, “noisy”, “rowdy” or “messing around.”

Students in higher streamed classes noticed and appreciated how being streamed protected them from poor behaviour of students in the lower streams. Rochelle said she’d felt “distracted” in the lower streams, but since moving the higher stream found “things have changed […] my class is pretty good.”

Since moving to the higher streamed class, Curt noticed “everyone focuses.” This had not been his experience in the lower streamed classes.

Clustering students who have difficulty achieving at school can lead to more behaviour problems in lower streamed groups.

Streaming can perpetuate disadvantage

A growing body of research has identified a link between streaming and equity issues.

Critics of streaming say it is an ineffective way to cater to the varied needs of students and that it can perpetuate social inequality (because students from lower socio-economic backgrounds and minorities are often placed in “bottom” groups, where their opportunities to learn are limited ).

Education researcher John Hattie has said streaming (or “tracking”) says to kids that “this is where you perform” and it presents equity issues.

Yet, teachers in Australia often believe streaming is beneficial because it allows them to meet students’ learning needs more effectively.

So what should educators do?

Schools, educators and policymakers making decisions about streaming should consider students’ experiences and take into account how streaming helps perpetuate cycles of disadvantage. Policymakers could look to guidelines aimed at reducing the inequality associated with it.

All students deserve the opportunity to learn well and to confront limiting expectations and prove them wrong. My research shows students want to be taught and seen as individuals – unconstrained by labels and assumptions.

We should take care adults’ socially-contrived notions of student “ability” don’t place limits on their capacity to succeed at school.

* All names have been changed to protect the students’ identities.

Read more: More stress, unclear gains: are selective schools really worth it?

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Live Streaming in the Classroom: A Practical Guide for Teachers

The role of teachers is to provide students with all the resources, support, and mentorship they need to grow in their learning journey. However, it gets harder to fulfill those responsibilities when you’re behind a computer screen and can’t have face-to-face interaction with students.

If you're currently struggling with hosting virtual classes for students, you're not alone. Many teachers and students are frustrated with online learning.

In a McKinsey survey , 83% of U.S.-based teachers rated online learning a six or below out of 10 compared to real-life classes. Fifty-eight percent of teachers gave it a four or lower.

However, online learning can be an effective way to deliver lessons to students and provide them with a quality educational experience, regardless of where they are—when done the right way. It all comes down to proper preparation and planning, which we will go over in this blog post.

The Benefits of Live Streaming in the Classroom

It's true that streaming in education is a significant change and can feel like a lot of extra work for teachers. That said, when appropriately managed, live streaming provides many educational benefits:

It Improves Accessibility to Education

A major benefit of online learning is that it makes education more accessible for all children. Kids with disabilities, anxiety issues, or from difficult neighborhoods far away from good schools can find it easier to attend and participate in virtual classes.

As a result, it helps create a more diverse classroom and ensures every child can get a quality education, regardless of their location.

It Supports Students Outside the Classroom

Sometimes, a one-hour class isn't enough for a student to fully grasp the subject material. Each student grows and learns at their own pace, and some students will need extra assistance outside the classroom.

Online learning can be vital in providing students with the support they need, so they don't feel lost in your class. Virtual teaching allows you to catch up with struggling students and give them one-to-one help more conveniently. That way, no student has to feel like they are falling behind. You can also send them extra online resources they can review to better understand the material you're teaching.

Students Can Rewatch It

A big part of teaching is building up a bank of teaching resources and lesson plans that you can reuse. If a particular lesson goes really well, you can watch it afterward and see what you did that can be repeated.

Live streaming also makes it possible to record all of your online classes for repurposing content. Students can then rewatch the lesson later at their own pace to ensure they understood everything, pausing and fast-forwarding the content.

If they still have questions about the content, they can always reach out to you by email or whatever communication channel is most convenient for you.

How to Optimize Live Streaming for Classrooms in 6 Steps

The biggest challenge with live streaming for classrooms is recreating that real-life interaction with your students. Some of the biggest challenges with virtual teaching are keeping students focused, feelings of isolation among students, and technical issues, which you can overcome by following the best practices below:

1. Optimize Your Online Lessons with Visuals

It's even more important to create visuals that catch students' attention during your virtual teaching. And thankfully, there are different tools you can use to create these visuals that will keep students engaged.

For example, an online whiteboard allows you to sketch out your ideas, write notes about your lesson, and collaborate with students in real time, just like in a traditional classroom. A visual collaboration platform like Miro is a good tool for creating your own online whiteboard.

Another good visual form that can spice up your virtual classrooms is graphic design, which you can use to outline your lessons. You can use graphical tools such as Canva to create beautiful presentations and infographics for your classes, even if you're not a professional graphic designer.

Last, graphs are an excellent way to help students understand data, but they can be boring to look at. However, you can use tools like Google Charts or Tableau to create engaging charts that explain data in a visually appealing way.

2. Take Advantage of Live Chat Messaging

A challenge with virtual teaching is managing the questions students have about your lesson. In a typical classroom setting, a student can just raise their hand to ask a question, which isn't something they can really do on a live stream.

That's where live chat messaging can help. If a student has a question, encourage them to drop their question in the chat and pause consistently throughout the lesson to answer them live. That way, if students don't understand something during their virtual lesson, you can provide them with answers, make it a social learning experience , and they won't feel lost.

3. Be Prepared for Technical Problems

An issue with live streaming is that internet connection problems and glitches can occur, creating friction in the virtual teaching experience.

There's nothing worse than being in the middle of a lesson and the internet connection becomes spotty, so students can't hear anything. You need to prepare in advance to overcome these challenges so you don't have to reschedule your class and slow down your students' learning.

It's a good idea to have several alternate plans in place. First, ensure you have separate web conferencing solutions if one doesn't work. For example, if you're having problems with Zoom, hop on another platform, such as Googe Meet or Whereby.

Make sure to have different channels for communicating with students. For example, if Slack isn't working, use another messaging tool such as WhatsApp or Facebook Messenger.

Also, it's critical to provide any educational content (such as slides or worksheets) ahead of time. If internet problems arise during your course, students can always go back to the educational content you sent and review it.

4. Set Communication Boundaries

Outside the classroom, teachers are overloaded with homework and preparations for the next course. They have limited time and don't have the capacity to respond to every request they receive from parents or students.

That's why it's important to have communication boundaries, so you don't feel like you have to reply to student messages 24/7. Let students know what times they can contact you for assistance after their class and your preferred method of communication.

That way, you won't find yourself working at night reviewing homework while responding to 100 messages from parents and students.

5. Set Frequent Reminders

Another challenge that comes with virtual teaching is making sure that students are working on their assignments. Students have a lot of distractions at home, such as TV, social media, or other devices, that can prevent them from learning effectively and completing their assignments.

Make sure to send reminders frequently to students, so they stay on track with their assignments and responsibilities while at home. With a tool like Remind , you can send mass messages to students and parents about upcoming classes and homework due dates.

6. Join Online Educator Communities

Using technology to teach students instead of a traditional classroom can feel overwhelming, especially when it's your first time. You can join online educator communities to get support during your journey, network with other online educators, and learn new ways of getting the most out of your virtual classes.

To get started, join the #edutwitter community on Twitter, which is full of online educators providing their best tips on how to offer the best virtual teaching experience. Other online educator communities include Teachers on Pinterest and Facebook groups.

4 Features You Need for Live Streaming Classrooms

To get the most out of your online classrooms, you need features that keep students safe, allow you to communicate with students effectively , and help you host online learning sessions with a large group of participants. The key elements you'll need to live stream classrooms effectively include:

1. Chat Moderation

As in a traditional classroom setting, you want the conversation during your virtual class to focus on the subject. You don't want students to go off course with an inappropriate discussion that distracts the whole class. With chat moderation, you can block any inappropriate content that does not align with your class and distracts students.

You can use different methods to moderate the dialogue in your virtual classrooms. For example, you can send students a document on the ground rules of what can and can't be said via live chat or assign dependable students to act as moderators.

2. Evaluation Tools

You need the ability to set up quizzes to test students' knowledge and measure their performance. Doing so helps you keep track of their progress and identify which students need more support in their learning. Tools you can use to evaluate your students' skills include ASSISTments , Edulastic , and Mentimeter .

3. Online Community and Forum

In a traditional classroom environment, students can meet up after class to study together and make friends, which isn't possible with virtual learning. An online community where students can interact helps improve collaboration and enables them to build connections with other students.

The online community should be a safe place where students can discuss your course's subject and help each other better understand your material. It will also help foster online friendships between your students, so they don't feel alone during their learning journey.

4. Safety Features

Along with chat moderation , it's essential that students don't have access to harmful or inappropriate content online. To set up these safety features, you'll need the help of IT administrators to create network fencing policies to block certain websites and apps.

Deliver the Online Classroom Experience That Students Deserve

Making the switch to virtual classrooms after you've always taught in a traditional environment can be overwhelming. It takes time to adjust to running online classes. But as you gain more experience, you'll have a better idea of how to keep students engaged during virtual teaching to maximize each class.

To get started with live streaming in the classroom, pick a space in your home that's clutter-free and well-lit. Next, prepare all the online tools you'll need for your virtual class, such as graphic design software for visuals and statistical graph technology.

As you host more and more virtual classes, collect student feedback along the way. Ask them what you could do to improve the virtual courses and what you can do better to support them in their learning journey.

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The video experts blog

Online video in education: the benefits of streaming video for elearning.

Online video is becoming more prevalent in education.

In a report from Covideo , research confirmed that students are i ncreasingly more motivated when teachers incorporated video and live streaming into their classrooms at least once per week. Research conducted by Cisco shows that about two-thirds of teachers agree that video education helps students learn.

At the start of the pandemic in early 2020, online video became essential to keep classes going even when it was unsafe for students to meet in person. Even though COVID-19 restrictions have eased up and in-person classes have resumed, online video in education seems to be here to stay.

In this article, we will explain the connection between video and education. It will also examine why various schools, universities, and eLearning businesses are using video and how they’re using it effectively.

The elearning explosion: online video in education, benefits of using online video in education, how to use video in education, monetizing video in education, the 10 best platforms for hosting online video for education, video and education case study: gresham college.

Online video can be a highly effective tool for education. It helps students to learn, supports different learning styles, and allows for innovative teaching methods. In one survey, 88% of universities said that they’ve seen evidence that video increases student achievement levels.

Both live and on-demand video play a significant role in both physical and digital classrooms. The use of these types of media creates different experiences and enhances the learning experience.

It’s easy to say that “video is effective,” but it’s more interesting to dive into the specifics. According to one review of the scientific research , some of the main benefits of using online video for education include the following:

Enhanced “comprehension and retention of information”
Support for “multi-modal” learning
Appeals to multiple learning preferences
Helps students to understand complex information
Develops digital literacies

Another major benefit of using online video in education is that it can provide a more cost-effective learning solution. Video content can also be repurposed in many ways which are great for a few reasons. Let’s dive a little more into these perks.

Save Money and Boost ROI

Using video can also save money and boost your return on investment (ROI). This is true for governments, non-profits, and businesses, as well.

Since videos can be expensive to produce, this might be a hard one to believe. Between equipment, services, and software, costs add up fast .

This is a misconception that is important to clear up. Video can be used to replace expensive classroom time. Improving student outcomes will result in more grants and federal funding, more sales, more grants. Video training can expand your audience to new markets, even internationally.

Using video for educational purposes can allow you to cut staff time in other areas. Microsoft, for example, cut annual costs of $13.9 million by investing in video eLearning for employees. That’s an ROI of 569% on their initial investment.

Video can also save on simple costs like paper. Yale spent $680,000 in one year on copier paper, and over $1 million on toner. Replace your paper syllabuses with homemade video ads, student vlogs, and lesson tasters.

You’ll save money on printing and you’ll meet your future students where they are: online. They’re more likely to watch a three-minute ad or micro-lesson than to find and flip through a big old prospectus.

We recommend taking a look at Pepperdine’s vlogs and videos for inspiration. They give a behind-the-scenes peek into the lives of their students, including social events, tutorials, and pre-exam cramming.

You can also film your classes and pop them on your Learning Management System with a transcript to eliminate the need for any notes or worksheets.

Content Repurposing

You can use video and live broadcasts to make your courses and modules available for a longer or even permanent time frame. You can choose to film lectures , class discussions, and even tutorials so that staff and students can refer back to the classes later for revision, promotion, or assessment purposes.

Also if you choose to introduce modules taught entirely through video, you can make those modules available to study at any time of the year. This means you can make revenue over the summer holidays with students taking classes from home.

Remote and Virtual Learning is Possible

Another major perk of video streaming for education is that it makes remote and virtual learning possible. Not only is this valuable for emergencies, like pandemics and natural disasters, but it makes education accessible to students no matter where they live.

For example, a student might want to attend a program in a school in Los Angeles but can’t afford to move from Kansas. Thanks to online video streaming, these students have the opportunity to enroll in online programs that have a lifelike feel.

Video streaming and conferencing make it possible for students to attend remote lectures, participate in classes, and interact with other students, all in real-time.

Virtual learning via online video makes education accessible to more people.

So how exactly can video be used in education? There are a wide variety of uses, but it all ties into sharing information and connecting with students in a way that is efficient and sustainable.

Here are some of the most common ways to use online video in education:

eLearning business model : record and sell access to your online-only course.
Supplementary videos : make additional material available to students online.
The flipped classroom : swap lectures and classroom time. More details are in the next section.
Training model : use online video for training & educating employees, customers, partners, etc.

Each of these approaches is being used by thousands of organizations, schools, universities, and businesses right now , and each can be highly effective.

Let’s look in a little more detail at one of these approaches: the flipped classroom.

The Flipped Classroom

The flipped classroom is an approach that was pioneered nearly a decade ago. It’s a simple idea: take classroom lectures and record them. Give students access to these videos to watch and study as homework. Then, use classroom time for questions, discussion, group activities, and practice.

The benefits of the flipped classroom can be significant. It allows students to watch lectures at their own pace. Then, they can use class time to benefit from group learning and teacher interactions.

The fantastic thing about videos is that they appeal to every type of learner. They include images for the visual types, sound for the auditory, and can easily include text and interactivity as well as chapter markers and Q&As.

The best part? There is data t0 back this up. San Jose State University found that when students learned via video lectures at home prior to classroom discussion (in “the flipped classroom”), average scores rose by 10 to 11 points . Studies from the ASEE Society show that video lectures lead to better performance than in-person lectures. That performance becomes even higher when online videos are interactive.

In this way, the flipped classroom is an effective and increasingly popular student-centric approach to learning. To learn more about flipped classrooms, download our dedicated Ebook .

Another innovative approach to eLearning video is the monetization approach. There are countless organizations, businesses, teachers, groups, and individuals using online video eLearning to make money.

With the right video platform, it’s easy to monetize online video to make money on your independent curriculum.

Typically, people use one of three models:

Subscriptions : pay a regular fee for access to an updated library of content (think Netflix)
Transactions : also known as pay-per-view, viewers pay for access to each piece (or bundle) of content they want to watch.
Advertising : using in-video or website ads to monetize the video.

Each of these approaches has pluses and minuses, but to use any of them, you need an online video platform that provides good monetization tools.

Now that you understand the benefits of using online video in education and how you can use video content to facilitate your lessons, it is time to review some online video platforms .

We’ve compiled a list of video hosting platforms that provides the tools you need for creating high-quality videos for education.

Platform Overview:

Dacast offers a dedicated education video solution that supports both live and on-demand video streaming. Our wide range of pricing makes Dacast a great option for both independent educators and large institutions.

Our platform has a Zoom live streaming integration that makes it possible to stream Zoom conference calls to a live audience. This is a valuable tool for teachers that want to stream collaborative lectures.

Dacast also supports multiple monetization methods, including pay-per-view , subscriptions , and ad-based monetization . In addition to video monetization, Dacast supports white-label streaming, batch video uploading , and China video hosting .

Key Features:

Multi-user access for team collaboration
Zoom live streaming integration for real-time conference streaming
User-facing Expo video galleries
Secure streaming ( password protected streaming , IP restrictions, geo-restrictions, tokenized access control)
Unlimited viewers and live channels
Customizable HTML5 video player
M3U8 media links for smart TV app building
SDK for mobile player integration
Live stream recording
Multi-bitrate streaming
Powerful video streaming analytics
Ad-free streaming
Secure video paywall

Technical Specs:

Minimum dimension: none (but 240p is the recommended minimum)
Maximum dimension: 1080p or 4K (depends on the user’s hardware and internet)
Video aspect ratio: no restrictions (but 16:9 is the default)
Max file size: none
Max video length: none
Total file storage: 10-1000GB (depends on plan)
Compatible video formats: MP4 (preferred), MOV, M4V, M2V, AVI, MPG, FLV, WMV, MKV, WEBM, OGV, MXF, ASF, VOB, MT

Pricing for Dacast’s live streaming for education solutions starts at $39/month. Pricing plans include:

Starter Plan: $39/month; ideal for small schools with 1,000 TB of bandwidth and 50 GB of storage per month
Event Plan: $63 per month (or $750/year); for educational organizations that would rather not sign a contract and want to purchase bandwidth separately to live stream an event . It offers 6 TB of bandwidth upfront, 50 GB of storage; additional data and storage can be added as needed
Scale Plan: $188/month (billed annually); includes 24 TB of bandwidth per year, with 1 TB of storage; Scale pricing adds phone support, monetization paywall, an M3U8 online player for live channels, ad insertion, white-label video player, and video API access.

Dacast also offers custom pricing for higher volume streaming.

Panopto is an education video platform that was designed specifically for universities and other large institutions. This platform’s solution includes dedicated software for lecture capture . It also offers integrations for Learning Management Systems (LMSs) which are very valuable for educators.

Overall, Panopto is focused on online video hosting and management. It has powerful tools for video organization, and it is great for creating internal video libraries.

Integrates with LMSs
Lecture-capture tools
Secure streaming
White-label video player
API access for customization
Video and audio content hosting
Insightful analytics
Customizable branding for distraction-free streaming
Asset categorization
Compatible video formats: AVI, MP4, MPG, WMV, MOV, QT, ASF, 3GP, WMA, MP3, M4V
All other upload guidelines and specs are only available to paying customers.

Panopto recently simplified its pricing packages and includes the following three options:

Basic: Free
Pro: $14.99/month
Enterprise: Please contact Panopto for custom pricing.

For educators, pricing depends on full-time equivalent student pricing. Plans are available starting at 500 users.

Kaltura is an open-source streaming platform that supports live and on-demand learning. Although Kaltura serves all broadcasters with advanced streaming needs, it is particularly popular among large education institutions.

Since this platform uses an open-source structure, users can integrate different apps and programs to customize the education streaming experience.

Aside from its extensive customizability, Kaltura is known for its powerful video player, secure streaming, and reliable content delivery.

Totally customizable
API access for customization
Multi-bitrate and adaptive streaming
Global content delivery
Combined CDN approach
Bring your own CDN option
Ticket-based tech support
Video API access
Security features, including a range of authentication and encryption options
Monetization, including all major models (subscription, advertising, PPV streaming)
Recommended dimensions: 180p (320×180) to 1080p (1920×1080)
Supported aspect ratios: 16:9, 4:3
Maximum file size: 2 GB
Maximum video length: Unknown (No limits are published)
Total file storage: 10 GB to unlimited, depending on the plan
Accepted video formats: MOV, MP4

Kaltura does not publish pricing on its website. Users can purchase credits to spend on access to features and usage.

4. Brightcove

Brightcove is an online video platform that supports cloud encoding, live streaming, and VOD hosting. This platform is known for its highly professional tools that are designed for streaming at an advanced level.

Brightcove typically targets an enterprise audience, but its feature offering is suitable for educational institutions.

User-facing video portals
Global content delivery
Different levels of tech support
Monetization options
Good analytics
CRM integration
Minimum dimension: Determined by user
Maximum dimension: Determined by user
Aspect ratio: No restrictions (since Brightcove uses a responsive player)
Max file size: No limits on files size
Max video length: No published limits
Total file storage: Varies by plan
Compatible video formats: MP4, MOV, FLV, AVI, WMV, MKV, 3GPP

Brightcove offers several streaming plans but it does not provide specific pricing.

That said, the plans are broken down as follows:

Starter: includes 50 to 200 videos, up to 100,000 plays, and 2-5 users
Professional: unlimited videos, 100,000+ plays, and no overages plays, with +10 users
Enterprise: unlimited videos, 100,000+ plays, and no overages plays, with 10+ users, unlimited upload, and analytics-only users

Interested broadcasters can contact their sales department to receive a quote or sign up for a 30-day free trial.

Muvi is a video streaming platform that offers a dedicated eLearning video solution . Muvi specializes in OTT streaming and offers a wide range of tools for hosting education content.

These tools include video monetization (subscriptions, pay-per-view, and advertisements), API access, white-label streaming, audio hosting, and more. The best part is that it is managed and controlled by a single CMS.

Live and on-demand video streaming
White-label streaming
Brand control and customization
HTML5 video player
Video analytics
Monetization tools
Secure video streaming
Reliable video delivery
Cloud transcoding
Tools for building streaming apps
Minimum dimension: 144p (256 x 144)
Maximum dimension: 4K (3840 x2160)
Aspect ratio: 16:9, 4:3
Max file size: not available
Max video length: not available
Total file storage: 1TB, 2TB, 5TB (depending on plan)
Compatible video formats: MP4, MOV, MKV, FLV, VOB, M4V, AVI, 3GP, MPG

Muvi offers five different pricing plans , including:

Standard: $399/month (+ $299/month per app + infra fees ), allows 2000 concurrent viewers, 1TB each of bandwidth and storage, and API support.
Professional: at $1,499 per month (+ $499/month per app + infra fees ) increases limits further and adds premium support.
Enterprise: $3,900 per month (+ $499/month per app + infra fees ) adds a dedicated server with auto-scaling.
Ultimate: $8,900/month (+ $499/month per app + infra fees ) doubles the bandwidth and storage of the enterprise plan and adds your own CDN and unlimited API calls.
Black: this is a custom solution and includes everything in the Ultimate plan plus premium services and project management

6. IBM Cloud Video

IBM Cloud Video is an online video platform that offers a wide range of tools for education live streaming. This platform offers plans for a wide range of budgets, starting at $99/month.

Some of IBM Cloud Video’s top features for education streaming include content management, global content delivery, automated closed captioning, live polling, and video analytics.

Powerful video player
Speech-to-text
Live polling
Automatic closed captioning
Reliable customer support
Tools for enhancing engagement
Suited for larger streaming operations
Recommended dimensions: 4K (3840×2160)
Supported aspect ratios: Unknown (Not published)
Maximum file size: 4 GB
Total file storage: 1 TB – 5 TB, depending on the plan
Accepted video formats: MKV, MP4, MOV, FLV, AVI, WMV, MPEG2, H264, H263, MPEG4, VP6, VP8, THEORA, WMV, MP3, AAC-LC, NELLYMOSER, PCM, SPEEX, VORBIS, WMA

IBM pricing plans range from $99 to $999 per month and include the following:

Silver: $99/month
Gold: $499/month
Platinum: $999/month
Custom: Please contact IBM Cloud video for custom plan pricing

Zype is a high-ticket video streaming solution for educational institutions. It is quite expensive, with plans ranging from $500 to $5000 per month, so it is best suited for educational institutions and organizations with significant needs and equally significant budgets.

According to Zype’s website, the platform is capable of “simplified content management,” “seamless subscription management,” and support for launching “your own apps for limitless learning.” These characteristics are all great for streaming for educational purposes.

Scalable streaming
Streamlined workflows with CRM integrations
Video monetization support
Encoding tools
App building support
Bulk video importing
Dimensions: 1920x1080p (suggested)
Aspect ratio: 16:9
Max file size: 100 GB
Max video length: unavailable
Total file storage: unavailable
Compatible video formats: 3GP, AVI, FLV, MP4, MPEG-2, ProRes, M4V , WMV

Zype offers four pricing plans, including:

Zype X: $500/month
Network: $2500/month
Premium: $3500/month
Enterprise: $5000/month

Zype X offers a free trial. For more information on what sets these plans apart, please refer to the Zype pricing page .

VPlayed is a streaming platform that is well-suited for education streaming. It supports both live and on-demand video hosting and a slew of professional streaming features.

VPlayed offers a dedicated solution for educators that includes support for some specialized tools. These include lecture capture, flipped classrooms, scheduled live lectures, one-on-one tutoring, and more.

Live streaming and VOD hosting
All-device streaming
Encoding and transcoding tools
Video monetization
Audio streaming
Minimum dimension: unavailable
Maximum dimension: no larger than source dimension
Aspect ratio: 4:3, 16:9 (suggested)
Max file size: No limits
Compatible video formats: not specified

VPlayed does not publish pricing on its site. Contact the VPlayed sales team for more information.

If you are looking to host multiple types of media files for your remote education setup, Cinopa may be an option for you. Cincopa is a multimedia hosting platform that is designed for storing and managing video, photo, and audio content.

Cincopa has a dedicated video and media solution for education . Since Cincopa offers pricing plans starting at only $9/month, it is a great option for educational institutions of all sizes.

Multimedia hosting
Lecture recording
Integrations with LMS and CMS software
Accessibility tools for closed captioning
In-video search
Adaptive bitrate streaming
Powerful content deliver
Minimum dimension: 144p
Maximum dimension: 4K
Aspect ratio: 4:3, 16:9
Max file size: 1, 2, 20GB (depending on the plan)
Total file storage: 5 videos, 40 videos, unlimited videos (depending on the plan)
Compatible video formats: AVI, MOV, WMV, MP4, M4A, F4A, F4B, F4V, F4P, M2TS, MTS, VOB, MKV, RMVB, M1V, QT, DIV, DIVX, DV, 3GP, 3GPP, 3G2, MPG, MPEG, MPE, FLV

Cincopa offers four different pricing plans:

Startup: $9/month; designed for a team of 1; limited hosting tools
Plus: $25/month; includes marketing tools (CTAs, email integrations, etc.)
Corporate: $99/month; advanced broadcasting tools
Agency/Enterprise: $350/month; advanced broadcasting tools with more flexibility

Please check out Cincopa’s pricing page for a further breakdown of storage and capabilities that come with each plan.

10. Livestream

Livestream is a high-end video hosting service that is owned by Vimeo. It supports both live and on-demand video streaming.

This platform offers a dedicated education video solution that includes powerful content management. This solution is equipped with all the tools that educators need, including secure streaming, advanced privacy controls, password protection, white-label streaming, and video monetization.

Livestream also includes access to Vimeo Live API which helps educators customize their streaming experience.

Privacy tools
Tools for stimulating engagement
Insightful video analytics
Easy-to-use video CMS
Recommended dimensions: 720p (1280×720)
Maximum file size: 3 GB
Maximum video length: Unknown
Total file storage: Unknown
Accepted video formats: MP4 (recommended)

Livestream offers three main pricing plans . These include Vimeo Premium, Vimeo Enterprise, and Vimeo OTT.

Let’s break them down.

1) Vimeo Premium:

Premium pricing: $75/month
Their Premium plan includes both live streaming and VOD support. This plan is the best option for professional broadcasting on this platform.

2) Vimeo Enterprise:

Enterprise Pricing: Please contact Vimeo for custom pricing information
The Enterprise plan includes white-label service, monetization, and video API access . It also includes branding control and added security features.

3) Vimeo OTT:

Starter Pricing: $1/subscriber per month
Growth Pricing: starting at $500/month
This OTT-specific pricing package comes with the Vimeo.com relationship. These plans include all the basics for starting your web-based OTT channel, as well as growing your OTT business online .

Let’s make things a little more concrete and look at a real-world example of how one educational institution is using video.

Gresham College has provided free public talks within the City of London for over 400 years. Founded in 1597, it is London’s oldest Higher Education Institution. Today, the college uses video as a way to extend its reach.

James Franklin, the Communications Manager for Gresham College, says that video is a key part of Gresham’s approach to education in the 21st century.

Franklin says, “Although we are reaching thousands of people in London in our lecture halls each year, we are reaching millions online through our videos. We film our lectures and then release them online for free viewing on our website. For us, our videos are another method of achieving the central aim of the college – the provision of free education.”

The use of online video in education is certainly not limited to Gresham College. According to Jonathon Kelley, Senior Digital Media Specialist for the University of Wisconsin Whitewater, video is effective for their school as well.

Kelley says, “We host thousands of online educational lectures for the UW-Whitewater College of Business and Economics, enabling students from around the world to have access to the same courses they would in person on campus.”

These are just two examples of how universities are using online video to reach a larger audience.

As you can see, a variety of educational institutions and businesses are already using video to effectively reach a larger audience. However, this is fully dependent on the right tools.

Using a powerful video streaming solution is the key element in adding video to your education business. These services host, organize and deliver your content to students. Plus, they may provide tools for video monetization, analytics data, security precautions, and more.

Dacast is a popular video platform in the educational market. We offer an online video education platform with all of the professional features that you need to make your educational video streaming a success.

If you’re interested in giving Dacast a try, we offer a 14-day, risk-free trial. Create an account today to get started, No credit card is required.

GET STARTED FREE

In addition, for regular live streaming tips and exclusive offers, we invite you to join our LinkedIn group .

Max Wilbert

Max Wilbert is a passionate writer, live streaming practitioner, and has strong expertise in the video streaming industry.

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Streaming in Education: An Overview and Explanation

Streaming in education refers to the practice of grouping students based on their perceived academic abilities or performance levels. This educational approach involves separating students into different classes or tracks, typically based on their test scores or previous academic achievements. While the intention behind streaming is to provide tailored instruction and support to students, it has been a subject of debate and criticism in the field of sociology.

Historical Context

The concept of streaming in education has its roots in the early 20th century, when educators began to explore ways to accommodate the diverse learning needs of students. It gained prominence in the mid-20th century as a response to the growing demand for mass education and the need to efficiently manage large student populations.

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Initially, streaming was seen as a means to ensure that students receive instruction at a pace and level appropriate to their abilities. It aimed to provide accelerated learning opportunities for high-achieving students and additional support for those who struggled academically. However, over time, streaming has been criticized for perpetuating inequalities and social divisions.

Benefits of Streaming

Proponents of streaming argue that it offers several benefits. Firstly, it allows teachers to tailor their instruction to the specific needs of students within each group. This individualized approach can help students learn at a pace that suits their abilities, potentially improving their academic performance.

Streaming can also foster a sense of camaraderie and healthy competition among students within each group. Being surrounded by peers with similar abilities can create a supportive learning environment, where students can challenge and motivate each other.

Furthermore, streaming can enable teachers to allocate resources more effectively. By grouping students with similar learning needs together, educators can provide targeted support and interventions where they are most needed, optimizing the use of limited educational resources.

Criticisms of Streaming

Despite the perceived benefits, streaming in education has faced significant criticism. One of the main concerns is the potential for streaming to reinforce social inequalities. Critics argue that the process of categorizing students based on their perceived abilities can perpetuate stereotypes and stigmatize certain groups, leading to self-fulfilling prophecies and limited opportunities for upward mobility.

Research has shown that streaming often disproportionately affects students from disadvantaged backgrounds, who may be more likely to be placed in lower-level groups. This can result in reduced access to educational opportunities and resources, limiting their chances for academic success and future prospects.

Another criticism of streaming is that it can create a fixed mindset among students. Being placed in a particular group based on perceived ability can lead to a self-perception that is difficult to overcome. Students in lower-level groups may internalize the belief that they are not capable of achieving at higher levels, potentially hindering their motivation and self-confidence.

Alternatives and Reforms

Recognizing the limitations and negative consequences of streaming, educators and policymakers have explored alternative approaches to promote more inclusive and equitable education systems.

One such approach is mixed-ability grouping, where students of varying abilities are placed together in the same classroom. This allows for greater diversity and collaboration, promoting peer learning and fostering a sense of community among students.

Another alternative is differentiated instruction, which involves tailoring teaching methods and materials to address the individual needs of students within a mixed-ability classroom. This approach recognizes that students have different learning styles and abilities, and aims to provide appropriate support and challenges to each student.

Streaming in education is a practice that has both proponents and critics within the field of sociology. While it aims to provide tailored instruction and support to students, it has been criticized for perpetuating inequalities and limiting opportunities for certain groups. As educators and policymakers continue to explore alternative approaches, the goal is to create more inclusive and equitable education systems that meet the diverse needs of all students.

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Should We Be Streaming Students?

by: Ontario Institute for Studies in Education

date: December 13, 2010

(80.57 kB / pdf)

‘Grouping’ by ability, or ‘tracking’, or ‘streaming’ means that students are placed into groups defined by their ability levels. Students may be grouped by ability either for a subject (for example for mathematics or reading) or for all or almost all their instruction. Students’ assignment to an ability group may be temporary, changing during the year, or relatively permanent.

Advocates of grouping by ability claim that it can raise achievement standards since teachers can target their instruction and use resources more effectively. However, researchers have shown that grouping by ability can have adverse effects on students’ attitudes towards schooling and their self-esteem. Studies on ability grouping show inequitable outcomes and social consequences:

It is very difficult to distinguish ‘ability’ from ‘prior achievement’.
Use of grouping by ability is associated with worse overall student performance.
Students placed in higher ability groups may perform better but students placed in lower ability groups typically perform worse than in mixed ability groups.
There is a tendency for lower teacher expectation and lower quality of instruction in lower ability groups.
For students assigned to low-ability groups, there are negative effects on their self-esteem, motivation and attitudes towards schooling.

Research suggests that students in non-grouped settings, especially for those with lower achievement, have more healthy and positive attitudes towards school than students in grouped settings.

Researchers advocate using mixed grouping and reducing ability grouping in schools, but more important is to focus on improving instruction and curriculum for students of all achievement levels.

CEA and the Ontario Institute in Studies in Education (OISE) have teamed up to provide you with relevant and timely information based on current empirical educational research. The primary goal of this project is to get relevant and needed research into the hands of parents and other interested people. Five blurbs will be posted to our website throughout the 2009-2010 academic year. They will be written in plain language on topics of interest to parents, such as homework and class size.

Additional Resources

Ministry of Education, Government of British Columbia: The Government of British Columbia provides tips for teachers and parents on career advice and planning for students taking Applied courses in high school. [Website]
The Disadvantage of Tracking and Ability Grouping – A Look at Cooperative Learning as an Alternative: This article provides an alternative approach to ability grouping. [ Available for Download ]
Duke University, Talent Identification Program: The Expert’s Forum on the discussion of ability grouping provides answers to the following questions: What is Ability Grouping? How does ability grouping compare to tracking? Why has ability grouping been so controversial over the years? [ Website ]
Settlement.Org: This website provides Ontario parents with advice and information on high school courses and choices for their children. The information gives an insight to parents on whether their children should take Academic or Applied courses, and where it leads them in career choices. [ Website ]

Research References Informing this Issue

Boaler, J., William, D., and Brown, M. (2000). Students’ Experiences of Ability Grouping: Disaffection, Polarisation and the Construction of Failure. British Educational Research Journal , 26(5): 631-648.

Eder, D. (1981). Ability Grouping as a Self-Fulfilling Prophecy: A Micro-Analysis of Teacher-Student Interaction. Sociology of Education , 54(3): 151-162.

In general, the results of this study indicate that the common practice of ability grouping should be questioned. (pg. 160)
The results of this student clearly indicate that homogeneous grouping compounds initial learning problems by placing those children who have learning problems in the same groups. (pg. 160)

Gamoran, A. (1993). Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes? American Journal of Education , 102(1): 1-22.

Gamoran, A. (1992). Synthesis of Research: Is Ability Grouping Equitable? Educational Leadership , 50(2): 11-17.

Given poor instruction, neither heterogeneous nor homogeneous grouping can be effective; with excellent instruction, either may succeed. (pg. 11)
Little evidence supports the claim that tracking or grouping by ability produces higher overal achievement than heterogeneous grouping. (pg. 12)

Hoffer, T.B. (1992). Middle School Ability Grouping and Student Achievement in Science and Mathematics. Educational Evaluation and Policy Analysis , 14(3): 205-227.

This analysis has shown grouping has no significant overall benefits in either science or mathematics. (pg. 221)
In both subjects, students in the high groups learn somewhat more and students in the low groups learn less than comparable students in non-grouped schools.

Ireson, J. and Hallam, S. (1999). Raising Standards: Is Ability Grouping the Answer? Oxford Review of Education, 25(3): 343-358.

Streaming, it is argued, can play a major role in polarizing students’ attitudes into pro- and anti-school camps. (pg. 348)
At the primary level, the research suggests that children in unstreamed classes have healthier and more positive attitudes towards school than children in streamed classes and that this is particularly true for those in lower ability. (pg. 348)
There is clear evidence that low ability groups tend to include disproportionate numbers of pupils in low-socio-economic status, ethnic minorities, boys, and those born in the summer. (pg. 349)
School effectiveness studies have no identified pupil grouping as a key characteristic of effective schools. (pg. 349)

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Evidence for Learning: Setting and streaming

Setting and streaming.

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The benefits of live video streaming for education and training.

Explosion of online video in education, importance of live video streaming as a powerful tool for remote learning and professional development, video in education: how can you use it, virtual classrooms and distance learning programs:, webinars, workshops, and conferences:, professional development and training sessions:, guest lectures and expert presentations:, benefits of live video streaming for education and training, enhancing engagement and interactivity:, accessibility and flexibility:, cost and time efficiency:, expanding reach and scaling education:, enhanced multimedia and content delivery:, analytics and assessment:, popular platforms for hosting live videos for education and training.

Have you ever wondered how live video streaming is transforming the landscape of education and training? How does it bridge the gap between learners and educators, making knowledge accessible to all? In an era where technology has become an integral part of our lives, live video streaming has emerged as a game-changer in the realm of education. It has revolutionized the way we learn, breaking down barriers and opening a world of possibilities.

Why is educational video streaming becoming increasingly essential? What advantages does it bring to learners and trainers alike? These questions have gained prominence as educators and institutions recognize the immense benefits of incorporating live video streaming into their teaching and training practices.

Whether you are a student, teacher, or professional seeking to upskill, understanding the transformative power of video streaming in education is crucial.

Live educational video streaming gives the ability to connect learners and educators in real-time, regardless of their physical locations. Traditional classrooms are no longer confined to the four walls of a building. With video streaming, students can engage in virtual classrooms, participate in interactive lectures, and collaborate with peers from different parts of the world.

In this blog, we will delve deeper into the transformative benefits of live video streaming for education and training.

Gone are the days of monotonous lectures and static textbooks. Online video has breathed new life into educational content, captivating learners with dynamic visuals, interactive elements, and immersive experiences. Students of all ages now can explore diverse subjects, learn from expert instructors, and access a wealth of educational resources at their fingertips.

The rise of educational video streaming platforms and learning management systems has provided a platform for educators to distribute their content on a massive scale. Websites and educational platforms dedicated to online learning, have become hubs of knowledge, offering a vast array of video-based educational content.

Learners can now access tutorials, lectures, and demonstrations on virtually any subject, tailored to their specific learning needs and preferences.

Enhanced Engagement and Retention: Live video streaming offers interactive features such as chat, polling, and Q&A sessions, which enhance learner engagement and retention. Participants can actively participate, share their insights, and learn from each other, creating a dynamic and immersive learning environment.

Video can be utilized in virtual classrooms and distance learning programs to create an immersive learning environment. Teachers or instructors can pre-record lectures or deliver them live through video streaming platforms. This enables students to engage with the content at their own pace and access it from anywhere. Video can also incorporate visual aids, animations, and demonstrations to enhance understanding and retention of complex concepts. Additionally, video conferencing tools can be used for real-time interaction, discussions, and collaborative activities among students and teachers.

Video is an effective medium for conducting webinars, workshops, and conferences. These events can be recorded and shared with a broader audience who may not have been able to attend in person. Video presentations and demonstrations can enhance the delivery of information, while interactive features such as chat or Q&A sessions enable audience engagement. Webinars and workshops can also be archived and made available for future reference, allowing participants to revisit the content and reinforce their learning.

Video is a valuable tool for professional development and training sessions. Organizations can create video modules or courses to train employees on specific skills, processes, or tools. These videos can be accessed on-demand, allowing individuals to learn at their own pace and revisit the content as needed. Video tutorials, simulations, and case studies can provide practical and hands-on learning experiences. Additionally, video-based assessments and quizzes can be incorporated to measure learning outcomes and track progress.

Inviting guest speakers or experts to deliver lectures or presentations through video is a powerful way to enrich educational experiences. Video allows institutions to overcome geographical constraints and bring in professionals from diverse fields and locations. Guest lectures can provide unique insights, real-world examples, and up-to-date knowledge to students. By recording these sessions, students can access them at any time, making it possible to learn from renowned experts even after the event has taken place.

Educational live video streaming allows for real-time interaction between instructors and learners. It enables two-way communication, allowing learners to ask questions, participate in discussions, and receive immediate feedback. This interactivity enhances learner engagement and promotes active learning, as learners can actively participate in the learning process.

Live video streaming makes education and training accessible to a wider audience. Learners can join sessions from anywhere in the world, overcoming geographical barriers. It also provides flexibility in terms of scheduling, as learners can access live streams at their convenience. This accessibility and flexibility cater to diverse learning needs and enable individuals who may have limitations or commitments that prevent them from attending in-person classes.

Educational video streaming reduces the need for physical infrastructure, travel expenses, and accommodation costs associated with traditional education and training. Both instructors and learners can save time and money by participating in live streams remotely. It eliminates the need for commuting and allows individuals to learn from the comfort of their own homes or offices, resulting in cost and time savings.

Live video streaming enables educational institutions and trainers to reach a larger audience. It eliminates capacity constraints, allowing an unlimited number of learners to join a session simultaneously. This scalability helps educational organizations expand their reach and offer courses to a wider range of learners, potentially increasing revenue and impact.

Live video streaming enables the integration of various multimedia elements into educational content. Instructors can share slides, videos, and other visual aids in real-time, enhancing the delivery of educational materials. This multimedia approach can make the learning experience more engaging, effective, and memorable for learners.

Live video streaming platforms often provide analytics and assessment features. Instructors can track learner engagement, participation, and performance during live sessions. These analytics provide valuable insights into learners’ progress, allowing instructors to identify areas of improvement and tailor their teaching accordingly.

Muvi Live is the best educational live video streaming platform that allows educational organizations such as schools, colleges, and universities to live stream their eLearning contents and get started with their virtual classroom from day 1. Providing multiple monetization and content-bundling options, the platform allows you to fully experiment with your content distribution strategy thereby ensuring consistent traffic and optimal engagement on your eLearning channel.

Why would choosing Muvi One be a wise decision?

Muvi helps you get your customizable apps built right from scratch, native adhered to Apple & Google’s defined programming standards respectively.
It helps you provide on the go training to your subscribers through Muvi’s multi-device and cross-platform eLearning extension.
It is zero code setup and allows you to easily launch your own platform to provide online training and earn money
Muvi’s eLearning extension is based on the concept of collaborative learning that allows you to share study materials, embed media, and link to courses, do chapter assessment, quiz, etc.
Muvi’s course recommender suggests courses to users based on their preference and ensures optimal user engagement along with constant revenue flow.
It offers comprehensive analytics and reports that allows you to track the performance of your eLearning Platform.
It comes with robust security features that protects both you and your user’s information.
Muvi’s nested content feature allows the addition of multiple hierarchies that will let you create different levels of course material, topic, and chapter under a single-parent category.

Dacast is a professional live streaming platform that caters to various industries, including education and training. It offers features like live video streaming, video hosting, monetization options, content protection, analytics, and white label VOD software provider branding. Dacast provides robust security measures and supports high-quality video delivery, making it suitable for delivering educational content to a large audience.

Kaltura is a cloud-based educational video streaming platform that offers live streaming capabilities for educational institutions and organizations. It provides features such as live video broadcasting, video hosting, content management, interactive video quizzes, analytics, and integration with learning management systems (LMS). Kaltura supports collaboration and engagement through features like real-time chat, interactive video elements, and social video.

Brightcove is a popular educational video streaming platform that offers live streaming solutions for education and training purposes. It provides features like live video streaming, video hosting, content management, monetization options, analytics, and integration with various third-party systems. Brightcove offers high-quality video delivery, scalability, and customization options to meet the specific needs of educational institutions.

Panopto is a video platform that specializes in video capture, management, and streaming for educational and training purposes. It offers live video streaming, video recording, video search, content management, analytics, and integration with learning management systems. Panopto focuses on providing a seamless lecture capture experience, making it suitable for educational institutions looking to deliver live lectures and training sessions.

Live video streaming facilitates real-time interaction between instructors and learners, promoting engagement, and active participation. It makes education and training accessible to a wider audience by overcoming geographical barriers and providing flexible scheduling options. It reduces the need for physical infrastructure, travel expenses, and accommodation costs, saving both time and money for instructors and learners.

Muvi eLearning portal is designed to meet the virtual learning and communication needs of both classroom and remote environments. It supports online programs, remote learning, live streaming for education , and certification programs for students. With Muvi, you can easily create a virtual classroom for online teaching and facilitate group assignments.

The platform allows for centralized management of recorded lectures, classroom videos, and various course types. You can take advantage of Muvi’s content management tools, including Preview & Publish, Geo-Block, and more, to efficiently organize and deliver educational content.

Muvi Live enables you to live stream your courses and conduct personalized one-on-one or group sessions. The Live Chat feature fosters student-tutor interaction, facilitating seamless communication, question asking, and more.

Monetization options are also available on the platform. You can set multiple monetization methods for your eLearning platform, offering flexibility in revenue generation. Additionally, you have the option to sell individual sessions or courses using the Pay per View model. Subscription models specific to different courses can also be established, giving learners access to a variety of educational content.

With its comprehensive features and tools, Muvi eLearning portal empowers educators and institutions to effectively deliver online education, engage with students, and monetize their courses. Start for free , and discover how it can transform your online education and training programs.

What is live streaming video?

Live streaming video refers to the real-time broadcasting of video content over the internet. It enables viewers to watch events, performances, presentations, or any other type of video content as it happens, without the need for downloading or storing the entire file. Live streaming allows for immediate access to the content, providing a sense of real-time participation and engagement.

How does video live streaming work?

Video live streaming involves the real-time transmission of video content over the internet. The process typically involves several steps:

Capture and Encoding
Streaming Software or Platform
Internet Connection
Video Distribution
Viewing the Live Stream
Interactivity

What is live educational video streaming?

Live educational video streaming refers to the real-time broadcasting of educational content over the internet. It involves the live transmission of instructional videos, lectures, webinars, or other educational material to remote viewers who can watch and participate in the learning experience as it happens.

How to Choose the Right Video Hosting Platform for Education and Training

When choosing a video hosting platform for education and training, it’s essential to consider several factors to ensure it meets your specific needs and requirements. Here are some key considerations to help you make the right choice:

User-Friendly Interface
Video Storage and Bandwidth
Streaming Quality and Performance
Customization and Branding
Security and Privacy
Analytics and Insights

How does muvi’s live video streaming enhance the learning experience?

Muvi’s live video streaming platform can enhance the learning experience in several ways:

Real-time Interaction
Remote Learning Opportunities
Personalized Learning
Access to Expertise
Collaboration and Group Learning
Multimedia Learning Experience
Assessments and Feedback
Recordings and On-Demand Access

Written by: Ankit Jena

Ankit is Content Writer for Muvi’s Marketing unit. He is a passionate writer with 5+ Years of Experience in Content Creation And Development. In his past time, he likes to dance, play football and google various things to quench his thirst for knowledge.

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ReviseSociology

A level sociology revision – education, families, research methods, crime and deviance and more!

Setting and Streaming

teachers tend to place students into sets based on social class and ethnic stereotypes

Table of Contents

Setting and streaming in education is where students are put into groups based on ability. The most academic students are placed in the top sets or streams and the least academic being placed in the bottom.

Grouping and teaching by ability allows for the more academic students to be taught faster and pushed harder, and for the less able students to be taught at a pace suitable for them and given the extra support they need.

However, this methods of organising teaching and learning has attracted criticism from interactionist researchers who have found that students tend to be put into sets and streams based on teacher stereotypes rather than their actual ability, so for example we tend to find more middle class children in the higher sets!

This topic is very closely related to the labelling theory of education. It is teachers labels that determine which ability group a students is put into.

Setting and Streaming: Definitions

Streaming is where students are grouped by ability for all or most of their subjects. So a student will be in the top set for ALL subjects, with the top set being the most academic and the bottom being the least.
Setting is where students are grouped by ability for particular subjects, so a student may in the top set for maths and the second set for English and so on.

Two related concepts are banding, which is effectively the same as streaming, and the phrase ‘ tier teaching ‘ is sometimes used which could refer to either setting or streaming.

The opposite of setting and streaming is mixed-ability teaching where students of different abilities are all taught together in the same class.

The consequences of setting and streaming

Setting and streaming has a long history in the British education system. Especially since Comprehensive education was introduced it has been extremely popular, and continues to this day.

Those in favour of teaching by differential ability groups claim that it allows for students to be taught at a level and pace appropriate to their abilities, so teachers can focus more on pushing the more academic students all in the top sets, while given appropriate support to those in the lower sets.

However, there is also research evidence that shows streaming

It denies equality of opportunity to those in the lower sets. They may not be entered for higher level exams as a result.
Placement into sets is often based on teacher stereotypes rather than ability. It tends to be the working classes, boys and ethnic minorities (especially Black boys) who get put into lower sets.
Being placed in the lower sets can produced anti-school attitudes in those students placed in them.
Streaming and setting thus reproduce social class, gender and ethnic inequalities in educatinal achievement.
It reduces school cohesion and togetherness.

Two pieces of research highlight the problems above:

Social class and streaming

Stephen Ball (1981) conducted a classic study of banding in Beachside Comprehensive school. Banding is essentially the same as streaming.

Students at the school were placed into one of three ability bands when they first came to the school based on information provided by their primary schools.

While the bands were supposedly based on ability, Ball found that other criteria such as social class background determined what bands pupils were placed in. Pupils of similar abilities were more likely to be placed in the top band if they were from non-manual, middle class backgrounds.

When pupils first entered the school they were all eager to learn and co-operative with teachers, but over time differences in attitudes to learning and behaviour emerged dependent on which bands the students had been put into by teachers.

Teachers expected those in band one, the most academic group, to do well in school, and these maintained their enthusiastic pro-school attitude.

Those in band three were viewed by teachers as the last able and expected to have learning disabilities and not progress much, most of these were not a problem either.

Band two was viewed as the band where pupils might display behavioural problems, and this was indeed the case. Pupils in this band were the most likely to develop anti-school attitudes which manifested as putting less effort into homework, messing around in class, and higher rates of absenteeism.

Teachers also had different approaches to teaching the different bands

Pupils in band one were ‘warmed up’: they were pushed harder, and directed towards doing the more academic subjects and more difficult O-level exams.
Pupils in band two were ‘cooled down’: they were directed to doing the easier CSE exams and more practical subjects such as woodwork.

The conclusion of this study is that teachers label students based on their class background, and lower class students are more likely to placed in lower sets and achieve lower grades in school, and vice-versa for middle class students. Hence teacher labelling helps to reproduce social class inequalities in educational achievement.

Setting and streaming in primary schools

Hallam et al (2004) explored pupil perceptions of ability grouping in primary schools.

They conducted interviews with six pupils of high, moderate or low ability in every key stage two class in six primary schools some of which taught in mixed ability groups and some organised teaching through streaming and setting.

Social-adjustment, social attitudes and attitudes towards peers of different ability were ‘healthier’ among children in non-streamed schools.
The more streams there were, the more negative the attitudes of those in the lower streams were.
Pupils of below average ability who were taught by teachers who believed in streaming could become friendless or neglected by others.
In reading most students wanted to be in the top set because it gave them a sense of superiority. Most pupils, except those in the top groups, preferred either whole class activities or individual work because they didn’t want to feel left out.

The authors concluded that streaming can play a major role in polarising anti-school attitudes among students placed in the lower streams, and mixed ability teaching overall was the preferred choice among students, except for those in the top sets or streams!

Setting and GCSEs

Some schools organise the teaching of GCSEs in different tiers. Students in the top tiers will be entered for regular GCSE exams and so they have a chance of getting the top grades, but students in the bottom, or foundation tiers will be entered for a lower level of GCSE where the maximum grade they can achieve is a C grade.

Gilborn and Youdell (2001) conducted research in two secondary schools in London and found that teachers were less likely to place working class and Black students into the top GCSE tiers even when they had been achieving similar grades in previous years to middle class and non Black students.

Thus teachers were stereotyping these students and denying them the opportunity to achieve the highest GCSE grades.

Advantages of mixed-ability teaching

Given all of the above you might want to consider whether mixed-ability teaching is best, it does seem to have several advantages over teaching based on ability groups…..

There will probably be a broader socio-cultural mix of students (especially if teachers label based on racist and class stereotypes) which may help foster consensus in society.
It gives lower ability students more exposure to higher ability students which could help them progress faster.
It recognises that ability isn’t fixed and students can ‘spurt’ at any time in the year, rather than them being stuck in the wrong set for their ability for a year or more.
Teachers can still differentiate by ability within a mixed-ability class by setting ‘stretch and challenge’ activities.

Signposting

This material is mainly relevant to the education topic, a compulsory aspect of the AQA’s first year A-level sociology.

To return to the homepage – revisesociology.com

Gilborn and Youdell (2000) Rationing Education: Policy, Practice, Reform and Equity

Ball, S. (1981) Beachside Comprehensive: A Study of Secondary Schooling. Cambridge University Press, Cambridge.

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The Basics of STREAM Education: A Comprehensive Guide

The concept of ST R E A M—for science, technology, re ading , engineering, arts and mathematics—was introduced in the 1990s by the National Science Foundation.

STREAM is not a curriculum that replaces state standards, nor is it a fix to our redundant education system. Rather, STREAM education is an approach to learning that removes the traditional barriers separating the four disciplines and integrates them into real-world, rigorous, relevant learning experiences for students.

Holoworld is focusing its effort to align with STREAM by creating a platform that enables “Learn by experience”. Our aim is to revolutionize the conventional methods of teaching and learning by creating a knowledge-centric solution that can virtualize the entire skills training modules into 3D interactive Virtual Reality (VR) and Augmented Reality (AR) modules.

STREAM Gamification

This capability enables both the trainer and trainee to teach and learn iteratively at their own space and pace using their mobile phones or computer. Virtual learning substantially complements traditional training by providing immersive and interactive experience. This solution encompasses interactive display, allowing teachers to teach with holographic display, real-time, empowering the teaching experience.

The students learn to brainstorm and research learning concepts to find appropriate solutions in real situations. The most effective way to incorporate STREAM is to introduce  project-based learning (PBL)  where students are asked to work practically on projects.

As an extension to STREAM,  Technical Vocational Education and Training (TVET)  can be implemented for skill enablement which in turn creates opportunities for self-employment. Let’s understand the objectives of STREAM and the new channels of exploring the same.

Gaining insights and information

STREAM promotes students to utilize information & insights on the scientific field, technological domain, engineering, arts and mathematics. The concept allows students to explore a wide range of content and projects connected to holistic improvement.

Best Practices implementation

Students must be able to implement the best practices in all the disciplines of STREAM. The long-term aim is to nurture the end-user by utilizing the best practices.

Best Practices

Knowledge Acquisition & Creativity

The students should acquire knowledge in the six STREAM areas and become resourceful and skilled enough to start innovating.

STREAM – the Holistic Solution

STREAM curriculum allows students to acquire core technical skills which help them in problem-solving, critical thinking, collaboration, and innovation. It is essential to understand the influence and implications of facts beyond the breakthrough research or advances that have taken place.

The social aspect, psychological influence and mainly the humanitarian impact should lead to positive change. So, if only the STREAM curriculum would be stressed, students would not only be acquiring technical skills but also understand their impact on humanitarian well-being.

Holistic learning

Lifelong skills help in connecting to the real world and help in building sustainable relationships. These skills are essential catalysts that help in positively transforming our society as they stem from what is the best in us. The acquisition of lifelong skills is useful in helping us to learn, work and live better.

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Henrico Education Foundation raises a record-setting $400,000 for Henrico County students

HENRICO COUNTY, Va. (WRIC) — The Henrico Education Foundation (HEF) raised a record-setting $400,000 for Henrico County students.

On Thursday, April 11, the HEF hosted its fourth annual Excellence in Education Celebration event, which highlighted workforce and career development in Henrico County, as well as Henrico County Public Schools (HCPS).

According to HEF, more than 550 people attended this event held at the Dewey Gottwald Center. This led to a record of $400,000 unrestricted funds being raised at the event, with a special thanks to its 68 business sponsors.

The event featured 20 hands-on activity exhibits that brought awareness to 17 career paths offered to HCPS students.

The community can still donate by participating in a matching gift challenge established by a group of anonymous donors. According to HEF, donations will be matched dollar for dollar, up to the amount of $25,000 to help students discover their life path.

To learn more about this annual event, visit Henrico Education Foundation ‘s website. If you have any questions about donations call 804-877-9401 or email [email protected].

For the latest news, weather, sports, and streaming video, head to WRIC ABC 8News.

Excellence in Education Celebration event (Courtesy of Henrico Education Foundation)

Education | University of Chicago charter school to pay…

Education | University of Chicago charter school to pay $125,000 after video showed teachers mock special education student, call him ‘dumb’

The University of Chicago Charter School Woodlawn Campus, at 63rd Street and University Avenue, is seen Jan. 29, 2024. (Terrence Antonio James/Chicago Tribune)

A University of Chicago charter school will pay $125,000 to a special education student who was mocked by his teachers and called “dumb” during a disturbing incident captured on video, according to court records.

A federal judge recently approved the payout, which will resolve a civil rights lawsuit that the student’s mother filed on her son’s behalf late last year. The school — which quickly removed the teachers from the classroom — did not admit any wrongdoing in reaching the settlement.

In a statement, the charter school said it was working with employees to reinforce the best ways to support students, families and staff following the incident.

“The University of Chicago Charter School has a longstanding commitment to educational excellence, with deep care and concern for the wellbeing of all students,” the statement said. “We do not condone or tolerate the type of conduct that occurred on December 15, 2022 at the Woodlawn High School Campus, which is contrary to our policies and values. We believe all students have a right to education in a school that is welcoming and protective, in an environment of mutual respect.”

“It happened. It was traumatic. And the trauma is going to last a long time,” said attorney Jordan Marsh, who represented the boy and his mother. “But I think it’s a fair settlement and (the boy’s mother) thinks it’s a fair settlement.”

The resolution comes a few months after the Tribune published audio from a video of the incident, which took place at the charter school’s Woodlawn campus in December 2022. The minute-long recording, captured on another student’s cellphone, offered a troubling glimpse inside the publicly funded high school overseen by the prestigious university.

The video shows both adults, a teacher and a teacher’s aide, yelling at and belittling the 15-year-old student, who does not raise his voice above a mumble and remains seated at his desk until he is ordered to leave the classroom. The Tribune did not publish the video because it showed several special education students not directly involved in the incident.

As the recording begins, special education teacher Aaron Pennix walks up to the teen, who is seated near a window. The teacher “bends over the desk, hovering, and puts his face in front of” the student’s face, according to an internal report describing the recording.

Pennix stands over the boy and yells, “You not gonna do what?” according to the video. The teen mumbles a response, saying he did not want to talk.

The teacher then points at the student’s face, while the teen “is cowering in his seat,” the investigative report states. The girl sitting next to the student snickers and other kids start laughing too.

Though teacher’s aide Latilda Sight initially cannot be seen in the recording, her voice can be clearly heard about 15 seconds into the video.

“Shut up! Shut up!” she yells, according to the video.

The student then appears to start crying at his desk.

“And now he starts to cry,” Pennix says in front of the class, according to an investigative transcript. “Let him cry. Let him cry.”

The teacher continues to raise his voice to the student on the video. The teen frequently talks back, but his mumbled responses are mostly inaudible.

After roughly 40 seconds of back-and-forth, the teacher turns to Sight and tells her the teen needs to be removed from the classroom. The aide can be heard using profanity in the recording as she orders the student to leave the classroom.

“Bitch, get out,” she says on the video. “If you don’t give a (expletive), get out!”

As the student gets up from his desk and heads toward the door, Sight “hurries toward him, almost running,” according to the investigative report. She appears to push his face with her fingers on the video, and a security guard can be seen stepping between them.

“Knock me out, folk. Knock me out, folk,” she shouts on the recording as the guard escorts the student from the classroom. Pennix also can be heard yelling as the teen leaves.

“You a dumbass little boy,” Sight shouts as he exits the room, according to the recording. The video ends with Sight picking up her phone and calling the student’s mother, the report states.

Sight told school officials and the student’s mother that the boy threatened her, which prompted her to de-escalate the situation by making physical contact with him. The threats are not heard on the video.

She resigned later that night after the boy’s mother, Stephanie Holmes, sent her the video and questioned the discrepancy between the recording and Sight’s version of events.

Pennix also had sent an email to administrators overnight expressing his regrets about the incident, according to a copy obtained by the Tribune. Records show his apology was sent after Holmes shared the video with Sight.

The boy’s mother went to the school the next morning to report the incident. When she arrived, administrators told her that they had already accepted Sight’s resignation and placed Pennix on leave.

The school fired Pennix in January 2023 after its internal investigation, records show. His termination letter, which the Tribune obtained through an open records request, states that he violated campus policies that required him to exercise “good judgment, honesty and integrity.”

Pennix could not be reached for comment. He is now listed as part of the special education team at another Chicago-area school.

Sight was arrested and charged with misdemeanor battery for physically touching the student during the altercation. She pleaded guilty in May, when she received probation and was ordered to attend anger management.

She told the Tribune in January that she is no longer teaching and is trying to move on with her life. She said she loved the student and that his mother knew how she felt about the boy in her heart.

The student continues to attend the charter school. His mother told the Tribune he is seeing a counselor and continues to struggle with his emotions.

Holmes filed a federal lawsuit against the school in December, accusing the University of Chicago’s charter system of negligent hiring, training, supervision and retention of employees.

“When I saw the video, I felt powerless to protect my son,” Holmes said in January. “But maybe speaking up will help someone else’s child.”

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Columbia University president testifies in House antisemitism probe

By CNN's Matt Egan and Ramishah Maruf

Hearing wraps up

By CNN's Ramishah Maruf

The congressional hearing on Columbia University's response to antisemitism has now been adjourned.

"We're deeply disturbed by what we're seeing at Columbia, any of the things we've heard in today's hearing," US Rep. Virginia Foxx said.

Professor who called Shafik a "coward" is under investigation for harassment of students

From CNN's Ramishah Maruf

US Rep. Ilhan Omar asked Shafik what the school's policies are for professors who harass students online. Shafik said one professor, Columbia Business School assistant professor Shai Davidai, is under investigation for harassment.

Davidai called Shafik a “coward” in a fiery speech last year criticizing the university president for failing to quiet “pro-terror” voices at the school.

The same professor has more than 50 complaints against him, Shafik said.

"As president, I'm used to being attacked, but attacking our students is unacceptable," Shafik said.

Columbia did not immediately respond to a request for comment.

Davidai said to CNN that he has never spoken against students by name, only "pro-Hamas" student organizations and professors.

"They're investigating me for the entire reason the entire reason this hearing was held in the first place. Columbia is investigating me for my social media tweets and only my social media tweets," he said.

Columbia officials say they agree on definition of antisemitism

(L-R) President of Columbia University Nemat “Minouche” Shafik, David Schizer, Dean Emeritus and Harvey R. Miller Professor of Law & Economics and Columbia Law School, Co-Chair of Board of Trustees at Columbia University Claire Shipman testify before the House Committee on Education & the Workforce at Rayburn House Office Building on April 17, 2024 in Washington, DC. The committee held a hearing on “Columbia in Crisis: Columbia University’s Response to Antisemitism.”

Shafik and David M. Schizer, the former dean of the Columbia University Law School and co-chair of the university’s task force combatting antisemitism, said a March article by the New York Times that said members of Columbia's task force could not settle on the definition of antisemitism is inaccurate but stopped short of calling it false.

"For me personally, any discrimination against people for their Jewish faith is antisemitism," Shafik said.

Shafik told US Rep. Lisa McClain she is "pretty sure" that the rest of the university's task force combatting antisemitism would agree with that definition.

Schizer's definition was more detailed.

"It's bias against Jewish people, which can manifest as ethnic slurs, stereotyping, Holocaust denial, double standards as applies to Israel, and antisemitic tropes," Schizer said.

Shafik says Columbia is firing professor who posted support for Hamas after October 7 attack

From CNN's Matt Egan

Columbia University President Minouche Shafik answers a question from Rep. Elise Stefanik at a House Committee on Education and the Workforce hearing about antisemitism on university campuses, today in Washington, DC.

Columbia University President Minouche Shafik said the school is firing a professor who allegedly expressed support for Hamas on social media following the October 7 terror attack on Israel.

Rep. Elise Stefanik said Columbia hired Mohamed Abdou as a professor after the terror attack even though she said he posted support for Hamas, Hezbollah and the Islamic Jihad on October 11.

“I share with you your repugnance at those remarks. I completely understand that. On my watch, for faculty who make remarks that cross the line in terms of antisemitism, there will be consequences,” Shafik said.

Speaking specifically about Abdou, Shafik said: “He has been terminated.”

Shafik also said that Abdou is grading his students’ papers but will “never teach at Columbia again and that will be on his permanent record.”

Columbia did not immediately respond to a request for comment on when Abdou’s termination takes effect.

Shafik added that there are five instances of faculty who have either been removed from classrooms or dismissed.

Columbia Law School dean emeritus draws on family history as antisemitism task force co-chair

From CNN's Lauren Koenig

David M. Schizer speaks during the "Columbia in Crisis: Columbia University's Response to Antisemitism" hearing today in Washington, DC.

Former Dean of Columbia University Law School and co-chair of the university’s task force combatting antisemitism David M. Schizer drew on his personal experience with antisemitism in his opening statement to the House Education and the Workforce committee.

“A student wearing a shirt with an Israeli flag was pinned against the wall by a protester and told to keep f-ing running when he broke free,” Professor Schizer told the committee, “when I heard this, my first thought was of my grandfather.”

Schizer said his grandfather grew up in Ukraine, “and his grandfather was lynched in a pogrom.”

A few years later, he said, his grandfather “almost met the same fate.”

“A group of antisemitic thugs put my grandfather up against the wall and were about to shoot him, but he managed to get away,” he said.

Schizer said that the work of the task force combatting antisemitism “has not been easy.”

“There is a lot to do, and we aren’t yet where we need to be, but we are making real progress,” he said.

“Being a Zionist should not disqualify someone from a dance group or a theater production,” he said, adding, “this sort of pressure, signifying that Jews are only acceptable if they reject a core part of their religion and identity, well, it sounds like old fashioned bigotry to me.”

The task force issued a report to the university recommending four rules governing protests, which Schizer says the university is implementing, and that the task force plans to issue another report in May following additional listening sessions with students “to describe student encounters with antisemitism, discuss definitions of antisemitism, and recommend changes in orientation, student services and student groups.”

Schizer said the task force will issue more reports in the next academic year.

Columbia President Shafik condemns professor who praised October 7 attack

Columbia University President Minouche Shafik answers a question from Rep. Tim Walberg during her testifying at the House committee hearing today.

Columbia University President Minouche Shafik condemned a professor who praised the October 7 attack by Hamas on Israel.

“I do condemn his statement. I am appalled by what he said,” Shafik said in response to a question from Rep. Tim Walberg. “He has been spoken to.”

The day after the Hamas attack, Columbia professor Joseph Massad described the brutal terror attack as a “stunning victory” in an online article .

Shafik said Massad is no longer chairing an academic review committee at Columbia.

Shafik says professor who called Hamas attack "awesome" was removed as committee chair but later walks back answer

From CNN's Elisabeth Buchwald

Rep. Elise Stefanik at the House Committee on Education and the Workforce hearing about antisemitism on university campuses, today in Washington, DC.

Republican Rep. Elise Stefanik called Columbia University's response to tenured professor Joseph Massad, who a day after the October 7 attack penned a piece online that labeled it "awesome," is unacceptable.

Columbia's president, Minouche Shafik, said Massad had been "spoken to" by members of his department of Middle Eastern, South Asian and African Studies. Shafik said she did not participate in those discussions.

She declined to say if any further disciplinary actions were taken but said he has "not repeated anything like that ever since." She confirmed Massad is still on the Columbia faculty but was unsure if he's currently teaching.

Massad is still listed as chair of the Academic Review Committee on a Columbia site. In a prior line of questioning Shafik said that "he is no longer chair of that committee and does not have a leadership role."

Stefanik later pointed out the site that still says Massad chairs the committee. Shafik replied that she would "like to confirm that" and she was "not sure" if he had been removed.

Columbia and Massad didn't immediately respond to CNN's request for comment.

David Greenwald, the co-chair of the board of trustees at Columbia, told Stefanik Massad's comments were "abhorrent" and he should be removed from the position.

Columbia officials unequivocally say calls for genocide of Jews violate code of conduct

All four Columbia officials testifying before Congress unequivocally stated that calls for the genocide of Jews violate the university’s code of conduct.

Rep. Suzanne Bonamici asked Columbia President Minouche Shafik, board co-chairs David Greenwald and Claire Shipman and David Schizer, co-chair of a task force on antisemitism, for a simple yes or no response. All four said “yes,” calls for the genocide of Jews would violate Columbia’s code of conduct.

The response offered a stark contrast to the lawyerly answers that university presidents provided during the December hearing before the same committee. That moment went viral, sparking an uproar that eventually contributed to the ousters of the presidents of Harvard and the University of Pennsylvania.

Of course, the Columbia officials had the advantage of having months to prepare for that question.

Days after the December hearing, Columbia issued a statement saying: “Calls for genocide against the Jewish community or any other group are abhorrent, inconsistent with our values and against our rules.”

"I am not satisfied with where Columbia is," board co-chair says

Columbia University's Board of Trustees co-chair Claire Shipman speaks during the "Columbia in Crisis: Columbia University's Response to Antisemitism" hearing today in Washington, DC.

Claire Shipman, co-chair of Columbia University’s board of trustees, said it is “difficult and heartbreaking” to hear members of the university community feel unsafe.

“I feel this current climate on our campus viscerally. It’s unacceptable. I can tell you plainly that I am not satisfied with where Columbia is at this moment,” Shipman said. “As co-chair of the Board, I bear responsibility for that.”

The Columbia official noted that the university shut its gates for demonstrations and backed the decision to invite the New York City Police department onto campus for the first time since 1968.

“The last six months on our campus have served as an extreme pressure test. Our systems were not equipped to manage the unfolding situation,” Shipman said.

Shipman added that Columbia plans to continue to hold people accountable.

“We are far from done. I am outraged by the vile sentiments I continue to hear by those who ignore our rules,” she said.

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How to watch free Masters live stream for final day: See golf's green jacket ceremony from anywhere

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The 2024 Masters Tournament ends today after a full week of play between the world's best golfers. If you're hoping to see the final group or catch the Green Jacket Ceremony, we've got you covered. Here's everything you need to know about the competition, including where to watch the Masters Tournament final day for free.

As we start the day, the competition feels super tight, with the top five players only seperated by four shots. 2022 Masters winner Scottie Scheffler starts the day in the lead on seven under, but Morikawa and Homa are right behind on -6 and -5. Aberg the Swede is the only non-American in the top five on -4, with DeChambeau hot on his heels a shot behind. These players have far from broken away from the rest of the field too, so the top five could certainly see some new faces today.

Whether you've been closely following the tournament or you just want to catch the final holes, there are several ways to watch this afternoon and evening. Keep reading to learn about all of your options, including a free live stream.

See also: Where to watch MotoGP | Where to watch Champions League | How to watch Concacaf Champions Cup

How to watch Masters live stream in the US

The cheapest way to watch the final day of the Masters is on the Masters website , which has shown most of the tournament for free. Starting at 2 p.m. ET, CBS will broadcast the tournament. If you don't have cable but you want to tune in via CBS, you have a couple of options.

The cheapest option, other than the free live stream, is to download Paramount+ with Showtime . At $11.99 a month, this special "with Showtime" tier will allow you to live stream CBS. The streaming service comes with a one-week free trial.

Paramount Plus offers a huge library of on-demand content from Paramount, CBS, Nickelodeon, Comedy Central, BET, and MTV. The Premium Plan also includes Showtime and live CBS streaming. It costs $12 a month or $120 a year

If you're looking for a more all-inclusive live TV package, Hulu + Live TV can help you out today. Subscriptions start at $76.99 a month and come with ESPN+, Disney+, and regular Hulu bundled in. As is the case with live TV packages and local channels, you'll want to double-check that CBS is available in your region.

Hulu + Live TV includes over 90 channels, along with Hulu's on-demand library and access to Disney Plus and ESPN Plus. Adding live TV drives up the price significantly, but it's a rolling one-month contract that you're free to cancel at any time. As live TV services go, though, this is one of the best.

How to watch Masters for free online from anywhere

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We recommend ExpressVPN , a straightforward option with a 30-day money-back guarantee. Interested in learning more? Give our ExpressVPN review a read and see below to learn how to use a VPN.

With its consistent performance, reliable security, and expansive global streaming features, ExpressVPN is the best VPN out there, excelling in every spec and offering many advanced features that makes it exceptional. Better yet, you can save up to 49% and get an extra three months for free today.

How to watch Masters live stream with a VPN

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Main content

Columbia Leaders Grilled at Antisemitism Hearing Over Faculty Comments

The university’s president, Nemat Shafik, agreed that some professors had crossed the line as she testified before House lawmakers on questions of student safety and free speech.

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Nemat Shafik sitting at a table in a blue suit.

Nicholas Fandos , Stephanie Saul and Sharon Otterman

Nicholas Fandos and Stephanie Saul reported from New York. Sharon Otterman reported from the Capitol hearing room.

The president of Columbia spent the day on defense.

The president of Columbia said the university had suspended 15 students. She promised that one visiting professor “will never work at Columbia again.”

And when she was grilled over whether she would remove another professor from his leadership position, she appeared to make a decision right there on Capitol Hill: “I think I would, yes.”

The president, Nemat Shafik, disclosed the disciplinary details, which are usually confidential, as part of an all-out effort on Wednesday to persuade a House committee investigating Columbia that she was taking serious action to combat a wave of antisemitism following the Israel-Hamas war.

In nearly four hours of testimony before the Republican-led Committee on Education and the Workforce, Dr. Shafik conceded that Columbia had initially been overwhelmed by an outbreak of campus protests. But she said its leaders now agreed that some had used antisemitic language and that certain contested phrases — like “from the river to the sea” — might warrant discipline.

“I promise you, from the messages I’m hearing from students, they are getting the message that violations of our policies will have consequences,” Dr. Shafik said.

Testifying alongside her, Claire Shipman, the co-chair of Columbia’s board of trustees, made the point bluntly. “We have a moral crisis on our campus,” she said.

Republicans seemed skeptical. But Dr. Shafik’s conciliatory tone offered the latest measure of just how much universities have changed their approach toward campus protests over the last few months.

Many schools were initially hesitant to take strong steps limiting freedom of expression cherished on their campuses. But with many Jewish students, faculty and alumni raising alarms, and with the federal government investigating dozens of schools, some administrators have tried to take more assertive steps to control their campuses.

With 5,000 Jewish students and an active protest movement for the Palestinian cause, Columbia has been among the most scrutinized. Jewish students have described being verbally and even physically harassed, while demonstrators have clashed with administrators over limits to where and when they can assemble.

In bending toward House Republicans in Washington, Dr. Shafik may have further divided her New York City campus, where students had pitched tents and set up a “Gaza Solidarity Encampment” early on Wednesday in open violation of university demonstration policies. Activists have rejected charges of antisemitism, and say they are speaking out for Palestinians, tens of thousands of whom have been killed by Israel’s invasion of Gaza.

Sheldon Pollock, a retired Columbia professor who helps lead Columbia’s chapter of the American Association of University Professors, said Dr. Shafik had been “bulldozed and bullied” into saying things she would regret.

“What happened to the idea of academic freedom?” Dr. Pollock asked. “I don’t think that phrase was used even once.”

Dr. Shafik, who took her post in July 2023 after a career in education and international agencies, did repeatedly defend the university’s commitment to free speech. But she said administrators “cannot and should not tolerate abuse of this privilege” when it puts others at risk.

Her comments stood in contrast to testimony last December by the presidents of the University of Pennsylvania and Harvard. Appearing before the same House committee, they offered terse, lawyerly answers and struggled to answer whether students should be punished if they called for the genocide of Jews. The firestorm that followed helped hasten their ousters.

Dr. Shafik missed that earlier hearing because of a preplanned international trip. She made clear on Wednesday she was not about to make similar mistakes.

Asked the same question, about whether calls for genocide violate Columbia’s code of conduct, Dr. Shafik answered in the affirmative — “Yes, it does” — along with the other Columbia leaders at the hearing.

Dr. Shafik explained that the university had suspended two student groups, Students for Justice in Palestine and Jewish Voice for Peace, because they repeatedly violated its policies on demonstrations.

She also seemed more willing than the leaders of Harvard or Penn to condemn and potentially discipline students and faculty who use language like “from the river to the sea, Palestine will be free.” Some people believe the phrase calls for the elimination of the state of Israel, while its proponents say it is an aspirational call for Palestinian freedom.

“We have some disciplinary cases ongoing around that language,” she said. “We have specified that those kinds of chants should be restricted in terms of where they happen.”

Much of the hearing, though, focused on faculty members, not students.

Under persistent questioning from Republicans, Dr. Shafik went into surprising detail about disciplinary procedures against university professors. She noted that Columbia has about 4,700 faculty members and vowed that there would be “consequences” for employees who “make remarks that cross the line in terms of antisemitism.”

So far, Dr. Shafik said, five faculty members had been removed from the classroom or dismissed in recent months for comments stemming from the war. Dr. Shafik said that Mohamed Abdou, a visiting professor who drew ire for showing support for Hamas on social media, “is grading his students’ papers and will never teach at Columbia again.” Dr. Abdou did not immediately respond to a request for comment.

The president also disclosed that the university was investigating Joseph Massad, a professor of Middle Eastern studies, who used the word “ awesome ” to describe the Oct. 7 attack led by Hamas that Israel says killed 1,200 people.

Dr. Shafik and other leaders denounced his work in striking terms. But Dr. Shafik struggled to state clearly, when questioned, whether Dr. Massad would be removed from his position leading a university panel.

“Will you make the commitment to remove him as chair?” Representative Elise Stefanik, Republican of New York, asked her during one fast-paced exchange.

Dr. Shafik replied cautiously, “I think that would be — I think, I would, yes.”

In an email on Wednesday, Dr. Massad said he had not watched the hearing but had seen some clips. He accused Republicans on the committee of distorting his writing and said it was “unfortunate” that Columbia officials had not defended him.

Dr. Massad said it was also “news to me” that he was the subject of a Columbia inquiry. He noted that he was already scheduled to cycle out of his leadership role at the end of the spring semester.

Dr. Shafik’s words deeply worried some supporters of academic freedom.

“We are witnessing a new era of McCarthyism where a House Committee is using college presidents and professors for political theater,” said Irene Mulvey, the president of the American Association of University Professors. “They are pushing an agenda that will ultimately damage higher education and the robust exchanges of ideas it is founded upon.”

Democrats on the House committee uniformly denounced antisemitism, but repeatedly accused Republicans of trying to weaponize a fraught moment for elite universities like Columbia, seeking to undermine them over longstanding political differences.

When Representative Bobby Scott of Virginia, the committee’s top ranking Democrat, tried to enlist Ms. Shipman to agree that the committee should be investigating a wide range of bias around race, sex and gender, she resisted.

“We have a specific problem on our campus, so I can speak from what I know, and that is rampant antisemitism,” she said.

Representative Ilhan Omar of Minnesota, one of only two Muslim women in Congress, pushed back on Dr. Shafik from the left, questioning what the university was doing to help students who were doxxed over their activism for the Palestinian cause or faced anti-Arab sentiment.

Dr. Shafik said the university had assembled resources to help targeted students.

By the end of the hearing, Republicans began to fact-check her claims, drawing from thousands of pages of documents the university handed over as part of the committee’s investigation.

Representative Virginia Foxx , Republican of North Carolina and the committee’s chairwoman, said that several of the student suspensions Dr. Shafik described had already been lifted and argued that students were still not taking the university’s policies seriously.

In a statement after the hearing, Ms. Stefanik said she likewise found Dr. Shafik’s assurances unpersuasive.

“If it takes a member of Congress to force a university president to fire a pro-terrorist, antisemitic faculty chair,” she said, “then Columbia University leadership is failing Jewish students and its academic mission.

Anemona Hartocollis contributed reporting.

Alan Blinder

Here are our takeaways from Wednesday’s antisemitism hearing.

Follow live updates on Pro-Palestinian protests at Columbia University.

Four Columbia University officials, including the university’s president and the leaders of its board, went before Congress on Wednesday to try to extinguish criticism that the campus in New York has become a hub of antisemitic behavior and thought.

Over more than three hours, the Columbia leaders appeared to avoid the kind of caustic, viral exchange that laid the groundwork for the recent departures of the presidents of Harvard and the University of Pennsylvania , whose own appearances before the same House committee ultimately turned into public relations disasters.

Here are the takeaways from the hearing on Capitol Hill.

With three words, Columbia leaders neutralized the question that tripped up officials from other campuses.

In December, questions about whether calling for the genocide of Jewish people violated university disciplinary policies led the presidents of Harvard, the Massachusetts Institute of Technology and the University of Pennsylvania to offer caveat-laden, careful answers that ignited fierce criticism .

The topic surfaced early in Wednesday’s hearing about Columbia, and the Columbia witnesses did not hesitate when they answered.

“Does calling for the genocide of Jews violate Columbia’s code of conduct?” asked Representative Suzanne Bonamici, Democrat of Oregon.

“Yes, it does,” replied David Greenwald, the co-chair of Columbia’s board of trustees.

“Yes, it does,” Claire Shipman, the board’s other co-chair, said next.

“Yes, it does,” Nemat Shafik, Columbia’s president, followed.

“Yes, it does,” said David Schizer, a longtime Columbia faculty member who is helping to lead a university task force on antisemitism.

To some lawmakers, Columbia’s effort in recent months remains lacking.

Even before the hearing started, Columbia officials have said that its procedures were not up to the task of managing the tumult that has unfolded in the months after the Hamas-led attack on Oct. 7.

In a written submission to the committee, Dr. Shafik, who became Columbia’s president last year, said she was “personally frustrated to find that Columbia’s policies and structures were sometimes unable to meet the moment.”

She added the university’s disciplinary system was far more accustomed to dealing with infractions around matters like alcohol use and academic misconduct. But Columbia officials have lately toughened rules around protests and scrutinized students and faculty members alike.

Some Republican lawmakers pressed the university to take more aggressive action.

Representative Tim Walberg, Republican of Michigan, focused on Joseph Massad, a Columbia professor he accused of glorifying the Oct. 7 attack. Mr. Walberg demanded to know whether Ms. Shipman and Mr. Greenwald would approve tenure for Dr. Massad today.

Both said they would not, prompting Mr. Walberg to retort, “Then why is he still in the classroom?"

In an email on Wednesday, Professor Massad said he had not watched the hearing but had seen some clips. He accused Mr. Walberg of distorting his writing and said it was “unfortunate” that Columbia officials had not defended him.

Professor Massad said it was also “news to me” that he was the subject of a Columbia inquiry, as Dr. Shafik said he was.

Dr. Shafik, who noted that Columbia has about 4,700 faculty members, vowed in the hearing that there would be “consequences” for employees who “make remarks that cross the line in terms of antisemitism.”

So far, Dr. Shafik said, five people have been removed from the classroom or ousted from Columbia in recent months. Dr. Shafik said that Mohamed Abdou, a visiting professor who drew the ire of Representative Elise Stefanik, Republican of New York, “is grading his students’ papers and will never teach at Columbia again.” Dr. Abdou did not immediately respond to a request for comment.

Columbia’s strategy before Congress: Signal collaboration, and even give some ground.

Congressional witnesses can use an array of approaches to get through a hearing, from defiance to genuflection. Columbia leaders’ approach on Wednesday tilted toward the latter as they faced a proceeding titled, “Columbia in Crisis: Columbia University’s Response to Antisemitism.”

Ms. Shipman told lawmakers that she was “grateful” for “the spotlight that you are putting on this ancient hatred,” and Mr. Greenwald said the university appreciated “the opportunity to assist the committee in its important effort to examine antisemitism on college campuses.”

But there were moments when university leaders offered more than Washington-ready rhetoric.

When Ms. Stefanik pressed Dr. Shafik to commit to removing Professor Massad from a leadership post, the president inhaled, her hands folded before her on the witness table.

“I think that would be — I think, I would, yes. Let me come back with yes,” Dr. Shafik responded after a few seconds. (After the hearing, a university spokesman said Professor Massad’s term as chair of an academic review panel was already set to end after this semester.)

Representative Kevin Kiley, Republican of California, effectively asked Dr. Shafik to draw a red line for the faculty.

“Would you be willing to make just a statement right now to any members of the faculty at your university that if they engage in antisemitic words or conduct that they should find another place to work?” Mr. Kiley asked.

“I would be happy to make a statement that anyone, any faculty member, at Columbia who behaves in an antisemitic way or in any way a discriminatory way should find somewhere else to go,” Dr. Shafik replied.

Even though the conciliatory tactics regularly mollified lawmakers, they could deepen discontent on campus.

Republicans are already planning another hearing.

The hearing that contributed to the exits of the Harvard and Penn presidents emboldened the Republicans who control the House committee that convened on Wednesday.

Even before the proceeding with Columbia leaders, they had already scheduled a hearing for next month with top officials from the school systems in New York City, Montgomery County, Md., and Berkeley, Calif.

Stephanie Saul and Anemona Hartocollis contributed reporting.

Anusha Bayya

Riley Chodak, 22, is graduating in a month and said she feels like her senior-year college experience has been snatched away from her because of the atmosphere on campus. “The fact that our campus is blocked off — it feels a little bit like a war zone here,” the Ohio native said. She said she believes the university is “cracking down on anyone who's trying to show anyone solidarity.”

Sharon Otterman

And we are adjourned! No single standout moment. This hearing was perhaps most remarkable for how much the Columbia representatives agreed with the committee that antisemitism was a serious problem on its campus.

It remains to be seen how Columbia’s faculty will respond to their president's pledges to crack down on Joseph Massad and other tenured faculty that the committee targeted as antisemitic and demanded disciplinary action be taken against.

In her closing statement, Representative Virginia Foxx is using some of the thousands of documents she got from Columbia to fact check some of their remarks. She says it was misleading for Columbia to say 15 students have been suspended after Oct. 7. She said only three students were, for antisemitic conduct, and those were lifted. She also says the only two students who remain suspended are the two Jewish students who were accused of attacking a protest with a foul-smelling substance.

Mimi Gupta, 45, a Columbia grad student, was in the Multicultural Center on campus where President Shafik’s testimony is being broadcast on the big screen. “The president of Columbia is just getting eviscerated," she said.

“Senators, they just are asking really leading questions, talking over her and the students are just gasping and are shocked,” she said. Some in the audience occasionally piped up, shouting towards the screen when they felt that those grilling Shafik were being particularly hostile.

Stephanie Saul

Who are the Columbia professors mentioned in the hearing?

Several Columbia faculty members — Joseph Andoni Massad, Katherine Franke and Mohamed Abdou — were in the spotlight at Wednesday’s hearing before the House Committee on Education and the Workforce.

All three had taken pro-Palestinian stances, and lawmakers grilled university officials over how they responded to what Columbia’s President Nemat Shafik agreed were “unacceptable” comments by the faculty members.

At the hearing, Dr. Shafik divulged that two of the professors — Dr. Massad and Ms. Franke — were under investigation for making “discriminatory remarks,” and said that Dr. Abdou “will never work at Columbia again.” Such responses drew a sharp rebuke from some professors and the American Association of University Professors, which said she capitulated to political grandstanding and, in the process, violated established tenets of academic freedom.

“We are witnessing a new era of McCarthyism where a House committee is using college presidents and professors for political theater,” said Irene Mulvey, national president of the AAUP. She added, “President Shafik’s public naming of professors under investigation to placate a hostile committee sets a dangerous precedent for academic freedom and has echoes of the cowardice often displayed during the McCarthy era.”

Dr. Massad, who is of Palestinian Christian descent, was the focus of Representative Tim Walberg’s questioning. He teaches modern Arab politics and intellectual history at Columbia, where he also received his Ph.D. in political science.

Long known for his anti-Israel positions, he published a controversial article in The Electronic Intifada last October, in the wake of the Hamas attack, describing it as a “resistance offensive” staged in retaliation to Israel’s settler-colonies near the Gaza border.

The piece drew a visceral response and demands for his dismissal in a petition by a Columbia student that was signed by tens of thousands of people. The petition specifically criticized Dr. Massad’s use of the word “awesome” to describe the scene of the attack.

Dr. Massad’s posture has drawn controversy for years. When he was awarded tenure in 2009, 14 Columbia professors expressed their concern in a letter to the provost. Generally, professors with tenure face a much higher bar for termination than those without the status.

More recently, however, professors nationally have rallied to support him, emphasizing his academic right to voice his opinion.

In a statement after the hearing, Dr. Massad said that the House committee members had mischaracterized his article. Mr. Walberg said that Dr. Massad had said Hamas’s murder of Jews was “awesome, astonishing, astounding and incredible.”

“I certainly said nothing of the sort,” Dr. Massad said.

In testimony responding to questions from Mr. Walberg, a Michigan Republican, Dr. Shafik said that Dr. Massad had been removed from a leadership role at the university, where he headed an academic review panel.

But Dr. Massad said in an email that he had not been notified by Columbia that he was under investigation, adding that he had been previously scheduled to end his chairmanship of the academic review committee at the end of the semester, a statement that a spokesman for Columbia verified after the hearing.

Dr. Massad said it was “unfortunate” that Dr. Shafik and other university leaders “would condemn fabricated statements that I never made when all three of them should have corrected the record to show that I never said or wrote such reprehensible statements.”

Katherine Franke, a law professor at Columbia, was also mentioned in the hearing for her activist role and a comment that “all Israeli students who served in the I.D.F. are dangerous and shouldn’t be on campus,” referring to the Israel Defense Forces.

Ms. Franke recently wrote a piece in The Nation raising questions about academic freedom at Columbia, where she has taught since 1999.

In response to the hearing, Ms. Franke said she had made a comment in a radio program that some students who served in the I.D.F. had harassed others on campus, a reference to an incident in which pro-Palestinian protesters said they were sprayed with a noxious chemical.

“I do not believe, nor did I say, that ‘all Israeli students who served in the I.D.F. are dangerous and should not be on campus,’” she said.

Mohamed Abdou was also named in the hearing. Dr. Abdou was hired as a visiting scholar for the Spring 2024 term, and was teaching a course called “ Decolonial-Queerness and Abolition. ”

A biography on Columbia’s website describes Dr. Abdou as “a North African-Egyptian Muslim anarchist interdisciplinary activist-scholar of Indigenous, Black, critical race and Islamic studies, as well as gender, sexuality, abolition and decolonization.”

Representative Elise Stefanik asked why he was hired even after his social media post on Oct. 11 that read, “I’m with Hamas & Hezbollah & Islamic Jihad.” Dr. Shafik said, “He will never work at Columbia again. Dr. Abdou did not immediately respond to requests for comment.

Sheldon Pollock, a retired Columbia professor who serves on the executive committee of Columbia’s American Association of University Professors chapter, called such comments about specific professors “deeply worrying,” adding that he thought Dr. Shafik was “bullied by these people into saying things I’m sure she regrets.”

He continued: “What happened to the idea of academic freedom” in today’s testimony? “I don’t think that phrase was used even once.”

A spokesman for Columbia declined to comment on the criticism of Dr. Shafik.

Elise Stefanik is up again. She is trying to get Shafik to condemn “from the River to the Sea” as antisemitic and discipline students for saying it. Shafik says “we are looking at it.”

Annie Karni

Stefanik asked the same question of Claudine Gay, the former president of Harvard University. Gay’s response was that, while she personally thought the language was “abhorrent,” the university embraced “a commitment to free expression even of views that are objectionable, offensive, hateful.”

Several Republicans have now praised the Columbia representatives for giving clear answers to their questions.

Stefanik seems to have pushed Shafik into committing to remove a professor, Joseph Massad, who has become a focus of the hearing because of his statements celebrating the Hamas attacks, as chair of the academic review committee. Shafik appeared flustered by the line of questioning, and confused about his current status. But she answered “yes” when asked if she would commit to removing him as chair.

“He was spoken to by his head of department and his dean.” “And what was he told?” “I was not in those conversations, I think —” “But you’re not what he was told —” “That language was unacceptable.” “What was he told? What was he told?” “That that language was unacceptable.” “And were there any other enforcement actions taken? Any other disciplinary actions taken?” “In his case? He has not repeated anything like that ever since.” “Does he need to repeat stating that the massacre of Israeli civilians was awesome? Does he need to repeat his participation in an unauthorized pro-Hamas demonstration on April 4? Has he been terminated as chair?” “Congresswoman, I want to confirm the facts before getting back to you.” “I know you confirmed that he was under investigation.” “Yes, I can confirm that.” “Did you confirm he was still the chair?” “I need to confirm that with you. I’m —” “Well, let me ask you this: Will you make the commitment to remove him as chair?” “I think that would be — I think, I would, yes. Let me come back with yes.”

Representative Elise Stefanik is challenging President Shafik after she had said in earlier testimony there had not been anti-Jewish protests on campus. Now, under questioning, she acknowledges anti-Jewish things were said at protests.

Overall, Republicans on this committee are pushing Columbia to take a tough stance on defining what antisemitism is, and include anti-Zionist speech, something it has tried not to do. It doesn’t have an official definition of the term.

Representative Aaron Bean, a Republican of Florida, congratulates the Columbia witnesses, saying they did better than the presidents of Harvard and Penn at their hearing in December. They were able to say they were against antisemitism, but he says that there is still fear on campus among Jewish students. “You are saying the right things.”

While there have been some tense moments in the hearing, there has not yet been the kind of viral moment related to the university’s inadequate response to antisemitism that House Republicans were able to create in the infamous hearing with the presidents of Harvard, University of Pennsylvania and M.I.T. But that exchange, which ultimately lead to the ouster of two Ivy League presidents, came at the tail end of a session that lasted four and a half hours.

Here are some of the recent antisemitism allegations against Columbia.

The House committee investigating Columbia University for antisemitism has claimed that “an environment of pervasive antisemitism has been documented at Columbia for more than two decades” and that the administration has not done enough in response.

Here are some of the recent allegations :

On Oct. 11, 2023, a Columbia student who is Israeli was beaten with a stick by a former undergraduate who had been ripping down pictures of Israeli hostages, according to the New York Police Department.

Multiple students say they have been cursed at for being Jewish. One student held up a sign in October that read “Columbia doesn’t care about the safety and well-being of Jewish students.”

Following allegations that two Israeli students released a foul-smelling chemical at a pro-Palestinian demonstration in January, a poster appeared around campus with the image of a blue and white skunk with a Star of David on its back.

Several professors have made antisemitic remarks or expressed support for the Oct. 7 attack, including Joseph Massad, a professor of modern Arab politics, who published an article on Oct. 8 describing the attack with terms such as “awesome” and “astounding.”

Representative Ilhan Omar, Democrat of Minnesota, spoke on behalf of pro-Palestinian students who were suspended or hurt. Shafik said she suspended students after a Resistance 101 event, where people spoke in support of Hamas, because they did not cooperate with the investigation. Omar also asks about an alleged chemical attack on pro-Palestinian protesters. Shafik says she reached out to those students, but that the investigation is still with the police.

Omar, one of just two Muslim women serving in Congress, is grilling Shafik from the left, using her time to ask why pro-Palestinian students on campus were evicted, suspended, harassed and intimidated for their participation in a pro-Palestinian event. Shafik said it was a very serious situation and the students refused to cooperate with the investigation.

Two professors, Joseph Massad and Katherine Franke, are “under investigation for discriminatory remarks,” Shafik says, apparently breaking some news here.

Representative Jamaal Bowman, a Democrat of New York, is trying to make the case for pro-Palestinian students who feel they have a right to express their views, saying that those views aren’t necessarily hateful, even if they make people feel uncomfortable. He’s entering for the record a letter from 600 faculty and students supporting open inquiry on campus.

The hearing is back after a brief recess. The length of the proceedings could prove important, since Claudine Gay, Harvard’s former president, has partly blamed the protracted nature of an exchange during December’s hearing for answers she gave that drew widespread criticism.

Representative Lisa McClain, Republican of Michigan, is drilling down on whether there is a definition on campus for antisemitism. David Schizer, who is a co-chair of the university's task force on antisemitism, calls a New York Times article about how the task force has no definition false. However, the committee has no official definition for antisemitism. He offers his own personal definition to the committee, as does Shafik. “For me personally, any discrimination against people of the Jewish faith is antisemitism,” she said.

Earlier in the hearing, Claire Shipman, co-chair of Columbia's board of trustees, detailed steps Columbia has taken to try to get the tensions under control, including suspending two student groups, Students for Justice in Palestine and Jewish Voice for Peace.

Columbia has been host to charged protests over Gaza in recent months.

Columbia University has toughened how it handles campus protests since the Hamas attack on Israel on Oct. 7. Here are some of the key moments:

Oct. 12, 2023: Hundreds of protesters gathered at Columbia University for tense pro-Israel and pro-Palestinian demonstrations that caused school administrators to take the then-extraordinary step of closing the campus to the public. The school now closes the campus routinely when protests are scheduled.

Nov. 9, 2023: Columbia suspended two main pro-Palestinian student groups, Students for Justice in Palestine and Jewish Voice for Peace, after they held an unauthorized student walkout. Administrators said the event had “proceeded despite warnings and contained threatening rhetoric and intimidation” after one person shouted anti-Jewish epithets. Protest organizers said they had tried to silence the person.

Jan. 19, 2024: Pro-Palestinian protesters said that someone sprayed them with a foul-smelling substance at a rally, causing at least eight students to seek medical treatment. Columbia labeled the incident a possible hate crime, barred the alleged perpetrators from campus and opened an investigation. Protest attendees, citing video evidence , say they believe the perpetrators were two students who had been verbally harassing them, but Columbia has given no details about their identities.

Feb. 19, 2024: Columbia announced a new protest policy . Protests are now only permitted in designated “demonstration areas” on weekday afternoons, and require two days’ notice to administrators. First-time violators receive warnings. Repeat violators are brought before a judicial board.

April 5, 2024: The university’s president announces the immediate suspension of multiple students accused of playing a role in organizing a March 24 event, “ Resistance 101 ,” at which the presenters spoke openly in support of Hamas and other U.S.-designated terrorist organizations. The students were told they would be evicted from student housing.

Representative Burgess Owens, Republican of Utah, is drilling down on an apparent double standard at Columbia. He suggests that it would not be tolerated for a moment if people called an attack on Black people “awesome” and “stunning” but that it has been acceptable for faculty to say about Jewish students for decades.

Representative Jim Banks, Republican of Indiana, is asking about a glossary given out at the School of Social Work that lists a term that appears to classify Jews as white, and therefore privileged. Shafik says it is not an official document. He also asks why the word "folks" is spelled "folx" in the document, a progressive quirk. "They can't spell?" Shafik says, getting an audience chuckle.

Anemona Hartocollis

Representative Gregorio Sablan, a Democrat from the Commonwealth of the Northern Mariana Island, seized on the fact that Shafik and other Columbia officials had been cut off, and offered them a chance to complete their answers. Shafik said that many of the questionable appointments “were made in the past in a different era, and that era is done.”

Columbia University has been on strict lockdown all week, and today is no exception. Barricades have been erected, numerous police officers are stationed at both main entrances to the campus and no one is being allowed to enter without a Columbia University ID. Protesters have assembled today on Broadway wearing shirts with the words “Revolution Nothing Less!” on the front.

Nicholas Fandos

Elise Stefanik has taken aim at college presidents on elite campuses.

She may not be a committee chair, but perhaps no single Republican lawmaker has done more to exert pressure on elite universities since the Israel-Gaza war began than Representative Elise Stefanik of New York.

Ms. Stefanik was already a rising star within her party, the top-ranking woman in Republican House leadership and considered a potential presidential running mate when the House Education and Workforce Committee began investigating antisemitism on college campuses. But her grilling of the presidents of Harvard, University of Pennsylvania and M.I.T. at a December hearing became a defining moment .

Ms. Stefanik pressed the leaders to say whether students would violate their universities’ codes of conduct if they called for the genocide of Jews. Their dispassionate, lawyerly answers about context and free speech set off a firestorm that ultimately helped cost two of them, Claudine Gay of Harvard and Elizabeth Magill of the Penn, their jobs.

The exchange also helped win Ms. Stefanik widespread attention and rare plaudits from grudging liberals, who typically revile her for embracing former President Donald J. Trump and his lies about the 2020 election. On Wednesday, she was named one of Time’s 100 most influential people of 2024.

Ms. Stefanik is a graduate of Harvard herself. When she first won her seat in 2014, she was the youngest woman ever elected to the House of Representatives. She beat a centrist Democrat, and in the early days of her career, she took on more moderate stances.

These days, she describes herself as “ultra MAGA” and “proud of it .”

Ms. Stefanik, 39, has said she was “stunned” by the responses of the presidents during the last hearing. She plans to reprise that role on Wednesday, grilling the president of Columbia University, Nemat Shafik, and members of its board of trustees.

In an opinion piece in The New York Post before the hearing, Ms. Stefanik said antisemitism at Columbia had become “egregious and commonplace.” She charged Dr. Shafik with failing “to ensure Jewish students are able to attend school in a safe environment.”

Shafik emphasizes that Columbia has ramped up disciplinary proceedings.

In her opening remarks, Nemat Shafik, president of Columbia University, gave an idea of how pervasive complaints of antisemitism have become since Oct. 7, adding that Columbia had been aggressive in pursuing disciplinary action.

Dr. Shafik said that the disciplinary process at Columbia, which has about 5,000 Jewish students, typically handles 1,000 student-conduct cases a year. Most of those are related to typical campus infractions, such as academic dishonesty, the use of alcohol and illegal substances, and one-on-one student complaints.

“Today, student-misconduct cases are far outpacing last year,” said Dr. Shafik, who goes by Minouche.

She did not provide an exact number of complaints this year, and did not address what portion of the increase had to do with protests related to the Israel-Hamas war. But she implied that it was significant.

The university’s current policies were “not designed to address the types of events and protests that followed the Oct. 7 attack,” Dr. Shafik said.

The task of combating antisemitism provided a vehicle for underscoring why colleges and universities matter, she said. Antisemitism had been a scourge for some 2,000 years, she said. “One would hope that by the 21st century, antisemitism would have been related to the dustbin of history, but it has not.”

To deal with it, Dr. Shafik said, she would look toward periods “where antisemitism has been in abeyance.”

“Those periods were characterized by enlightened leadership, inclusive cultures and clarity about rights and obligations,” she said, adding that she was committed to fostering those values at Columbia.

Who are Claire Shipman and David Greenwald?

Testifying alongside Nemat Shafik, the Columbia University president, are the two co-chairs of Columbia’s board of trustees, Claire Shipman and David Greenwald . Like Dr. Shafik, they are relatively new to their roles.

Ms. Shipman is a journalist and author who spent three decades working in television news for ABC, NBC and CNN, and who now writes books about women’s leadership and confidence. A graduate of Columbia’s School of International and Public Affairs and Columbia College, she joined the board of trustees in 2013. She became co-chair in September.

Mr. Greenwald is a corporate lawyer who was chairman of the law firm Fried Frank before stepping down earlier this year. He has also worked as a deputy general counsel for Goldman Sachs. A graduate of Columbia Law School, he also serves on other nonprofit boards, including for NewYork-Presbyterian Hospital. He was elected to the 21-member board in 2018, and become co-chair in September.

Both were on the presidential search committee, which oversaw the process of selecting Dr. Shafik.

David Schizer, a former dean of Columbia Law School and a co-chair of the school’s antisemitism task force , is also testifying. He was announced as an additional witness Monday.

The New York Times

Read Nemat Shafik’s prepared opening remarks.

In her prepared opening statement, Nemat Shafik, the president of Columbia University, laid out ways the university has been responding to antisemitism on campus.

Here’s the statement.

Nemat shafik is new to columbia, but not to high-profile settings..

Columbia’s president, Nemat Shafik, is no stranger to handling crises.

As a young economist at the World Bank, she advised governments in Eastern Europe after the fall of the Berlin Wall. As a deputy managing director at the International Monetary Fund, she worked to stabilize national economies during the European debt crisis, and oversaw loans to Middle East countries during the uprisings of the Arab Spring.

Now, as the first female president of Columbia University, Dr. Shafik, who goes by Minouche, finds herself at the center of American political tensions over the war in Gaza and intense criticism over Columbia’s efforts to counter antisemitism.

Dr. Shafik’s supporters hope that her experience — and also what they describe as her cut-to-the-chase decision-making style — will help her navigate the kind of questioning that tripped up her peers from Harvard and the University of Pennsylvania in December.

Born in Alexandria, Egypt, Dr. Shafik’s family relocated to the United States in the 1960s after their home and property in Egypt were nationalized, she has said in interviews.

She lived in Savannah, Ga., as a child, and in Egypt as a teenager, returning to the United States to get her bachelor’s degree at the University of Massachusetts Amherst. She received her Ph.D. in economics from St. Antony’s College, at Oxford University.

After leaving the I.M.F. in 2014, she was a deputy governor of the Bank of England before returning to academia as president of the London School of Economics and Political Science in 2017. She started at Columbia in July . Her response to campus tensions sparked by the Israel-Hamas war has been her first big test.

Read Representative Foxx’s opening remarks.

Virginia Foxx, who chairs the House Education and the Workforce Committee, listed the reasons for calling Wednesday’s hearing on campus antisemitism in her prepared opening remarks.

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It's true that streaming in education is a significant change and can feel like a lot of extra work for teachers. That said, when appropriately managed, live streaming provides many educational benefits: It Improves Accessibility to Education. A major benefit of online learning is that it makes education more accessible for all children.
Setting and streaming
On average, pupils experiencing setting or streaming make similar progress to pupils taught in mixed attainment classes. The evidence suggests that setting and streaming has a small negative impact on low attaining learners, and a small positive impact for higher attaining pupils. There are exceptions to this pattern, with some variation ...
Online Video In Education: The Benefits of Streaming Video for ...
Online video is becoming more prevalent in education.. In a report from Covideo, research confirmed that students are i ncreasingly more motivated when teachers incorporated video and live streaming into their classrooms at least once per week. Research conducted by Cisco shows that about two-thirds of teachers agree that video education helps students learn.
Streaming in Education: An Overview and Explanation
The concept of streaming in education has its roots in the early 20th century, when educators began to explore ways to accommodate the diverse learning needs of students. It gained prominence in the mid-20th century as a response to the growing demand for mass education and the need to efficiently manage large student populations.
Should We Be Streaming Students?
CEA and the Ontario Institute in Studies in Education (OISE) have teamed up to provide you with relevant and timely information based on current empirical educational research. ... Oxford Review of Education, 25(3): 343-358. Streaming, it is argued, can play a major role in polarizing students' attitudes into pro- and anti-school camps. (pg. 348)
Streaming Media in Education and their impact on ...
Streaming Media in Education and their impact on teaching and learning. Publisher: EDUCATION HIGHWAY Innovation Center For School And New Technology. Editor: D.M.Garyfallidou G.S. Ioannidis. ISBN ...
Setting and streaming
Key findings. 1. The impact of setting and streaming is 0 months progress, on average, with lower impacts for lower achieving students. The evidence around setting and streaming is limited. Schools may consider other approaches to targeting learning effectively for students (e.g. small group or one to one tuition ). 2.
Streaming in Education: Thinking beyond Grade 9
of Education was attributed as saying that the practice of streaming was "systemic, racist, discriminatory" (Rushowy, 2020). As the Minister of Education noted, Grade 9 is an important marker ...
Reasons Why Video Streaming Is The Future Of Education In 2022
10 Reasons Why Online Video Streaming Is The Future. 1. Cost-Effective When Compared To Traditional Education. Pay-per-class and payment in installment models are available for online learning. Discounts and scholarships are also available on several platforms owing to the competitive space.
The Benefits of Live Video Streaming for Education and Training
Bridging the Distance: Live video streaming serves as a powerful tool for remote learning and professional development by bridging the physical distance between educators, trainers, and learners. It enables real-time interaction and engagement regardless of geographical barriers. Real-Time Collaboration: Live video streaming facilitates real ...
Setting and Streaming
Setting and streaming in education is where students are put into groups based on ability. The most academic students are placed in the top sets or streams and the least academic being placed in the bottom. Grouping and teaching by ability allows for the more academic students to be taught faster and pushed harder, and for the less able ...
The Basics of STREAM Education: A Comprehensive Guide
The concept of ST R E A M—for science, technology, re ading, engineering, arts and mathematics—was introduced in the 1990s by the National Science Foundation.. STREAM is not a curriculum that replaces state standards, nor is it a fix to our redundant education system. Rather, STREAM education is an approach to learning that removes the traditional barriers separating the four disciplines ...
Henrico Education Foundation raises a record-setting $400,000 for ...
The Henrico Education Foundation (HEF) raised a record-setting $400,000 for Henrico County students. ... weather, sports, and streaming video, head to WRIC ABC 8News. Excellence in Education ...
UC charter school pays $125,000 to settle special education lawsuit
A University of Chicago charter school will pay $125,000 to a special education student who was mocked by his teachers and called "dumb" during a disturbing incident captured on video ...
Columbia University president testifies before House committee
Columbia University President Minouche Shafik answers a question from Rep. Elise Stefanik at a House Committee on Education and the Workforce hearing about antisemitism on university campuses ...
House holds hearing on Columbia University's response to antisemitism
Columbia University is in the hot seat as House Republicans are ready to question four of its top officials Wednesday in a hearing regarding antisemitism on campus. Columbia President Nemat Shafik ...
How to watch free Masters live stream for final day: See golf's green
At $11.99 a month, this special "with Showtime" tier will allow you to live stream CBS. The streaming service comes with a one-week free trial. Paramount Plus with Showtime Monthly Plan (ad-free)
Columbia Leaders Grilled at Antisemitism Hearing Over Faculty Comments
Nemat Shafik, the president of Columbia University, will face a group of House Republicans on Wednesday who have accused the school of allowing a pervasive pattern of antisemitic assaults ...
Gold Prices Are Rallying. Here's Why—and What to Expect Going Forward
The price of gold is up 15% this year to a recent $2,409, and has gained 22% since the Federal Reserve began raising interest rates in March 2022, a move that typically batters bullion. That's ...