WorldWideScience

Sample records for academic school readiness

  1. Parental Influence, School Readiness and Early Academic Achievement of African American Boys

    Joe, Emanique M.; Davis, James Earl

    2009-01-01

    This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…

  2. Is Your School Ready?

    Bracey, Gerald W.

    2005-01-01

    The Ready School, a concept endorsed by the National Education Goals Panel, focuses on getting schools ready for children to supplement the traditional approach of getting children ready for school. The author cites 10 qualities associated with Ready Schools and describes the eight-dimension Ready School Assessment project now being tested by the…

  3. Effectiveness of Selected Advanced Placement Programs on the Academic Performance and College Readiness of High School Students

    Lewis, Traschell S.

    2012-01-01

    The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

  4. The Effect of Increasing Welfare Mothers' Education on Their Young Children's Academic Problems and School Readiness. JCPR Working Paper.

    Magnuson, Katherine A.; McGroder, Sharon M.

    This study investigated the effect of welfare mothers' educational attainment on their young children's academic outcomes and school readiness. Data came from the National Evaluation of Welfare to Work Strategies Child Outcomes Study. Welfare recipients with young children residing in three cities were randomly assigned to participate in either an…

  5. Measuring Academic Language Proficiency in School-Age English Language Proficiency Assessments under New College and Career Readiness Standards in the United States

    Frantz, Roger S.; Bailey, Alison L.; Starr, Laura; Perea, Luis

    2014-01-01

    The current focus across the U.S. on student college and career readiness standards makes clear that both instruction and assessment of academic English will continue to be important for school-age English learner (EL) students. This article presents an overview and summary of key literature on academic language (usually academic English);…

  6. The Relative Effects of Chronological Age on Hispanic Students' School Readiness and Grade 2 Academic Achievement

    Furlong, Michael; Quirk, Matthew

    2011-01-01

    This study examined the relations of age, preschool experience, and gender with children's school readiness levels at kindergarten entry. The sample included 5,512 children of predominantly Hispanic heritage and from families experiencing low socioeconomic circumstances. A series of between-subjects ANOVAs indicated that age ("Eta"[superscript 2]…

  7. Head Start, Pre-Kindergarten, and Academic School Readiness: A Comparison Among Regions in the U.S

    Zhai, Fuhua; Waldfogel, Jane; Brooks-Gunn, Jeanne

    2013-01-01

    Child care programs (including Head Start, pre-Kindergarten [pre-K], and other center-based care) can differ, with patterns of use based on their location. Yet little research has examined how Head Start and pre-K programs affect children’s academic school readiness, including vocabulary and reading skills at school entry, in the South as compared to other regions. To examine this further, secondary data (n = 2,803) collected in the Fragile Families and Child Wellbeing Study were examined. Ov...

  8. Promoting academic and social-emotional school readiness: the head start REDI program.

    Bierman, Karen L; Domitrovich, Celene E; Nix, Robert L; Gest, Scott D; Welsh, Janet A; Greenberg, Mark T; Blair, Clancy; Nelson, Keith E; Gill, Sukhdeep

    2008-01-01

    Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies. PMID:19037951

  9. Parenting and Academic Socialization as They Relate to School Readiness: The Roles of Ethnicity and Family Income.

    Hill, Nancy E.

    2001-01-01

    Relationships between parenting and children's school readiness were examined within socioeconomically comparable samples of African American and Euro-American kindergarten children, mothers, and teachers. Although similarities existed across ethnic groups in the relationships between parenting and school performance, family income moderated…

  10. Diagnostics of school maturity and school readiness

    SÝKOROVÁ, Štěpánka

    2011-01-01

    In my bachelor´s work I have focused on problems of school readiness and maturity. My objective was to asses the optimal school maturity in pre-school class. In the theoretical part I described the pre-school session, school maturity and readiness and its characteristics. I compared the different definitions of school readiness and maturity, as indicated in the literature. On the basis of the research and consultation I approached appropriate diagnostic materials for detecting the level of sc...

  11. Genetic Differences and School Readiness

    Dickens, William T.

    2005-01-01

    The author considers whether differences in genetic endowment may account for racial and ethnic differences in school readiness. While acknowledging an important role for genes in explaining differences "within" races, he nevertheless argues that environment explains most of the gap "between" blacks and whites, leaving little role for genetics.…

  12. The Pediatrician's Role in Optimizing School Readiness.

    2016-09-01

    School readiness includes not only the early academic skills of children but also their physical health, language skills, social and emotional development, motivation to learn, creativity, and general knowledge. Families and communities play a critical role in ensuring children's growth in all of these areas and thus their readiness for school. Schools must be prepared to teach all children when they reach the age of school entry, regardless of their degree of readiness. Research on early brain development emphasizes the effects of early experiences, relationships, and emotions on creating and reinforcing the neural connections that are the basis for learning. Pediatricians, by the nature of their relationships with families and children, may significantly influence school readiness. Pediatricians have a primary role in ensuring children's physical health through the provision of preventive care, treatment of illness, screening for sensory deficits, and monitoring nutrition and growth. They can promote and monitor the social-emotional development of children by providing anticipatory guidance on development and behavior, by encouraging positive parenting practices, by modeling reciprocal and respectful communication with adults and children, by identifying and addressing psychosocial risk factors, and by providing community-based resources and referrals when warranted. Cognitive and language skills are fostered through timely identification of developmental problems and appropriate referrals for services, including early intervention and special education services; guidance regarding safe and stimulating early education and child care programs; and promotion of early literacy by encouraging language-rich activities such as reading together, telling stories, and playing games. Pediatricians are also well positioned to advocate not only for children's access to health care but also for high-quality early childhood education and evidence-based family supports such as

  13. Exploring Patterns of Latino/a Children's School Readiness at Kindergarten Entry and Their Relations with Grade 2 Achievement

    Quirk, Matthew; Nylund-Gibson, Karen; Furlong, Michael

    2013-01-01

    This study contributed to the school readiness literature by taking an intrachild perspective that examined the relations between Latino/a children's school readiness profiles and later academic achievement. Teachers rated the school readiness of 781 Latino/a kindergartners during the first month of school using the Kindergarten Student Entrance…

  14. Skills for School Readiness--and Life.

    Texas Child Care, 2002

    2002-01-01

    Features a self-quiz on school readiness introducing the skills children need to succeed in school. Discusses the caregiver's and teacher's role in creating an environment where children can develop the necessary traits of independence, compassion, trust, creativity, self-control, and perseverance. Delineates how these readiness skills also…

  15. Parental Notions of School Readiness: How Have They Changed and Has Preschool Made a Difference?

    Belfield, Clive; Garcia, Emma

    2014-01-01

    The authors examined school readiness from the parental perspective, focusing on parents' efforts and expectations for kindergarten in conjunction with their child's academic development. Using self-reported survey data from two waves of the National Household Education Surveys, the authors tested for changes in school readiness between…

  16. Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators

    Migliore, Donna E.

    2006-01-01

    "Safe, Healthy and Ready to Succeed: Arizona School Readiness Key Performance Indicators" presents a set of baseline measurements that gauge how well a statewide system of school readiness supports is addressing issues that affect Arizona children's readiness for school. The Key Performance Indicators (KPIs) measure the system, rather than the…

  17. School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioural Dimensions

    Pentimonti, Jill M.; Murphy, Kimberly A.; Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N.

    2016-01-01

    Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as…

  18. Readiness of primary school teachers to accept disabled children

    Đević Rajka

    2009-01-01

    Full Text Available The paper presents the results of the research with the basic goal to study the readiness of primary school teachers to accept disabled students. Research participants were 205 teachers from primary schools at the territory of Serbia. The goal was accomplished through: (a studying attitudes towards joint education of disabled students and their peers; (b studying teachers' experiences in working with disabled students; and (c studying teachers' readiness to accept disabled students, depending on their involvement/non-involvement in projects of inclusive education. Teachers express supportive attitudes towards joint schooling, but more than one half of them think that a selective approach is necessary in that process, according to the kind and degree of developmental disability. They support joint schooling from the humanistic point of view, but express concerns about the academic achievement of classes that include disabled students. The majority of teachers had experience in working with disabled students and based on that provided interesting suggestions for improving joint schooling. Higher readiness for accepting disabled students was demonstrated by teachers whose schools were involved in the projects of inclusive education. That implies the need for involving schools in similar projects and enabling teachers' immediate contact with students with developmental disabilities.

  19. E-Learning Readiness in the Academic Sector of Thailand

    Laohajaratsang, Thanomporn

    2009-01-01

    As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning…

  20. School Readiness: Assessment and Educational Issues.

    Gredler, Gilbert R.

    Noting that the latest messages communicated to the public about the learning problems of American children emphasize children's lack of social maturity and premature school entry, this book examines the many complex issues surrounding school readiness and entry. The 15 chapters are divided into 4 sections. The first section includes an…

  1. School-Readiness Profiles of Children with Language Impairment: Linkages to Home and Classroom Experiences

    Pentimonti, Jill M.; Justice, Laura M.; Kaderavek, Joan N.

    2014-01-01

    Background: This study represents an effort to advance our understanding of the nature of school readiness among children with language impairment (LI), a population of children acknowledged to be at risk of poor academic achievement. The academic, social-emotional, and behavioural competencies with which children arrive at kindergarten affect the…

  2. School Readiness for Gifted Children: Considering the Issues

    Porath, Marion

    2011-01-01

    This paper discusses issues relevant to gifted children's readiness for school. It raises a number of questions that challenge thinking about what is meant by school readiness. Gifted children can often be ready for school entrance before the age traditionally considered appropriate. Their complex developmental profiles challenge accepted notions…

  3. Diagnostics of children's school readiness in scientific studies abroad

    Nazarenko V.V.

    2012-06-01

    Full Text Available The article considers the problem of children's school readiness as it is represented in contemporary studies of foreign scholars. It displays a variety of approaches to estimation of school readiness as well as the ways of measuring the levels of child development as relating to school readiness, namely those of them which are in common practice in education.

  4. Ready, Set, Respect! GLSEN's Elementary School Toolkit

    Gay, Lesbian and Straight Education Network (GLSEN), 2012

    2012-01-01

    "Ready, Set, Respect!" provides a set of tools to help elementary school educators ensure that all students feel safe and respected and develop respectful attitudes and behaviors. It is not a program to be followed but instead is designed to help educators prepare themselves for teaching about and modeling respect. The toolkit responds to…

  5. Students Training for Academic Readiness (STAR): Year Five Evaluation Report

    Maloney, Catherine; Lopez, Omar

    2012-01-01

    Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

  6. Income and Education as Predictors of Children's School Readiness. The Social Genome Project

    Isaacs, Julia; Magnuson, Katherine

    2011-01-01

    This study uses data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to estimate associations between two important indicators of family socioeconomic status--family income and maternal education--and children's school readiness measured by academic skills, behavior, and physical health at school entry. We find large gaps in our…

  7. Ready or Not: Predicting High and Low School Readiness Among Teen Parents’ Children*

    MOLLBORN, STEFANIE; Dennis, Jeff A.

    2011-01-01

    Past research has documented compromised development for teenage mothers’ children compared to others, but less is known about predictors of school readiness among these children or among teenage fathers’ children. Our multidimensional measures of high and low school readiness incorporated math, reading, and behavior scores and parent-reported health. Using parent interviews and direct assessments from the Early Childhood Longitudinal Study-Birth Cohort, we predicted high and low school readi...

  8. Pre-school and primary school teachers??? perceptions of school readiness in Ireland

    Donnelly, Maria

    2012-01-01

    non-peer-reviewed Decisions to send a child to school are often made on the basis of parents and pre-school teachers??? perceptions. There may be disparity between how pre-school and primary school teachers??? define school readiness. The primary objective of this study was to establish current pre-school and primary school teachers??? perspectives of school readiness in Ireland and to compare perspectives from both teacher groups. The research also intended to ascertain the current rol...

  9. Validity of the Bracken School Readiness Assessment for Predicting First Grade Readiness

    Panter, Janet E.; Bracken, Bruce A.

    2009-01-01

    The Bracken School Readiness Assessment (BSRA) was administered to all kindergarten students enrolled in two rural elementary schools in the fall of 2004. Eight months later, the reading portion of the Metropolitan Readiness Tests, 6th Edition (MRT-6) was administered. Teachers were asked to indicate whether they had concerns about each student's…

  10. School Readiness among Low-Income Black Children: Family Characteristics, Parenting, and Social Support

    Bono, Katherine E.; Sy, Susan R.; Kopp, Claire B.

    2016-01-01

    This study focuses on the associations between family variables and academic and social school readiness in low-income Black children. Analyses drew from the National Institute for Child Development (NICHD) Study of Early Child Care and Youth Development dataset. The participants included 122 children and their mothers. Data collection occurred…

  11. Preliminary Development of a Kindergarten School Readiness Assessment for Latino Students

    Quirk, Matthew; Furlong, Michael; Lilles, Elena; Felix, Erika; Chin, Jenna

    2011-01-01

    The low achievement of students from non-English-speaking households living in low socioeconomic contexts is associated with academic skill gaps evident at kindergarten entry. Yet, few cost-effective, valid instruments are available to assess these students' school readiness. To examine this topic, this longitudinal study followed 1,069 primarily…

  12. School sport and academic achievement

    Bradley, John L.; Keane, Francis; Crawford, Susan

    2013-01-01

    ABSTRACT BACKGROUND: Physical Education and School Sport (PESS) is an integral part of the school curriculum in Ireland. Historically the Healthy Body, Healthy Mind philosophy has promoted the inclusion of PESS alongside more cognitive school subjects and research suggests that PESS can promote cognitive function and provide educational benefits. However there is little research on how the choice of school sport influences academic achievement. This case study aims to investigate how partic...

  13. Academic training: QCD: are we ready for the LHC

    2006-01-01

    2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 4, 5, 6, 7 December, from 11:00 to 12:00 4, 5, 6 December - Main Auditorium, bldg. 500, 7 December - TH Auditorium, bldg. 4 - 3-006 QCD: are we ready for the LHC S. FRIXIONE / INFN, Genoa, Italy The LHC energy regime poses a serious challenge to our capability of predicting QCD reactions to the level of accuracy necessary for a successful programme of searches for physics beyond the Standard Model. In these lectures, I'll introduce basic concepts in QCD, and present techniques based on perturbation theory, such as fixed-order and resummed computations, and Monte Carlo simulations. I'll discuss applications of these techniques to hadron-hadron processes, concentrating on recent trends in perturbative QCD aimed at improving our understanding of LHC phenomenology. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please tell to your supervisor and apply ...

  14. Evaluating School Readiness to Implement Positive Behavior Supports

    Robbins, Vestena; Collins, Kari; Liaupsin, Carl; Illback, Robert J.; Call, James

    2004-01-01

    One state's efforts to assess school readiness to implement a comprehensive mental health innovation are described. To determine the likelihood of achieving success with positive behavioral supports (PBS), a process to identify school buildings ready for planned organizational change was designed and implemented within a large-scale system of care…

  15. Computer-Based Assessment of School Readiness and Early Reasoning

    Csapó, Beno; Molnár, Gyöngyvér; Nagy, József

    2014-01-01

    This study explores the potential of using online tests for the assessment of school readiness and for monitoring early reasoning. Four tests of a face-to-face-administered school readiness test battery (speech sound discrimination, relational reasoning, counting and basic numeracy, and deductive reasoning) and a paper-and-pencil inductive…

  16. School Readiness Research in Latin America: Findings and Challenges

    Strasser, Katherine; Rolla, Andrea; Romero-Contreras, Silvia

    2016-01-01

    Educational results in Latin America (LA) are well below those of developed countries. One factor that influences how well children do at school is school readiness. In this article, we review studies conducted in LA on the readiness skills of preschool children. We begin by discussing contextual factors that affect what is expected of children…

  17. Academic Training: QCD: are we ready for the LHC

    2006-01-01

    2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 4, 5, 6, 7 December, from 11:00 to 12:00 4, 5, 6 December - Main Auditorium, bldg. 500, 7 December - TH Auditorium, bldg. 4 - 3-006 QCD: are we ready for the LHC S. FRIXIONE / INFN, Genoa, Italy The LHC energy regime poses a serious challenge to our capability of predicting QCD reactions to the level of accuracy necessary for a successful programme of searches for physics beyond the Standard Model. In these lectures, I'll introduce basic concepts in QCD, and present techniques based on perturbation theory, such as fixed-order and resummed computations, and Monte Carlo simulations. I'll discuss applications of these techniques to hadron-hadron processes, concentrating on recent trends in perturbative QCD aimed at improving our understanding of LHC phenomenology.

  18. E-Learning Readiness in Public Secondary Schools in Kenya

    Ouma, Gordon O.; Awuor, Fredrick M.; Kyambo, Benjamin

    2013-01-01

    As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement…

  19. Associations among Family Environment, Attention, and School Readiness for At-Risk Children

    Razza, Rachel A.; Anne Martin; Jeanne Brooks-Gunn

    2009-01-01

    This study examined the developmental pathways from children’s family environment to school readiness within an at-risk sample (N = 1,701). Measures of the family environment (maternal parenting behaviors and maternal mental health) across early childhood were related to children’s observed sustained attention as well as to academic and behavioral outcomes at age 5 years. Results suggest specificity in the associations among attention and its correlates. Maternal parenting behaviors but not m...

  20. Starting School Healthy and Ready to Learn: Using Social Indicators to Improve School Readiness in Los Angeles County

    Cheryl Wold, MPH

    2007-10-01

    Full Text Available BackgroundSchool readiness is an important public health outcome, determined by a set of interdependent health and developmental trajectories and influenced by a child’s family, school, and community environments. The same factors that influence school readiness also influence educational success and health throughout life.ContextA California cigarette tax ballot initiative (Proposition 10 created new resources for children aged 0 to 5 years and their families statewide through county-level First 5 commissions, including First 5 LA in Los Angeles County. An opportunity to define and promote school readiness indicators was facilitated by collaborative relationships with a strong emphasis on data among First 5 LA, the Children’s Planning Council, and the Los Angeles County Public Health Department, and other child-serving organizations. MethodsA workgroup developed school readiness goals and indicators based on recommendations of the National Education Goals Panel and five key domains of child well-being: 1 good health, 2 safety and survival, 3 economic well-being, 4 social and emotional well-being, and 5 education/workforce readiness.ConsequencesThe Los Angeles County Board of Supervisors and First 5 LA Commission adopted the school readiness indicators. First 5 LA incorporated the indicators into the results-based accountability framework for its strategic plan and developed a community-oriented report designed to educate and spur school readiness-oriented action. The Los Angeles County Board of Supervisors approved a countywide consensus-building plan designed to engage key stakeholders in the use of the indicators for planning, evaluation, and community-building activities.InterpretationSchool readiness indicators in Los Angeles County represent an important step forward for public health practice, namely, the successful blending of an expanded role for assessment with the ecological model.

  1. A Study of Pre-School Children's School Readiness Related to Scientific Thinking Skills

    UNUTKAN, Ozgul Polat

    2006-01-01

    The purpose of this study is to compare school readiness of children who had pre-school experiences and children without such experiences on the basis of scientific thinking skills. This comparison is held in terms of variables of age, gender, and socio economic status. The questions of the study in relation to the purpose of the study are as follows: Ø Does pre-school education variable influence primary school readiness of pre-school children in terms of scientific thinking skills...

  2. The Demographics and Academics of College Readiness in Illinois. Policy Research Report: IERC 2005-3

    Presley, Jennifer B.; Gong, Yuqin

    2005-01-01

    In order to help Illinois policymakers and education administrators assess whether the State's public high school graduates are ready to enter and succeed in college, the IERC is undertaking a six-year longitudinal study of the Illinois Class of 2002. This first report shows that only about one third of the Class of 2002 is college-ready, and that…

  3. Social-Emotional School Readiness: How Do We Ensure Children Are Ready to Learn?

    Gray, Sarah A. O.; Herberle, Amy E.; Carter, Alice S.

    2012-01-01

    This article begins with a review of research providing evidence that social-emotional competence is a key component of school readiness and that the foundations for social-emotional competence are laid down in the earliest years. We go on to review effective practices and specific interventions that have been found to strengthen children's…

  4. Students Training for Academic Readiness (STAR): Year Three Evaluation Report

    Rainey, Katharine; Sheehan, Daniel; Maloney, Catherine

    2010-01-01

    This report presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation considers…

  5. Students Training for Academic Readiness (STAR): Year Four Evaluation Report

    Rainey, Katharine; Maloney, Catherine; Sheehan, Daniel; Lopez, Omar

    2011-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  6. Students Training for Academic Readiness (STAR): Year Two Evaluation Report

    Maloney, Catherine; Sheehan, Daniel; Rainey, Katie; Whipple, Allyson

    2008-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  7. School Readiness and Rudolf Steiner's Theory of Learning.

    Ogletree, Earl J.; Ujlaki, Vilma

    This paper presents Rudolf Steiner's maturational readiness theory of human physiopsychology and comments on education in the Waldorf Schools. Discussion asserts that Steiner's concept of human development is complex and that intensive study is required for even a superficial understanding of "the four members of man": the physical, etheric,…

  8. The Impact of Selected Academic and Demographic Variables on Mathematics College Readiness Predicted by ACT

    Smith, Marcia

    2013-01-01

    The purpose of the study was to determine the degree to which academic and demographic variables affected the ACT results used in determining college readiness. This quantitative research study followed a non-experimental correlational design. A multiple regression was used to analyze archival data to determine the impact the combined Arkansas…

  9. Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

    Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

    2015-01-01

    The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

  10. The Higher Education Academic Readiness of Students in the United States

    Carlson, Ronald; McChesney, Christopher

    2016-01-01

    The authors examined the state of United States student academic readiness for higher education from a global perspective utilizing data from the Organization of Economic and Co-operation and Development (OECD) and Programme for International Student Assessment (PISA), which tests over a half a million 15 year old student's skills and knowledge.…

  11. Is China Ready for Home Schools?

    2011-01-01

    The new semester has begun and students have gradually returned to their schools.However,the end of the summer holiday doesn't mean a return to school for some children.Today,a growing number of children in China are staying at home,not because they are giving up education but because their parents think they will actually receive a better education at home.Ye Wanhong is an advocate of homeschooling.For 12 years she worked as a Chinese teacher at a primary school in Guangzhou,south China's Guangdong Province.Despite her experience as a teacher,she was unable to find a suitable kindergarten for her daughter and moved her from school to school.Last year she finally resigned from her school and began teaching her daughter at home.

  12. Academic Innovation: Are We Truly Ready for it?

    Hänninen, P. E.

    2015-10-01

    Optics has been in the headlines this year due to the UN-sponsored International Year of Light 2015 (IYL 2015), and due to its presence in the 2014 Nobel Prize awards. The purpose of this article is to highlight the innovation-enabling elements that were behind the work of one of the Nobel Laureates - and the stream of innovations that followed, beyond the Nobel work. I will further, from this and my personal experience, expand some thoughts on the enabling elements of academic innovation and draw some conclusions - and, in particular, try and answer the question "How can academic success be repeated?"

  13. Physical education, school physical activity, school sports and academic performance

    Shephard Roy J.; Trudeau François

    2008-01-01

    Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE ...

  14. Family Income, School Attendance, and Academic Achievement in Elementary School

    Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam

    2014-01-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…

  15. Child Care Subsidies and School Readiness in Kindergarten

    Johnson, Anna D.; Martin, Anne; Brooks-Gunn, Jeanne

    2013-01-01

    The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not d...

  16. A Medical School's Organizational Readiness for Curriculum Change (MORC): Development and Validation of a Questionnaire

    Jippes, M.; Driessen, E.W.; Broers, N.J.; Majoor, G.D.; Gijselaers, W.H.; Vleuten, C.P.M. van der

    2013-01-01

    PURPOSE: Because successful change implementation depends on organizational readiness for change, the authors developed and assessed the validity of a questionnaire, based on a theoretical model of organizational readiness for change, designed to measure, specifically, a medical school's organizatio

  17. Impact of School Readiness Program Interventions on Children's Learning in Cambodia

    Nonoyama-Tarumi, Yuko; Bredenberg, Kurt

    2009-01-01

    To reduce the high repetition rates in early years of primary school, the government of Cambodia piloted a school readiness program (SRP) in the first two months of Grade 1 of primary school. This study examines whether such intervention has effects on students' immediate acquisition of school readiness skills as well as students' longer term…

  18. College and Career Readiness: Course Taking Of Deaf and Hard of Hearing Secondary School Students.

    Nagle, Katherine; Newman, Lynn A; Shaver, Debra M; Marschark, Marc

    2016-01-01

    Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers. PMID:26853066

  19. Do School Facilities Affect Academic Outcomes?

    Schneider, Mark

    This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…

  20. Students Training for Academic Readiness (STAR): Year Five Evaluation Report. Executive Summary

    Texas Center for Educational Research, 2012

    2012-01-01

    Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

  1. Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

    Miller, Alison L; Lumeng, Carey N.; DelProposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

    2013-01-01

    Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion regulation skills important for school readiness. We investigated obesity-related hormones, body mass index (BMI), and school readiness in a pilot study ...

  2. Starting School at a Disadvantage: The School Readiness of Poor Children. The Social Genome Project

    Isaacs, Julia B.

    2012-01-01

    Poor children in the United States start school at a disadvantage in terms of their early skills, behaviors, and health. Fewer than half (48 percent) of poor children are ready for school at age five, compared to 75 percent of children from families with moderate and high income, a 27 percentage point gap. This paper examines the reasons why poor…

  3. Transition to academic nurse educator: a survey exploring readiness, confidence, and locus of control.

    Goodrich, Robin S

    2014-01-01

    The purpose of this study was to describe nurse transition to the role of academic nurse educator and to investigate the resources and barriers that nurses experience during this career transition, specifically the relationships among levels of readiness, confidence, personal control, support, decision independence, general self-esteem, and work locus of control. A convenience sample of registered nurses in the United States (N = 541) who hold current full-time employment at an accredited nursing program granting baccalaureate or higher degrees was utilized. Subjects were recruited via electronic mail and answered an on-line survey. Pearson product-moment correlation and multivariate analysis of variance were used for statistical calculations. Results indicated significant, positive relationships among all the variables except readiness and personal control (p = .01). Significant differences were found in amount of time that nurses were in the role of academic nurse educator and the demographic variables of number of children, marital status, and highest degree held. The results of this study provide evidence to support and enhance processes to develop and retain nurse academicians, to promote excellence in the academic nurse educator role, and to advance the science and practice of the profession. PMID:24939330

  4. Dimensionality and Measurement Invariance of a School Readiness Screener by Gender and Parent Education Levels

    Quirk, Matthew; Mayworm, Ashley; Furlong, Michael J.; Grimm, Ryan; Rebelez, Jennica

    2015-01-01

    This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP), a brief screening tool designed for use as a universal school readiness assessment. Teachers rated the readiness of 10,031 children during the first month of kindergarten in four ethnically diverse, medium-sized school districts…

  5. Physical education, school physical activity, school sports and academic performance

    Shephard Roy J

    2008-02-01

    Full Text Available Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE, free school physical activity (PA and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007, PSYCHINFO (1974 to 2007, SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA, and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF. Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

  6. How Home Gets to School: Parental Control Strategies Predict Children's School Readiness

    Walker, Aimee Kleisner; MacPhee, David

    2011-01-01

    At-risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a…

  7. Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School

    Sabol, Terri J.; Pianta, Robert C.

    2012-01-01

    A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between…

  8. School Culture, Teacher Regard, and Academic Aspirations among Middle School Students

    McCollum, Elan C.; Yoder, Nicholas P.

    2011-01-01

    Middle school students perform well academically when their schooling environment meets their developmental needs (Eccles et al., 1993). Both school culture and student-teacher relationships are influential aspects of the school environment that impact academic expectations, school satisfaction, and academic performance. In the current study, we…

  9. StormReady in a Box: Enhancing NOAA's Presence in Schools

    Grondin, N. S.; Franks, C.

    2015-12-01

    The National Weather Service StormReady Supporter program exists to give schools, companies, TV stations, and other facilities the opportunity to earn recognition for their weather preparedness and awareness. Requirements to earn StormReady Supporter status include having a facility warning point, use of NOAA Weather Radios, and weather hazard Emergency Operation Plans. Despite the increasing importance of weather preparedness in schools, only 1.2% of Minnesota schools are deemed StormReady by the National Weather Service. It was determined that the major impedance for schools becoming StormReady Supporters is the lack of time for administrators to engage in anything "extra" beyond their listed duties. As part of a 2015 Hollings Scholar project, the StormReady in a Box concept was developed to remedy this, by empowering teachers and students to take charge and complete the StormReady Supporter application for their school. StormReady in a Box is a project developed for Junior High School students to learn about weather preparedness and to help their school acquire StormReady status. The project was designed to be relevant to the Minnesota State Education Standards in Science, be simple for teachers to do with their students, and most importantly, to be enjoyable for Junior High School age students to do. The project was also designed to enhance critical thinking skills and logical reasoning abilities, as they relate to the StormReady Supporter application. This presentation will present the overall rationale for the undertaking of this project, the creation of, and the logical next steps for the StormReady in a Box project.

  10. Academic Self-Concept, Gender and Single-Sex Schooling

    Sullivan, Alice

    2009-01-01

    This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

  11. Academic correlates of Taiwanese senior high school students' happiness.

    Chen, Su-Yen; Lu, Luo

    2009-01-01

    This study examined the relation between academic factors and senior high school students' general happiness using a nationally representative sample of 11,061 11th graders in Taiwan. Pearson correlation analyses indicated that English teacher-perceived academic performance, mathematics teacher-perceived academic performance, teacher academic support, classmate academic support, organizational processes, and school satisfaction were positively related to students' general happiness,while disturbance in class was negatively related. Regression analysis found that objective academic achievement, mathematics teacher-perceived academic achievement, classmate academic support, disturbance in class, organizational processes, and most importantly, students' overall appraisals of their own happiness with school helped predict students' general happiness, account for 18.4% of the total variance. Among these variables, objective academic achievement and disturbance in class were negatively associated with general happiness. Some of the study's findings are consistent with those in the literature and some extend established accounts, while others point to future research directions. PMID:20432611

  12. School Environment and Academic Achievement of Standard IX Students

    Lawrence, A. S. Arul; Vimala, A.

    2012-01-01

    The present study School Environment and Academic Achievement of standard IX students was probed to find the relationship between School Environment and Academic Achievement of standard IX students. Data for the study were collected using self-made School Environment Scale (SES). The investigator used stratified random sampling technique for…

  13. Academic performance in high school as factor associated to academic performance in college

    Mileidy Salcedo Barragán; Angélica María Villalba

    2008-01-01

    This study intends to find the relationship between academic performance in High School and College, focusing on Natural Sciences and Mathematics. It is a descriptive correlational study, and the variables were academic performance in High School, performance indicators and educational history. The correlations between variables were established with Spearman’s correlation coefficient. Results suggest that there is a positive relationship between academic performance in High School and Educat...

  14. BREAKFAST HABIT AND ACADEMIC PERFORMANCE AMONG SUBURBAN ELEMENTARY SCHOOL CHILDREN

    Putu Ayu Widyanti; I Gst Lanang Sidiartha

    2013-01-01

    Academic performance is affected by a numbers of factors. Age, gender, nutritional status, and breakfast habits are some factors that have relation with academic performance. Nutritional statues among school children still to be concerned. Breakfast habit is important thing to do before school to maintain enough calories to study and work well. The aim of this study was to determine the association of breakfast habits and academic performance especially in suburban elementary school children....

  15. Exploring the Contribution of a Content-Infused Interactive Whiteboard for School Readiness

    McManis, Lilla D.; Gunnewig, Susan B.; McManis, Mark H.

    2010-01-01

    This exploratory study examined the relationship between use of an interactive (touchscreen) whiteboard and development of school readiness skills. Over one school year, public school regular education prekindergarten classrooms used an interactive whiteboard with preloaded literacy and math activities. The children were low-income and English…

  16. The School Readiness of Children Living in a Disadvantaged Area in Ireland

    Kiernan, Gemma; Axford, Nick; Little, Michael; Murphy, Cliona; Greene, Sheila; Gormley, Michael

    2008-01-01

    This study examined the multiple factors that contribute to the school readiness and early school progress of children living in an urban disadvantaged area. Structured interviews were undertaken with parents of children who had recently started school to elicit information about those aspects of children's health, and their home and neighbourhood…

  17. Charter Schools: The 65% Instructional Expenditure Ratio and College-Readiness

    Schulte, Don P.; Slate, John R.

    2011-01-01

    We investigated for all of the charter school districts (n = 192) in the State of Texas for the 2008-2009 school year the relationship between the 65% instructional expenditures ratio mandate and college-readiness rates in reading, math, and in both subjects for all high school students and then separately for African American, Hispanic, and White…

  18. Family and neighborhood disadvantage, home environment, and children's school readiness.

    Jeon, Lieny; Buettner, Cynthia K; Hur, Eunhye

    2014-10-01

    The purpose of this study was to examine associations between family socioeconomic risk, neighborhood disadvantage, and children's school readiness. A sample of 420 children from 48 early childcare programs yielded multi-informant data. The average age was 55.3 months (SD = 6.4), with 38% of children being Black, non-Hispanic, Hispanic, or other minority race (American Indian or Alaska Native, Asian, and Native Hawaiian or Pacific Islander). One third (32.4%) of the parents had annual incomes less than $30,000. We used multilevel structural equation modeling to test direct and indirect associations among family socioeconomic risk and neighborhood disadvantage and children's cognitive and social-emotional development through home learning environment and parental depression. Children with a greater number of family socioeconomic risks and a higher level of neighborhood disadvantage demonstrated lower scores on cognitive skills. The degree of family socioeconomic risk was indirectly associated with children's cognitive ability through parents' cognitive stimulation at home. Parents who had more family socioeconomic risks and neighborhood disadvantage reported more depressive symptoms, which, in turn, suggested children's greater probability of having social-emotional problems. In other words, home learning environments explained associations between family socioeconomic disadvantage and children's cognitive skills, while parental depression explained associations between family/neighborhood disadvantages and children's social-emotional problems. Results suggest the importance of intervention or prevention strategies for parents to improve cognitive stimulation at home and to reduce depressive symptoms. PMID:25150370

  19. Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

    Sezai KOÇYIĞIT; Saban, Ahmet

    2014-01-01

    In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation relate...

  20. Experiences of parents regarding a school-readiness intervention for pre-school children facilitated by Community Health Nursing students

    Mari Prinsloo; Marianne Reid

    2015-01-01

    A school-readiness intervention, facilitated by Community Health Nursing (CHN) students, was conducted as an effort to provide parents with the skills to contribute towards their preschool children’s early childhood development. The purpose of this study was to understand the experiences of parents regarding this school-readiness intervention. The research followed a qualitative, descriptive, exploratory design. Focus group interviews gave the parents the opportunity to share their experie...

  1. Testing the Causal Links between School Climate, School Violence, and School Academic Performance: A Cross-Lagged Panel Autoregressive Model

    Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan; Wrabel, Stephani L.

    2016-01-01

    The present study explores the causal link between school climate, school violence, and a school's general academic performance over time using a school-level, cross-lagged panel autoregressive modeling design. We hypothesized that reductions in school violence and climate improvement would lead to schools' overall improved academic performance.…

  2. The Effects of School Characteristics on Student Academic Performance

    Yudd Moscoso, Regina

    2000-01-01

    Abstract The Effects of School Characteristics on Student Academic Performance This work expanded on previous research on school effectiveness by developing and testing hypotheses about the specific relationships between school characteristics---including aggregated student and classroom characteristics---and student academic performance. The work used data from the "Early Childhood Transitions Project," a study of intensive social and educational services in a suburban school system, t...

  3. Biculturalism and Academic Achievement of African American High School Students

    Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.

    2011-01-01

    Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…

  4. Multidimensional Scaling of High School Students' Perceptions of Academic Dishonesty

    Schmelkin, Liora Pedhazur; Gilbert, Kimberly A.; Silva, Rebecca

    2010-01-01

    Although cheating on tests and other forms of academic dishonesty are considered rampant, no standard definition of academic dishonesty exists. The current study was conducted to investigate the perceptions of academic dishonesty in high school students, utilizing an innovative methodology, multidimensional scaling (MDS). Two methods were used to…

  5. Academically Resilient, Low-Income Students' Perspectives of How School Counselors Can Meet Their Academic Needs

    Williams, Joseph; Steen, Sam; Albert, Tracy; Dely, Betty; Jacobs, Brian; Nagel, Chelsea; Irick, Anese

    2016-01-01

    This phenomenological, qualitative study examined a national sample of academically resilient, low-income middle school students' (N = 24) perspectives of what school counselors can do to promote their academic achievement. Three main themes and nine subthemes were identified: build meaningful relationships, build on the cultural wealth of…

  6. Academic Standards in Alabama

    A+ Education Partnership, 2014

    2014-01-01

    Education policymakers and educators in Alabama are committed to improving the state's public education system to ensure that students gain the knowledge and skills they need to graduate from high school ready for real life. The state is on the path to implementing higher academic standards--the College and Career Ready Standards--which lay a…

  7. Personality Type and Academic Achievement of Secondary School Students

    Lawrence, Arul A. S.; Lawrence, John A.

    2014-01-01

    Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…

  8. Academic Performance, School Desertion and Emotional Paradigm in University Students

    Sosa, Emma Rosa Cruz; Barrientos, Laura Gática; Castro, Patricia Eugenia García; García, Jesús Hernández

    2010-01-01

    The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students' economic deficiency, which affects their concentration on their…

  9. School Gardens Enhance Academic Performance and Dietary Outcomes in Children

    Berezowitz, Claire K.; Bontrager Yoder, Andrea B.; Schoeller, Dale A.

    2015-01-01

    Background: Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Methods: Database searches in CABI,…

  10. The Relationship between Educational Resources of School and Academic Achievement

    Savasci, Havva Sebile; Tomul, Ekber

    2013-01-01

    The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This…

  11. Adolescent Health Behavior, Contentment in School, and Academic Achievement

    Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

    2009-01-01

    Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

  12. ACADEMIC ACHIEVEMENT AND ACADEMIC ANXIETY OF SECONDARY SCHOOL STUDENTS

    Santosh Kumar R. K.; Avaradi S. S.

    2014-01-01

    -Academic achievement refers to the performance of the students in various subjects of the curriculum during the whole academic year. It is the amount of knowledge derived for learning in educational institutions. Any behaviour that is learned may come with in the scope of achievement. In ones life academic success is highly valued. Now- a- days competition has become very indispensable to get a place in society. According to Good (1943), “Achievement means accomplishment ...

  13. Academic self-concept, gender and single-sex schooling

    Sullivan, A.

    2009-01-01

    This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in mathematics and science, and girls in English. Single...

  14. Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study

    Pears, Katherine C.; Healey, Cynthia V.; Fisher, Philip A.; Braun, Drew; Gill, Colt; Conte, Holly Mar; Newman, Judy; Ticer, Sara

    2014-01-01

    Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids In Transition to School (KITS) Program was developed to increase early literacy, social, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot…

  15. Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

    Sezai KOÇYIĞIT

    2014-07-01

    Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

  16. State College and Career Readiness Initiative: Statewide Transitional Courses for College Readiness

    Barger, Kenna; Murray, Renee; Smith, Janie

    2011-01-01

    Through the "Strengthening Statewide College/Career Readiness Initiative" (SSCRI), Southern Regional Education Board (SREB) has collaborated with states on state policy goals and actions needed to improve high school students' academic readiness for postsecondary study and reduce the need for remedial work. SREB created and implemented…

  17. The Chinese High School Student's Stress in the School and Academic Achievement

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    In a sample of 466 Chinese high school students, we examined the relationships between Chinese high school students' stress in the school and their academic achievements. Regression mixture modelling identified two different classes of the effects of Chinese high school students' stress on their academic achievements. One class contained 87% of…

  18. Making It Real: How High Schools Can Be Held Accountable for Developing Students' Career Readiness. Policy Brief 13-2

    Darche, Svetlana; Stern, David

    2013-01-01

    There is widespread agreement on the goal of preparing every high school student for both postsecondary education and a lifetime of fulfilling work, that every graduate should be "college and career ready." The authors' view is that career readiness and college readiness entail many of the same skills, bodies of knowledge, and…

  19. Executive Functioning Predicts School Readiness and Success: Implications for Assessment and Intervention

    Cantin, Rachelle H.; Mann, Trisha D.; Hund, Alycia M.

    2012-01-01

    In recent years, executive functioning (EF) has received increasing attention from researchers and practitioners focusing on how EF predicts important outcomes such as success at school and in life. For example, EF has been described as the single best predictor of school readiness (Blair & Razza, 2007). Moreover, EF has been implicated in…

  20. Coming, Ready or Not: Aboriginal Children's Transition to School in Urban Australia and the Policy Push

    Taylor, Anthea Jo

    2011-01-01

    Concern that too many Australian children, particularly Indigenous children, are not ready to start school has spurred a series of changes to the pre-school sector. Included among these changes are nationwide mass surveying and the introduction of a unified curriculum framework together with moves towards standardised entry assessment. Focusing on…

  1. The Readiness of High School Students to Pursue First Year Physics

    Ramnarain, U.; Molefe, P.

    2012-01-01

    A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was…

  2. Saudi EFL Teachers' Readiness and Perceptions of Young Learners Teaching at Elementary Schools

    Fahd Al Malihi, Joza

    2015-01-01

    This study aimed to investigate EFL elementary school teachers' perception of their own readiness to teach young learners at Saudi schools as it has been recently introduced at this level. Further, it inspects their major needs that should be considered when developing teacher-training programs. A questionnaire was distributed targeting elementary…

  3. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

    Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

    2015-09-25

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

  4. Visuomotor integration and inhibitory control compensate for each other in school readiness.

    Cameron, Claire E; Brock, Laura L; Hatfield, Bridget E; Cottone, Elizabeth A; Rubinstein, Elise; LoCasale-Crouch, Jennifer; Grissmer, David W

    2015-11-01

    Visuomotor integration (VMI), or the ability to copy designs, and 2 measures of executive function were examined in a predominantly low-income, typically developing sample of children (n = 467, mean age 4.2 years) from 5 U.S. states. In regression models controlling for age and demographic variables, we tested the interaction between visuomotor integration (design copying) and inhibitory control (pencil-tap) or verbal working memory (digit span) on 4 directly assessed academic skills and teacher-reported approaches to learning. Compared with children with both poor visuomotor integration and low inhibitory control, those on the higher end of the continuum in at least 1 of these 2 skills performed better across several dependent variables. This compensatory pattern was evident for longitudinal improvement in print knowledge on the Test of Preschool Early Literacy (TOPEL), with similar though marginally significant findings for improvement in phonological awareness (TOPEL) and teacher-rated approaches to learning on the Preschool Learning Behaviors Scale (PLBS). Of note, the same compensatory pattern emerged for concurrently measured receptive vocabulary on the Peabody Picture Vocabulary Test (PPVT), expressive vocabulary on the Woodcock-Johnson III (WJ), TOPEL phonological awareness, and teacher-rated approaches to learning. The consistent pattern of results suggests that strong visuomotor integration skills are an important part of school readiness, and merit further study. PMID:26436872

  5. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

    AJ, Milam; CDM, Furr-Holden; PJ, Leaf

    2010-01-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd-5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city...

  6. Spread of academic success in a high school social network.

    Deanna Blansky

    Full Text Available Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students' academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends' average GPA (Grade Point Average was greater (or less than their own had a higher tendency toward increasing (or decreasing their academic ranking over time, indicating social contagion of academic success taking place in their social network.

  7. Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College

    King, Adam Dwight

    2013-01-01

    Students with mild/moderate disabilities frequently experience difficulty in mathematics in high school, and thus are often unprepared for math in college. The student researcher conducted a survey examining the perceptions regarding mathematical readiness of such students by professionals who work with them in high school. Participants included 47 high school special education teachers who completed an online questionnaire about the preparedness of students with disabilities in various mathe...

  8. Saudi EFL Teachers’ Readiness and Perceptions of Young Learners Teaching at Elementary Schools

    Joza Fahd Al Malihi

    2015-01-01

    This study aimed to investigate EFL elementary school teachers’ perception of their own readiness to teach young learners at Saudi schools as it has been recently introduced at this level. Further, it inspects their major needs that should be considered when developing teacher-training programs. A questionnaire was distributed targeting elementary EFL teachers. 114 responses from both male and female EFL elementary school teachers from different areas of the kingdom of Saudi Arabia mostly fro...

  9. Ramping up for College Readiness in Minnesota High Schools: Implementation of a Schoolwide Program. REL 2016-146

    Lindsay, Jim; Davis, Elisabeth; Stephan, Jennifer; Bonsu, Pamela; Narlock, Jason

    2016-01-01

    The College Readiness Consortium at the University of Minnesota has developed Ramp-Up to Readiness™ (Ramp-Up), a schoolwide advisory program to increase students' likelihood of college enrollment and completion by enhancing five dimensions of college readiness (academic, admissions, career, financial, and personal-social) among students in middle…

  10. Inequality from the First Day of School: The Role of Teachers' Academic Intensity and Sense of Responsibility in Moderating the Learning Growth Gap

    Youn, Minjong

    2016-01-01

    The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that…

  11. Personality Traits and Intelligence Predict Academic School Grades

    Furnham, Adrian; Monsen, Jeremy

    2009-01-01

    This study examines the extent to which personality traits and intelligence scores predict school level academic performance (AP), (British GCSE: General Certificate of Secondary Education; America Grade 10) in different disciplines. The participant sample consisted of approximately 250 school pupils from three schools in the South East of…

  12. High School Employment and Academic Achievement: A Note for Educators

    Keister, Mary; Hall, Joshua

    2010-01-01

    Educators are often in a position to affect student decisions to work during the school term. This study reviews and summarizes the literature on the effect that employment during high school has on academic achievement. The available evidence suggests that part-time jobs for high school students are beneficial as long as the number of hours…

  13. School Readiness of Moderately Preterm Children at Preschool Age

    Perricone, Giovanna; Morales, M. Regina; Anzalone, Germana

    2013-01-01

    The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and…

  14. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  15. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

    Milam, A. J.; Furr-Holden, C. D. M.; Leaf, P. J.

    2010-01-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population…

  16. Investigating the Link between Home-School Dissonance and Academic Cheating among High School Students

    Brown-Wright, Lynda; Tyler, Kenneth M.; Stevens-Watkins, Danelle; Thomas, Deneia; Mulder, Shambra; Hughes, Travonia; Stevens-Morgan, Ruby; Roan-Belle, Clarissa; Gadson, Nadia; Smith, La Toya

    2013-01-01

    The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school…

  17. Promoting School Readiness in the Context of Socio-Economic Adversity: Associations with Parental Demoralization and Support for Learning

    Okado, Yuko; Bierman, Karen L.; Welsh, Janet A.

    2014-01-01

    Background: Existing research suggests that parenting stress and demoralization, as well as provision of learning activities at home, significantly affect child school readiness. However, the degree to which these dimensions of parenting uniquely influence child school readiness remains unclear. Objective: This study tested the hypothesis that…

  18. Measuring the Education Pipeline: Critical Data Elements Indicating Readiness, Transition and Success. "High School to Postsecondary Education and Work"

    Data Quality Campaign, 2012

    2012-01-01

    The Data Quality Campaign (DQC) has identified a common set of data that capture students' progress through the education pipeline at three key transition points: high school readiness, high school success/postsecondary readiness, and postsecondary and workforce success. For each of these transition points, key questions to be addressed by…

  19. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  20. Peculiarities of academic motivation of the students of high medical school

    Bondarenko I.M.

    2015-06-01

    Full Text Available Motivation of students is one of the most efficient means of improving process and results of training, and motives being impetus of academic process and qualitative mastering of learning material. Formation of academic motivation today is one of the main tasks of up to date education. Academic motivation depends on individual peculiarities of students, character of the closest referent group, level of development of students’ collective, etc. Aim of the research was 1 studying level of academic motivation of students of SE “Dnipropetrovsk medical academy of HM of Ukraine”; 2 revealing prevailing motives of educational activity of students of high medical establishment; 3 assessment of moral readiness of students to inevitable mistakes in future work; 4 studying dynamics of motivation sphere of future doctors in the course of the studies in high medical school; 5 comparison of motivation and intellectual indices of students of junior, pre-graduate and graduate courses; 6 recommendations for lecturers as for improvement of academic motivation of the students. By means of anonymous testing of 537 students of the first, fifth and sixth courses there were studied peculiarities of academic motivation and intellectual indices of the students. Academic motivation of students at large is sufficiently high. Professional and scientific-cognitive motives of educational activity are the most expressed ones. Communicative motives and those of creative self-realization are somewhat less, social motives and motives of prestige are much less. Rather low indices of failure avoidance testify to moral mood of students to inevitable mistakes in their future work. On the whole, a tendency to academic motivation decreasing in the course of studies was revealed. Expressiveness of academic motivation does not depend on intellectual indices of students.

  1. Spread of Academic Success in a High School Social Network

    Blansky, Deanna; Kavanaugh, Christina; Boothroyd, Cara; Benson, Brianna; Gallagher, Julie; Endress, John; Sayama, Hiroki

    2013-01-01

    Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students’ academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends’ average ...

  2. Assessing Factors Influencing Student Academic Success in Law School

    Detwiler, Robert R.

    2011-01-01

    The literature on student academic success of law students is limited to mostly single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict student academic success is greatly needed by higher education scholars, law school admission officers, faculty, and administrators. This dissertation…

  3. School Adjustment And Academic Achievement Among Tribal Dolescents In Manipur

    Dr. Ch. Beda Devi

    2015-01-01

    Abstract The present study is an attempt to examine school adjustment and academic achievement among tribal adolescent students in two districts of Manipur. The study also attempts to examine the high and low academic achievers of tribal students of the two areas. The sample comprised of 629 XI standard tribal adolescent students. Out of which 136 were from Imphal West and 493 were from Ukhrul district. A standardized school adjustment inventory for adolescent students developed by the invest...

  4. Academic procrastination : associations with personal, school, and family variables

    Rosário, Pedro; Costa, Marta; Núñez Perez, José Carlos; González-Pienda, Júlio A.; Solano Pizarro, Paula; Valle, Antonio

    2009-01-01

    Procrastination is a common behavior, mainly in school settings. Only a few studies have analyzed the associations of academic procrastination with students’ personal and family variables. In the present work, we analyzed the impact of socio-personal variables (e.g., parents’ education, number of siblings, school grade level, and underachievement) on students’ academic procrastination profiles. Two independent samples of 580 and 809 seventh to ninth graders, students attending ...

  5. Reliability of Bracken School Readiness Assessment, Third Edition Scores with Young Children in Mumbai, India

    Shah, Mira B.; Schaefer, Barbara A.; Clark, Teresa P.

    2013-01-01

    To effectively provide early interventions to children, identifying those who are in need of these interventions is essential. In India, several problems hinder the process of early identification, including a lack of standardized measures for assessment. This study investigates the utility of the Bracken School Readiness Assessment, Third Edition…

  6. College and Career Readiness for Gifted African American Girls: A Call to School Counselors

    Mayes, Renae D.; Hines, Erik M.

    2014-01-01

    Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

  7. Associations among Family Environment, Sustained Attention, and School Readiness for Low-Income Children

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2010-01-01

    In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental…

  8. School Readiness: The Views of Pre-Service Preschool Teachers and Pre-Service Primary Teachers

    Sahin Sak, Ikbal Tuba

    2016-01-01

    This study compares the views of the concept of school readiness held by 50 pre-service preschool teachers and 50 pre-service primary teachers. Data were collected through a semi-structured interview protocol, and the word-list and key-words-in-context techniques were used for qualitative data analysis. Findings show that pre-service preschool…

  9. Relationships between Social Skills, Behavioral Problems, and School Readiness for Head Start Children

    Bracken, Stacey Storch; Fischel, Janet

    2007-01-01

    This study followed 515 4-year-olds from Head Start entry to exit to investigate their social and behavioral skills and the impact of these skills on school readiness outcomes. Results indicated that, on average, social skills improved across the preschool year, while behavior problems remained relatively stable. Social skills and behavior…

  10. Family and Sociodemographic Predictors of School Readiness among African American Boys in Kindergarten

    Baker, Claire E.; Cameron, Claire E.; Rimm-Kaufman, Sara E.; Grissmer, David

    2012-01-01

    Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning…

  11. Obesity-Related Hormones in Low-Income Preschool-Age Children: Implications for School Readiness

    Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C.

    2013-01-01

    Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…

  12. Exploring the Dimensionality of a Brief School Readiness Screener for Use with Latino/a Children

    Quirk, Matthew; Rebelez, Jennica; Furlong, Michael

    2014-01-01

    This study contributed to the school readiness literature by examining the factor structure and reliability of a revised version of the Kindergarten Student Entrance Profile (KSEP). Teachers rated 579 Latino/a children during the first month of kindergarten using the KSEP. Factor analysis procedures (exploratory factor analysis [EFA] and…

  13. The Impact of Early Intervention on the School Readiness of Children Born to Teenage Mothers

    Brown, Amber L.

    2015-01-01

    This study examined the effect of participation in the Home Instruction for Parents of Preschool Youngsters program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the Home Instruction for Parents of Preschool Youngsters program. A 45-item survey was collected from the…

  14. Construct Validity Evidence for Bracken School Readiness Assessment, Third Edition, Spanish Form Scores

    Ortiz, Arlene; Clinton, Amanda; Schaefer, Barbara A.

    2015-01-01

    Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA-3). Participants included a sample of 68 Hispanic, Spanish-speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA-3 Spanish Record…

  15. Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

    Willis, Elizabeth; Dinehart, Laura H.

    2014-01-01

    This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…

  16. Does the EDI Measure School Readiness in the Same Way across Different Groups of Children?

    Guhn, Martin; Gadermann, Anne; Zumbo, Bruno D.

    2007-01-01

    The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups…

  17. Does the EDI Equivalently Measure Facets of School Readiness for Aboriginal and Non-Aboriginal Children?

    Muhajarine, Nazeem; Puchala, Chassidy; Janus, Magdalena

    2011-01-01

    The aim of the current paper was to examine the equivalence of the Early Development Instrument (EDI), a teacher rating measure of school readiness, for Aboriginal and non-Aboriginal children. The current study used an approach, which analyzes the structure and properties of the EDI at the subdomain level. Similar subdomain score distributions…

  18. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  19. Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses

    Mark C. Long; Patrice Iatarola; Dylan Conger

    2009-01-01

    Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article estimates how much of these gaps are determined by the courses that students take while in high school. Using data on students in Florida public posts...

  20. Classroom context, school engagement, and academic achievement in early adolescence.

    Dotterer, Aryn M; Lowe, Katie

    2011-12-01

    Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students. PMID:21400208

  1. High School Graduates: The Influence of Academics and Attendance

    Hardnett, Sharon G.

    2013-01-01

    Public awareness of the severity of the high school completion problem in terms of its educational, social, psychological, and economic impacts has grown in recent years. Using ex post facto data, this non-experimental, correlational study was designed to determine whether there are differences in academic performance and school attendance between…

  2. Men in Academic School Psychology: A National Survey

    Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.

    2012-01-01

    There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

  3. Experiences of parents regarding a school-readiness intervention for pre-school children facilitated by Community Health Nursing students

    Mari Prinsloo

    2015-01-01

    When CHN students engage with communities through service learning, a school-readiness intervention may serve as a powerful tool to provide parents with the support that is needed to empower them with the skills to contribute towards their children’s early childhood development. It may improve the parent–child relationship which is critical in the development of children.

  4. Solomon Islands School Leaders Readiness for Inclusive Education

    Porakari, James; Sevala, Brenda; Miniti, Patrick; Saemane, George; Sharma, Umesh; Forlin, Chris

    2015-01-01

    The inclusion of students with disabilities was initiated by the Ministry of Education and Human Resource Development in the Solomon Islands in 2013. This paper investigates the knowledge, skills, and values of school leaders in public and private schools in Honiara, the capital of the Solomon Islands, in regard to providing support for inclusive…

  5. Self-Concept and Academic Achievement: Investigating Their Importance as Discriminators of Academic Track Membership in High School.

    Byrne, Barbara M.

    1990-01-01

    Using linear discriminant analysis, two samples of Canadian high school students (n=929 and n=968) were tested using measures of self-concept, academic self-concept, and academic achievement. Academic self-concept was more effective than was academic achievement in differentiating between low-track and high-track students. (SLD)

  6. Catholic High Schools and Rural Academic Achievement.

    Sander, William

    1997-01-01

    A study of national longitudinal data examined effects of rural Catholic high schools on mathematics achievement, high school graduation rates, and the likelihood that high school graduates attend college. Findings indicate that rural Catholic high schools had a positive effect on mathematics test scores and no effect on graduation rates or rates…

  7. School Types, Facilities and Academic Performance of Students in Senior Secondary Schools in Ondo State, Nigeria

    Alimi, Olatunji Sabitu; Ehinola, Gabriel Babatunde; Alabi, Festus Oluwole

    2012-01-01

    The study investigated the influence of school types and facilities on students' academic performance in Ondo State. It was designed to find out whether facilities and students' academic performance are related in private and public secondary schools respectively. Descriptive survey design was used. Proportionate random sampling technique was used…

  8. Longitudinal Analysis of Chinese High School Student's Stress in School and Academic Achievement

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    In previous research, few studies have examined the effects of adolescents' stress in school on the change rates of their academic achievement. In the present study, we seek to examine the longitudinal relationships between adolescents' stress in school and the change rates of their academic achievement. The results indicated that for those whose…

  9. Can improving working memory prevent academic difficulties? a school based randomised controlled trial

    Anderson Peter

    2011-06-01

    this preventive intervention can be shown to be efficacious, then we will have the potential to prevent academic underachievement in large numbers of at-risk children, to offer a ready-to-use intervention to the Australian school system and to build international research partnerships along the health-education interface, in order to carry our further studies of effectiveness and generalisability.

  10. What Is "Career Ready"?

    Association for Career and Technical Education, 2010

    2010-01-01

    All too often, the terms "career ready" and "college ready" are used interchangeably, and discussions around career readiness are limited to traditional academic skills that allow students to successfully enroll in postsecondary education. While there is no debate that a rigorous level of academic proficiency, especially in math and literacy, is…

  11. School and Teacher Characteristics in Relationship to the Academic Performance of Elementary Schools in South Carolina

    Ray, Rhonda D.

    2013-01-01

    This correlation research study examined school and teacher characteristics in relationship to the academic performance of students in elementary schools in South Carolina. The school characteristics examined in this study were school size, poverty, minority level, and student teacher ratio. The teacher characteristics examined in this study were…

  12. Family and academic performance: identifying high school student profiles

    Alicia Aleli Chaparro Caso López

    2016-01-01

    Full Text Available The objective of this study was to identify profiles of high school students, based on variables related to academic performance, socioeconomic status, cultural capital and family organization. A total of 21,724 high school students, from the five municipalities of the state of Baja California, took part. A K-means cluster analysis was performed to identify the profiles. The analyses identified two clearly-defined clusters: Cluster 1 grouped together students with high academic performance and who achieved higher scores for socioeconomic status, cultural capital and family involvement, whereas Cluster 2 brought together students with low academic achievement, and who also obtained lower scores for socioeconomic status and cultural capital, and had less family involvement. It is concluded that the family variables analyzed form student profiles that can be related to academic achievement.

  13. Academic Procrastination of Secondary School Pupils

    Branka Ribič Hederih; Branka Cagran

    2014-01-01

    Procrastination is a trait and/or a form of behavior that denotes an individual’s delay in an activity which should be done, and which causes discomfort. In the study we wished to determine the differences between high school students regarding gender, educational programme and learning success of the previous school year in three factors. On a sample of 284 high school students of different Slovenian secondary schools, we found that on average boys show statistically significantly more short...

  14. School Engagement, Risky Peers, and Student-Teacher Relationships as Mediators of School Violence in Taiwanese Vocational versus Academically Oriented High Schools

    Chen, Ji-Kang; Astor, Ron Avi

    2011-01-01

    Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual…

  15. Students Training for Academic Readiness (STAR): Year Three Evaluation Report. Executive Summary

    Texas Center for Educational Research, 2010

    2010-01-01

    This executive summary presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation…

  16. Students Training for Academic Readiness (STAR): Year Four Evaluation Report. Executive Summary

    Texas Center for Educational Research, 2011

    2011-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities…

  17. Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary

    Maloney, Catherine; Caranikas-Walker, Fanny; Sheehan, Daniel

    2007-01-01

    The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and…

  18. Professional Learning Communities: Developing a School-Level Readiness Instrument

    Williams, Ray; Brien, Ken; Sprague, Crista; Sullivan, Gerald

    2008-01-01

    Professional learning communities have become a focus of educational reform in New Brunswick. The implementation and sustainability of this reform is dependent on shifting many of the organizational and operational characteristics of the traditional bureaucratic model into those that support a learning community approach in schools. The study…

  19. Skilled and Ready: What Combined Authorities Want from Schools

    Hatcher, Richard

    2016-01-01

    The purpose of combined authorities, driven by government, is economic growth and public sector reform. Economic growth requires improved productivity. The main obstacle, it is claimed, is a "skills deficit," which schools need to address. In this article the evidence for this claim is examined. The real problem, it is argued, is a…

  20. Are California's Schools Ready for Online Testing and Learning?

    Gao, Niu

    2015-01-01

    In addition to the Common Core State Standards (CCSS), California is implementing a new, online assessment system: the California Assessment of Student Performance and Progress (CAASPP). Field tests were conducted last spring and the system is being rolled out this year, amid concerns about whether schools are technologically prepared. Using…

  1. Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children.

    Aj, Milam; Cdm, Furr-Holden; Pj, Leaf

    2010-12-01

    Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3(rd)-5(th) grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student's perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3(rd)-8(th) graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students' self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children's academic performance. PMID:21197388

  2. Academic Procrastination of Secondary School Pupils

    Branka Ribič Hederih

    2014-06-01

    Full Text Available Procrastination is a trait and/or a form of behavior that denotes an individual’s delay in an activity which should be done, and which causes discomfort. In the study we wished to determine the differences between high school students regarding gender, educational programme and learning success of the previous school year in three factors. On a sample of 284 high school students of different Slovenian secondary schools, we found that on average boys show statistically significantly more shortage of learning self-discipline than girls, while girls, on average, significantly more discomfort than boys. Comparison of secondary school students between programmes showed that, on average, gimnazija students show significantly more learning self-discipline than students in secondary technical education. The comparison in relation to different levels of learning success at the end of the previous school year and the factors of procrastination showed, however, no statistically significant differences.

  3. Associations Among Family Environment, Sustained Attention, and School Readiness for Low-Income Children

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2010-01-01

    In this study, we examined the developmental pathways from children’s family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental health at 3 years of age were explored as independent predictors of children’s observed sustained attention as well as cognitive and behavioral outco...

  4. Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten

    Powell, Douglas R.; Son, Seung-Hee; File, Nancy; San Juan, Robert R.

    2010-01-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear…

  5. The Academic Experience of Male High School Students with ADHD

    Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.

    2011-01-01

    This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed gr...

  6. The Effective Factors on the Guidance School Students’ Academic Motive

    Hassan Mirzajani, Department of Educational Studies, University Putra Malaysia, Ku; Zahra Rahimisadegh, Department of Psychology and Education, University of Allameh Ta; Reza Alami, Department of Management, University of Industries and Mines Bra; MiladFarnia, Department of Management, University Payam Noor Garmsar (pnu) IR; MehranehDelaviz Bayekolaei, Department of Education, University Malaya, Kuala Lumpur, MALAYS

    2014-01-01

    The purpose of this article is to examine the effective factors on the guidance school students’ academic motive in Mazandaran province. Method research is descriptive survey. The population includes all the guidance school students in Mazandaran (119619 ones). The content of the sample is derived from (Kerjesi) and Morgan’s list that is in common with the content and volume of the society (384 people) The way of picking up the sample first is in a racemiformmanner and then in a s...

  7. Sleepwalking through School: New Evidence on Sleep and Academic Performance

    Wang, Kurt; SABIA, JOSEPH J.; Cesur, Resul

    2016-01-01

    Policymakers advocating for later school starting times argue that increased sleep duration may generate important schooling benefits. Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between sleep duration and academic performance, while carefully controlling for difficult-to-measure characteristics at the family- and individual-levels. We find that increased sleep time is associated with improvements in classroom concentration as wel...

  8. Does High School Homework Increase Academic Achievement?

    Kalenkoski, Charlene Marie; Wulff Pabilonia, Sabrina

    2014-01-01

    Although previous research has shown that homework improves students' academic achievement, the majority of these studies use data on students' homework time from retrospective questionnaires, which are less accurate than time-diary data. However, most time-diary data sets do not contain outcome measures, and thus are limited in the questions they can answer. One data set that does have both time-diary and outcome information is the combined Child Development Supplement (CDS) and the Transiti...

  9. The Academic Experience of Male High School Students with ADHD

    Kent, Kristine M.; Pelham, William E.; Molina, Brooke S. G.; Sibley, Margaret H.; Waschbusch, Daniel A.; Yu, Jihnhee; Gnagy, Elizabeth M.; Biswas, Aparajita; Babinski, Dara E.; Karch, Kathryn M.

    2011-01-01

    This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly…

  10. The Academic Knowledge Management Model of Small Schools in Thailand

    Tumtuma, Chamnan; Chantarasombat, Chalard; Yeamsang, Theerawat

    2015-01-01

    The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out…

  11. Relational Aggression and Academic Performance in Elementary School

    Risser, Scott D.

    2013-01-01

    To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…

  12. Health Behaviour and Academic Achievement in Icelandic School Children

    Sigfusdottir, Inga Dora; Kristjansson, Alfgeir Logi; Allegrante, John P.

    2007-01-01

    Interest in the relationship between health behaviours and academic achievement has recently intensified in the face of an epidemic of childhood and adolescent obesity and converging school reforms in the United States and other nations with advanced economies. Epidemiologic research has demonstrated that poor diet and lack of adequate physical…

  13. Self-Esteem and Academic Achievement of High School Students

    Moradi Sheykhjan, Tohid; Jabari, Kamran; Rajeswari, K.

    2014-01-01

    The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high…

  14. Ethnicity, Family Environment, School Attitudes and Academic Achievement.

    Marjoribanks, Kevin

    1978-01-01

    Regression surface analysis was used to examine relations between family environment, assessed in parent interviews, and measures of academic achievement at different levels of school-related attitudes for 800 11-year-old children from lower and middle class groups: Anglo Australian, Greek, recent English immigrants, and Southern Italian.…

  15. Effective Academic Vocabulary Instruction in the Urban Middle School

    Kelley, Joan G.; Lesaux, Nonie K.; Kieffer, Michael J.; Faller, S. Elisabeth

    2010-01-01

    In urban middle schools, educators find it challenging to meet the literacy needs of the many struggling readers in their classrooms, including language-minority (LM) learners and students from low-income backgrounds. One strategy for improving these students' reading comprehension is to teach essential academic vocabulary in a meaningful,…

  16. Academic achievement of junior high school students with sleep disorders

    Fijri Auliyanti

    2016-07-01

    Full Text Available Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%. Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017, average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007, and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037. Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are afterhours education program (more than 2 types, the average IQ level, and male gender.

  17. Academic achievement of junior high school students with sleep disorders

    Fijri Auliyanti

    2015-01-01

    Full Text Available Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%. Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017, average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007, and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037. Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are after-hours education program (more than 2 types, the average IQ level, and male gender. [Paediatr Indones. 2015;55:50-8.].

  18. Motivational readiness of children to school in nuclear and single parent families

    Kateryna Ostrovska

    2015-12-01

    Full Text Available The aim of the paper is a comparison of psychological readiness of the child to go to school in nuclear and single parent families. To obtain the objectives of the paper the following methods were used: 1 methods “Two schools” by L.A Venger to identify the level of formation of internal position of the student; 2 the method “Motivational research studies in older preschoolers” by M.R. Ginsburg; 3 method “Pattern” by L.I. Tsehanskaya to determine the degree of development of skills training activities; 4 method “Graphic dictation” by D. El’konin to study the ability to follow adult instructions. The investigated group consisted of 40 students from first grade secondary school - 20 students from nuclear families (12 girls and 8 boys and 20 students from single parent families (9 girls and 11 boys. As a result of qualitative, comparative and correlation analysis it was shown that readiness of children to go to school susbstantially depends on completness of their families. The children from families have a higher level of skill training and internal position than children from single parent families. This occurs because both parents pay more attention to the children in the forming of a willingness to learn in school. The studies have shown that in the group of children from nuclear families dominate the highest level of development of skills training activities, increased formation of internal positions and childrens social motivation. These indicators are the hallmarks of readiness to learn at school. Also, some recommendations to teachers are provided as for increase of motivation to learn in children from single parent families.

  19. Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997-2007.

    Anderson, Susannah; Mezuk, Briana

    2012-10-01

    This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used to assess the association between debate participation and graduation and ACT performance. Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7-3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. PMID:22633913

  20. Academic Expectations of a High School and the Frequency of AcademicDishonesty as Reported by High School Principals in Virginia

    Nichols, Richard Duane

    2014-01-01

    ABSTRACT A review of research indicates that academic dishonesty is a common occurrence at all levels of education with high school being a significant determinant in whether one will engage in cheating at the college level. Current research is heavily concentrated on cheating at the college level. This study investigated the academic expectations of a high school and the frequency of academic dishonesty as reported by high school principals. Specifically, four research questions were add...

  1. Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

    Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

    2012-01-01

    This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

  2. The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

    Jung, Eunjoo

    2016-01-01

    Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…

  3. Methods of formation readiness of the future teachers to the patriotic education of high school students

    Leonenko A.V.

    2014-06-01

    Full Text Available Purpose : develop method of training of the future teachers of physical culture to the patriotic education of high school students. Material: processed more than 100 literary sources. Results : defines the main approaches to understanding the concept of «readiness» in the training of future specialists. Develop the necessity of improving the professional training of future teachers of physical culture to the profession. Pedagogical conditions of implementation methodology training of the future teachers of physical culture to the patriotic education of high school students. During the implementation phase values important to mastering these skills: improving personal skills through participation in extracurricular activities, intensify research and independent work. Conclusion : it is proved that the effectiveness of the proposed technique is defined as the result of theoretical and practical training of future specialists to patriotic and educational activities with high school students.

  4. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, PMID:27065928

  5. Mexican Mothers' English Proficiency and Children's School Readiness: Mediation through Home Literacy Involvement

    Baker, Claire E.

    2014-01-01

    Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers' English…

  6. Digital Records Forensics: A New Science and Academic Program for Forensic Readiness

    Luciana Duranti

    2010-06-01

    Full Text Available This paper introduces the Digital Records Forensics project, a research endeavour located at the University of British Columbia in Canada and aimed at the development of a new science resulting from the integration of digital forensics with diplomatics, archival science, information science and the law of evidence, and of an interdisciplinary graduate degree program, called Digital Records Forensics Studies, directed to professionals working for law enforcement agencies, legal firms, courts, and all kind of institutions and business that require their services. The program anticipates the need for organizations to become “forensically ready,” defined by John Tan as “maximizing the ability of an environment to collect credible digital evidence while minimizing the cost of an incident response (Tan, 2001.” The paper argues the need for such a program, describes its nature and content, and proposes ways of delivering it.

  7. Ready to leave the ivory tower? Academic scientists' appeal to work in the private sector

    Fritsch, Michael; Krabel, Stefan

    2009-01-01

    In this study we investigate the factors that shape the attitudes of scientists toward starting their own business or working in a private sector firm. The analysis is based on data collected from scientists working in the German Max Planck Society, a research institution devoted to basic science. We find that the scientists' evaluations of the attractiveness of working in a private sector firm or of starting their own business differ considerably according to their academic discipline and th...

  8. Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

    Charlevoix, D. J.; Morris, A. R.

    2015-12-01

    Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

  9. Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

    Al-Alwan, Ahmed F.

    2014-01-01

    The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

  10. Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences

    Goldstein, Sara E.; Boxer, Paul; Rudolph, Erin

    2015-01-01

    The present study investigates links between early adolescents' subjective experiences of stress associated with the middle school transition and their academic outcomes. Seventh and eighth grade students (N?=?774) were surveyed about their experiences during their transition to middle school. Students answered questions about stress…

  11. The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance

    Davenport, Kevin O.

    2010-01-01

    This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

  12. Development of the relation between achievement and academic self-concept in secondary school

    Pinxten, Maarten; De Fraine, Beatrijs; Van Damme, Jan; D'Haenens, Ellen

    2009-01-01

    This study investigates the development of academic self-concept, academic achievement and their relation from Grade 7 to Grade 12 in a cohort of 2834 adolescents in 50 schools. Age and sex differences were tested with structural equation modeling (SEM). The results support a reciprocal effects model, indicating that academic achievement has an effect on academic self-concept (skill development model) and that academic self-concept has an effect on academic achievement (self-enhancement mo...

  13. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928

  14. Academic procrastination: associations with personal, school, and family variables.

    Rosário, Pedro; Costa, Marta; Núñez, José Carlos; González-Pienda, Julio; Solano, Paula; Valle, Antonio

    2009-05-01

    Procrastination is a common behavior, mainly in school settings. Only a few studies have analyzed the associations of academic procrastination with students' personal and family variables. In the present work, we analyzed the impact of socio-personal variables (e.g., parents' education, number of siblings, school grade level, and underachievement) on students' academic procrastination profiles. Two independent samples of 580 and 809 seventh to ninth graders, students attending the last three years of Portuguese Compulsory Education, have been taken. The findings, similar in both studies, reveal that procrastination decreases when the parents' education is higher, but it increases along with the number of siblings, the grade level, and the underachievement. The results are discussed in view of the findings of previous research. The implications for educational practice are also analyzed. PMID:19476225

  15. Gender, Self-Perception, and Academic Problems in High School.

    Crosnoe, Robert; Riegle-Crumb, Catherine; Muller, Chandra

    2007-01-01

    Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma. PMID:20216933

  16. Gender, Self-Perception, and Academic Problems in High School

    Crosnoe, Robert; Riegle-Crumb, Catherine; Muller, Chandra

    2007-01-01

    Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagno...

  17. Do foreclosures affect Boston public school student academic performance?

    Katharine L. Bradbury; Mary A. Burke; Robert K. Triest

    2013-01-01

    Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show that students who live at an address that experiences a foreclosure tend to score substantially lower on standardized tests (math and English) and al...

  18. Longitudinal Analysis of Academic Burnout in Korean Middle School Students.

    Kim, Boyoung; Lee, Minyoung; Kim, Keunhwa; Choi, Hyunju; Lee, Sang Min

    2015-10-01

    The purpose of the study was to investigate the longitudinal relationships between the initial values and slopes of three dimensions of burnout syndrome (i.e. emotional exhaustion, cynicism and academic inefficacy). The study utilized four-wave longitudinal data from a total of 367 (81.6% response rate) middle school students in South Korea. Comprising a 6-month interval survey, the first survey was conducted in June 2010, the second in December 2010, the third in June 2011 and the fourth in December 2011. All participants were 13-year-olds at the first and second surveys, and 14-year-olds at the third and fourth surveys. The Maslach Burnout Inventory-Student Survey was used for each survey to assess the level of academic burnout. The longitudinal data were analysed using latent growth modelling. The results of the study indicated that high initial values (intercept) for emotional exhaustion were associated with a higher rate of increase (slope) in cynicism and academic inefficacy. On the other hand, high initial values for cynicism and academic inefficacy were associated with a lower rate of increase in the other dimensions. This longitudinal study should promote understanding of burned-out students and contribute to the literature by informing the design of prevention programmes for academic burnout. PMID:24452964

  19. Career Readiness: Has Its Time Finally Come?

    DeWitt, Stephen

    2012-01-01

    In 2010, the Association for Career and Technical Education (ACTE) released a "What Is Career Ready?" definition. As the career-readiness definition explains, there is much overlap between "college readiness" and "career readiness," but academic preparedness for college alone is not enough to be truly career-ready. Career readiness requires…

  20. Single-Sex Schooling and Academic Attainment at School and through the Lifecourse

    Sullivan, Alice; Joshi, Heather; Leonard, Diana

    2010-01-01

    This article examines the impact of single-sex schooling on a range of academic outcomes for a sample of British people born in 1958. In terms of the overall level of qualifications achieved, single-sex schooling is positive for girls at age 16 but neutral for boys, while at later ages, single-sex schooling is neutral for both sexes. However,…

  1. Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures

    Reeves, Jonathan Bart

    2010-01-01

    This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index…

  2. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  3. Trajectories of Chinese Students' Sense of School Belonging and Academic Achievement over the High School Transition Period

    Liu, Yangyang; Lu, Zuhong

    2011-01-01

    The present study identified the different patterns of Chinese students' academic achievement trajectories over the high school transition period and examined the relationships between students' sense of school belonging trajectories and the different patterns of academic achievement trajectories. In a sample of 567 Chinese high school students, a…

  4. Assessing Effectiveness and Efficiency of Academic Interventions in School Psychology Journals: 1995-2005

    Bramlett, Ron; Cates, Gary L.; Savina, Elena; Lauinger, Brittni

    2010-01-01

    This article reviews research in the four major school psychology journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review." The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995-2005, synthesize…

  5. Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success

    Sanders, Ansel

    2015-01-01

    Over the last decade, the call for schools to leverage partnerships with community organizations as a means to provide services that will mitigate the effects of poverty in the pursuit of achieving ambitious academic outcomes has gained momentum. The Achievement Schools, a network of five neighborhood schools serving students in Memphis’ Frayser community, has prioritized the development of partnerships as a lever to turn around the academic performance of its schools by ensuring students’ no...

  6. Discipline and Academic Performance (A Study of Selected secondary Schools in Lagos, Nigeria)

    O. Stanley Ehiane

    2014-01-01

    Disciplines and academic performances are the core of our today’s education. Some scholars have attributed poor performance of students in academic to high level of indiscipline among students while others disagreed. Nevertheless, it becomes imperative in recent times that many schools have traded away discipline and as a result led to poor academic performance of students. This study was carried out to establish the relationships between schools discipline and students’ academic performance....

  7. Locus of control, interest in schooling, self-efficacy and academic achievement

    Adedeji Tella; Adeyinka Tella; Olufemi Adeniyi

    2009-01-01

    Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activitiesare measured using some criteria of excellence e.g. good academic performance, poor academic performance and academicfailure. This study examined locus of control, interest in schooling and self-efficacy as predictors of academic achievement ofJunior Secondary School Students. The population of the study consisted of 500 students comprising 300 boys and 200 girls.These we...

  8. Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations

    Tanner-Smith, Emily E.; Fisher, Benjamin W.

    2015-01-01

    Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance,…

  9. Economic Determinants of Academic Failure and School Desertion in the Guatemala Highlands.

    Carvajal, Manuel J.; And Others

    1993-01-01

    Explores, from an economic perspective, elementary school system adequacy in the rural, indigenous Guatemalan highlands. Estimates least-squares coefficients and elasticities separately for academic failure and school abandonment for each of four indigenous groups. The model explains academic failure better than school desertion. A national policy…

  10. Impacting Children's Health and Academic Performance through Comprehensive School Physical Activity Programming

    Brusseau, Timothy A.; Hannon, James C.

    2015-01-01

    Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity…

  11. The Psychosocial Functioning of High School Students in Academically Rigorous Programs

    Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

    2013-01-01

    This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools.…

  12. Peer Effects on Academic Cheating among High School Students in Taiwan

    Tsai, Chun-Li

    2012-01-01

    Although academic cheating has been found to be a common phenomenon in high schools, few studies investigate how peers influence individual cheating behavior among high school students. In this paper, we estimate the cross-gender and intra-gender interaction effects on academic cheating among high school students in Taiwan. We detect the evidence…

  13. READINESS Of ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTING CHARACTERS INTEGRATED LEARNING IN THE SCIENCE SUBJECT

    N. Hindarto

    2015-09-01

    Full Text Available Many problems that arise in today's society are rooted in the issue of morality as a result of the marginalization of the values of character. To solve this problem, need to be enforced the values of good character on every member of the community, and the proper way is through the educational process, including through education in schools ranging from elementary education to higher education. To find out whether the teachers in elementary schools are ready to take this work, the research conducted to determine the readiness of teachers and the problems associated with its implementation. Through a questionnaire calculated in descriptive percentage on a sample of elementary school teachers who are spread in Semarang, Semarang District and Temanggung, it can be concluded that in teachers’ view it is very important to integrate the learning of characters in the lesson. However, they need guidance /examples to develop learning model with its features, which integrate the values of the characters in the science subject.Banyak persoalan yang timbul di masyarakat dewasa ini berakar pada persoalan moralitas sebagai akibat terpinggirkannya nilai-nilai karakter, Untuk mengatasi persoalan ini, perlu ditegakkan lagi nilai nilai karakter yang baik pada setiap anggota masyarakat, dan cara yang tepat adalah melalui proses pendidikan, di antaranya melalui pendidikan di sekolah mulai dari pendidikan dasar sampai pendidikan tinggi. Untuk mengetahui apakah para guru pada Sekolah Dasar siap mengemban tugas ini, maka diadakan penelitian untuk mengetahui kesiapan para guru dan masalah-masalah yang terkait dengan pelaksanaannya. Melalui angket yang kemudian diolah secara deskriptive persentasi pada sampel guru SD yang tersebar di Kota Semarang, Kabupaten Semarang dan Kabupaten Temanggung, dapat diketahui bahwa para guru menganggap sangat penting untuk mengintegrasikan pembelajaran karakter dalam matapelajaran IPA. Namun demikian mereka membutuhkan bimbingan

  14. The relationship among self-efficacy, perfectionism and academic burnout in medical school students

    Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

    2016-01-01

    Purpose: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. Methods: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Results: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Conclusion: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students. PMID:26838568

  15. DIFFERENCES IN THE PERCEPTION OF ACADEMIC STRESS AND REACTION AMONG SENIOR SECONDARY SCHOOL STUDENTS

    Ranjit Kaur; Sanjay Chaudhary

    2015-01-01

    The present study identifies the differences in Tthe perception of academic stress reactions among senior secondary school students falling in low and high academic stress groups. For this, Busari’s Students’ Academic Stress Scale (SASS) was adapted by the investigators. Data was collected from various senior-secondary schools students of Haryana. A sample of 444 senior-secondary school students was drawn randomly from the population. To determine the differences in the perception of ac...

  16. Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder.

    Fleury, Veronica P; Thompson, Julie L; Wong, Connie

    2015-01-01

    Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development. PMID:25261082

  17. Looking Forward to High School and College: Middle Grade Indicators of Readiness in Chicago Public Schools

    Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de la Torre, Marisa

    2014-01-01

    There is a very large population of students who struggle with the transition from the middle grades to high school, raising concerns that high school failures are partially a function of poor middle grade preparation. As a result, middle grade practitioners are grappling with questions about what skills students need to succeed in high school,…

  18. BREAKFAST HABIT AND ACADEMIC PERFORMANCE AMONG SUBURBAN ELEMENTARY SCHOOL CHILDREN

    Putu Ayu Widyanti

    2013-10-01

    Full Text Available Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 Academic performance is affected by a numbers of factors. Age, gender, nutritional status, and breakfast habits are some factors that have relation with academic performance. Nutritional statues among school children still to be concerned. Breakfast habit is important thing to do before school to maintain enough calories to study and work well. The aim of this study was to determine the association of breakfast habits and academic performance especially in suburban elementary school children. An analytic cross sectional study conducted in children aged 6-12 years who studied at SD 1 Taro, Gianyar regency, Bali. There were 178 students participated in this study. We found 3 factors associated with academic performance i.e. breakfast, gender, and age with OR=2.56 (95% CI 1.16 to 5.66, P=0.02; OR=0.32 (95% CI 0.15 to 0.70, P=0.04; OR=6.52 (95% CI 2.73 to 15.53, P<0.0001, respectively. We conclude there was an association between breakfast habits and academic performance. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

  19. Counseling on Early Childhood Concerns: Sleep Issues, Thumb-Sucking, Picky Eating, School Readiness, and Oral Health.

    Nasir, Arwa; Nasir, Laeth

    2015-08-15

    Family physicians are often a source of information and advice on early childhood concerns regarding sleep, thumb-sucking/pacifier use, picky eating, school readiness, and oral health. Evidence indicates that family variables are important in the genesis of sleep difficulties, and that traditional behavioral methods are not as effective as previously thought. Attention to family psychosocial well-being, especially maternal functioning, is important in addressing childhood sleep difficulties. Thumb-sucking and pacifier use may be associated with negative consequences if they persist, and referral is recommended after four years of age if appropriate behavioral interventions are ineffective. Picky eating is heavily influenced by environmental factors, and food neophobia is a normal stage of development. The main approaches to childhood eating problems include social modeling of normal eating behaviors, repeated exposures to new foods, and positive mealtime experiences. School readiness focuses on supporting the psychosocial variables that are associated with school success. Reading with the child enhances literacy skills. Quality early childhood education programs are also effective in enhancing school success. Delaying school entry is not beneficial and may be detrimental. School readiness includes the schools' role in supporting the learning needs of all children regardless of their abilities and skills. Oral health is increasingly recognized as an important contributor to overall health. Oral health should be incorporated into well-child visits beginning at the eruption of the first tooth. PMID:26280232

  20. Physical Activity Before School, Cognitive Performance, and Academic Achievement in Dutch Adolescents: Let them Walk or Cycle to School!

    Van Dijk, Martin; De Groot, Renate; Van Acker, Frederik; Savelberg, Hans; Kirschner, Paul A.

    2014-01-01

    In this study, associations between objectively measured active commuting to school and cognitive performance and academic achievement in Dutch adolescents were investigated. Active commuting to school was found to be positively associated with executive functioning in adolescent girls.

  1. The E-Learning Readiness of Cyprus Primary Teachers Ahead of Dias System Integration into Cyprus Schools

    Hadjiathanasiou, Panayiota

    2009-01-01

    This research study aimed to evaluate the e-learning readiness of Cyprus's primary teachers ahead of DIAS web-platform integration into Cyprus's schools. The Cyprus Ministry of Education and Culture (MOEC) aims through DIAS to enhance the integration of e-learning in all areas of the curriculum in primary and secondary education. As the effective…

  2. Predicting School Readiness from Neurodevelopmental Assessments at Age 2 Years after Respiratory Distress Syndrome in Infants Born Preterm

    Patrianakos-Hoobler, Athena I.; Msall, Michael E.; Huo, Dezheng; Marks, Jeremy D.; Plesha-Troyke, Susan; Schreiber, Michael D.

    2010-01-01

    Aim: To determine whether neurodevelopmental outcomes at the age of 2 years accurately predict school readiness in children who survived respiratory distress syndrome after preterm birth. Method: Our cohort included 121 preterm infants who received surfactant and ventilation and were enrolled in a randomized controlled study of inhaled nitric…

  3. Variables that predict academic procrastination behavior in prospective primary school teachers

    Asuman Seda SARACALOĞLU

    2016-04-01

    Full Text Available This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Muğla Sıtkı Koçman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS, Academic Self-Efficacy Scale (ASES, and Academic Motivation Scale (AMS. While analyzing the gathered data, descriptive analysis techniques were utilized. Moreover, while analyzing the data, power of variables namely reasons of academic procrastination, academic motivation, and academic efficacy to predict prospective primary school teachers’ academic procrastination tendencies were tested. For that purpose, stepwise regression analysis was employed. It was found that nearly half of the prospective primary school teachers displayed no academic procrastination behavior. Participants’ reasons for procrastination were fear of failure, laziness, taking risks, and rebellion against control. An average level significant correlation was found between participants’ academic procrastination and other variables. As a result, it was identified that prospective primary school teachers had less academic procrastination than reported in literature and laziness, fear of failure, academic motivation predicted academic procrastination.

  4. Promoting Safe Schools and Academic Success: Moving Your School from Punitive Discipline to Effective Discipline

    Olley, Rivka I.; Cohn, Andrea; Cowan, Katherine C.

    2010-01-01

    Effective discipline is essential to creating safe, supportive learning environments for all students, which is critical to academic achievement. Since the passage of zero tolerance policies in the early 1990s, many school districts have relied on punitive discipline focused on harsh strategies such as using suspension and expulsion as primary…

  5. An Analysis of the Academic Achievement of Indian High School Students in Federal and Public Schools.

    Bass, Willard P.

    A longitudinal study was designed to determine whether there were significant differences in academic achievement between senior high American Indian students in Federal on-reservation, Federal off-reservation, public on-reservation, and public off-reservation schools. The purpose of the study was to gather a variety of data on psychological and…

  6. Academic, social and cultural factors influencing medical school grade performance.

    Alfayez, S F; Strand, D A; Carline, J D

    1990-05-01

    Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance. PMID:2355866

  7. Healthy & Ready to Learn: Examining the Efficacy of an Early Approach to Obesity Prevention and School Readiness

    Winter, Suzanne M.; Sass, Daniel A.

    2011-01-01

    The collision of the childhood obesity epidemic with pressure to achieve high academic standards is of serious concern in the United States. Growing numbers of low-income, minority children face double jeopardy as alarming obesity rates further widen existing achievement gaps. Health and education disparities persist when children enter…

  8. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students.…

  9. Leadership Style of Religious School Headmasters and Its Relationship to Academic Achievement in Brunei Darussalam

    Gamal Abdul Nasir Zakaria; Halimah Kamis; Salwa Mahalle; Aliff Nawi

    2014-01-01

    This research was conducted at 15 religious schools in Tutong District. The objectives of this research are to identify leadearship style and its relationship to academic achievement. The “Leader Behaviour Description Questionnaire” (LBDQ) formed by Halpin (1966) was used. Meanwhile Academic achievement was measured using the “School Certificate Examination Results, Religious Primary School (SSSRU) from 2008-2011. A total of 191 teachers and 15 headmasters from religious school in Tutong Dist...

  10. Childhood Economic Resources, Academic Performance and the Choice to Leave School at Age Sixteen

    Maani, Sholeh A.; Guyonne Kalb

    2003-01-01

    This paper uses a recent panel data set from New Zealand to examine the link between academic performance and the decision of teenagers to leave school. These choices have significant lifetime economic impacts, since early school leaving in many cases closes pathways to further education. We address the potential endogeneity and error correlation of academic performance and later school-leaving choices. The results show that schooling decisions largely represent personal choice, and that they...

  11. Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

    Timothy A. Brusseau; James C. Hannon

    2015-01-01

    Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physica...

  12. Role of the Headteacher in Academic Achievement in Secondary Schools in Vihiga District, Kenya

    L.M. Lydiah

    2009-01-01

    The headteachers’ role is to promote academic performance. The success of what is done in theschool is attributed to the headteacher. He or she is the pivot around which many aspects of the school revolve,being the person in charge of every detail of running the school, be it academic or administrative. Schools canmake a difference to student achievement and the headteachers’ leadership is one factor determining thatsuccess. It is therefore important that the performance of a school is apprai...

  13. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  14. Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis

    Konishi, Chiaki; Hymel, Shelley; Zumbo, Bruno D.; Li, Zhen

    2010-01-01

    In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student-teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation…

  15. Examining Relationships among Enabling School Structures, Academic Optimism and Organizational Citizenship Behaviors

    Messick, Penelope Pope

    2012-01-01

    This study examined the relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Additionally, it sought to determine if academic optimism served as a mediator between enabling school structures and organizational citizenship behaviors. Three existing survey instruments, previously tested for…

  16. Temperament, School Adjustment, and Academic Achievement: Existing Research and Future Directions

    Al-Hendawi, Maha

    2013-01-01

    Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

  17. Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students

    Dinh, Khanh T.; WEINSTEIN, Traci L.; Kim, Su Yeong; Ivy K. Ho

    2008-01-01

    This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant pre...

  18. Physical Fitness, Academic Achievement, and Socioeconomic Status in School-Aged Youth

    Coe, Dawn P.; Peterson, Thomas; Blair, Cheryl; Schutten, Mary C.; Peddie, Heather

    2013-01-01

    Background: This study examined the association between physical fitness and academic achievement and determined the influence of socioeconomic status (SES) on the association between fitness and academic achievement in school-aged youth. Methods: Overall, 1,701 third-, sixth-, and ninth-grade students from 5 school districts participated in the…

  19. Interdependence of Depressive Symptoms, School Involvement, and Academic Performance between Adolescent Friends: A Dyadic Analysis

    Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane

    2015-01-01

    Background: Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Aims: Using cross-sectional data, we examined whether the link between…

  20. Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents

    Adelabu, Detris Honora

    2007-01-01

    This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

  1. Development of Effective Academic Affairs Administration System in Thai Primary Schools

    Thongnoi, Niratchakorn; Srisa-ard, Boonchom; Sri-ampai, Anan

    2013-01-01

    This research aimed to: 1) study current situations and problems of academic affairs administration system in Primary Schools. 2) develop an effective academic affairs administration system, and 3) evaluate the implementation of the developed system in the primary school, Thailand. Research and Development (R&D) was employed which consisted of…

  2. Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage

    Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

    2012-01-01

    The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year

  3. Getting Schools Ready for Integration of Pedagogical ICT: the Experience of Secondary Schools in Uganda

    Masagazi Joel Yawe; Mwebembezi Johnie; Kahuma B James; Ndawula Stephen

    2013-01-01

    The purpose of the study was to establish whether secondary schools in Uganda are prepared for effective teaching of ICT education. The study was carried out in six secondary schools in Uganda. Both qualitative and quantitative research methods with a descriptive cross sectional survey design were adapted to collect data from 96 respondents. Questionnaires and interviews were employed as data collection instruments. The study findings showed that, the introduction of ICT education as a subjec...

  4. Do peer groups matter? Peer groups versus schooling effects on academic attainment

    Robertson, D; Symons, J.

    1996-01-01

    In this paper we estimate an educational production function. Educational attainment is a function of three types of inputs: peer group, parental and schooling. We find that conventional measures of school quality are not good predictors for academic attainment, once we control for peer group effects. Parental qualities also have strong effects on academic atainment. This academic attainment is then a key determinant of subsequent labour market success, as measured by earnings.

  5. Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis

    Véronneau, Marie-Hélène; Dishion, Thomas J.

    2011-01-01

    Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends’ characteristics on change in academic achievement from Grade 6 through 8, and the role of students’ own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear ...

  6. Academic Procrastination in Group of High School Students: Frequency, Possible Reasons and Role of Hope

    UZUN ÖZER, Bilge

    2009-01-01

    Academic procrastination in group of high school students: frequency, possible reasons and role of hope. The main purpose of the present study was to investigate the frequency and possible reasons for academic procrastination in a group of high school students. The effect of state hope level on academic procrastination was also assessed. In this respect, Procrastination Assessment Scale-Student (Solomon and Rothblum, 1984) and State Hope Scale (Synder, et. al., 1996) were used as the data col...

  7. Pupils' Perceptions of Discipline and Academic Standards in Belgian Coeducational and Single-Sex Schools

    Brutsaert, Herman

    2002-01-01

    In this paper, single-sex and coeducational schools are compared in terms of pupils' perceptions of disciplinary and academic climates. Use was made of data from 68 secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single-sex (21 girls, and 22 boys, schools). Respondents were third-year students: 3370 girls and…

  8. Predicting Students' Academic Performance Based on School and Socio-Demographic Characteristics

    Thiele, Tamara; Singleton, Alexander; Pope, Daniel; Stanistreet, Debbi

    2016-01-01

    Students' trajectories into university are often uniquely dependent on school qualifications though these alone are limited as predictors of academic potential. This study endorses this, examining associations between school grades, school type, school performance, socio-economic deprivation, neighbourhood participation, sex and academic…

  9. The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission

    Espenshade, Thomas J.; Hale, Lauren E.; Chung, Chang Y.

    2005-01-01

    In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high school's…

  10. School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

    2014-01-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

  11. Girls' Academic Achievements: Single-sex Versus Coeducational Schools in Australia.

    Carpenter, Peter; Hayden, Martin

    1987-01-01

    Compares the effects of parents' occupational status, teachers' encouragement for further study, and high school curriculum on girls' academic achievement in girls' schools and coeducational schools. Results showed that mother's education was most important in predicting the type of school a girl attended. (Author/AEM)

  12. Emerging Need for Academic Advising In Schools, Colleges and Universities in Kenya

    James Matee Muola; Jonathan Muema Mwania

    2013-01-01

    It is not easy for the overburdened student counselors in schools, colleges and universities to adequately address students? needs in all areas. This has led to the establishment of academic advising in Western countries and recently in some Kenyan institutions. The three common types of academic advising are developmental, prescriptive and strength-based. Findings from various studies concur that students need academic advising in time management, maintaining high grades and setting academic...

  13. Opportunity Makes the Cheater: High School Students and Academic Dishonesty

    Andrej Šorgo

    2015-12-01

    Full Text Available The purpose of this study was to reveal data about cheating behaviours in Slovenian upper secondary schools, to raise awareness and to lower tolerance for such behaviour. To acquire information about demographics, cheating behaviour, and opinions on such behaviour, we compiled a questionnaire that targeted a university population of first-year students (N=323. From the results, it was revealed that cheating is a way of life in Slovenian schools, and almost all students at least occasionally indulge in some academic misbehaviour. It seems that a culture tolerant or even supportive of such behaviour has been established among students, parents and teachers, all working together to “help” students climb the ladder of success. The open question is whether all kinds of cheating are even recognized as such. Cheating is most common in homework, but at the other end, even systems such as external exams are not immune to fraud. At the moment, classic methods of cheating dominate. Differences between characters (e.g. gender and educational institutions in most cases are non-existent or small, a finding that could aid in establishing measures to prevent cheating inside schools as institutions.

  14. Getting Schools Ready for Integration of Pedagogical ICT: the Experience of Secondary Schools in Uganda

    Masagazi Joel Yawe

    2013-02-01

    Full Text Available The purpose of the study was to establish whether secondary schools in Uganda are prepared for effective teaching of ICT education. The study was carried out in six secondary schools in Uganda. Both qualitative and quantitative research methods with a descriptive cross sectional survey design were adapted to collect data from 96 respondents. Questionnaires and interviews were employed as data collection instruments. The study findings showed that, the introduction of ICT education as a subject in the secondary school curriculum is a good government’s policy that will bring in every secondary school graduate to the use of internet, world of employment creativity, knowledge and use of internet and other related technologies for national development. The findings further revealed that success of the ICT education policy will depend on governments’ effort to recruit well qualified teachers in the subject, supply of enough computers, and construction of adequate computer laboratories and libraries in all secondary schools and availability of a reliable power supply in the country.

  15. Effects of Home and School Computer Use on School Readiness and Cognitive Development among Head Start Children: A Randomized Controlled Pilot Trial

    Li, Xiaoming; Atkins, Melissa S.; Stanton, Bonita

    2006-01-01

    Data from 122 Head Start children were analyzed to examine the impact of computer use on school readiness and psychomotor skills. Children in the experimental group were given the opportunity to work on a computer for 15-20 minutes per day with their choice of developmentally appropriate educational software, while the control group received a…

  16. College and Career Readiness in the Middle Grades

    Schaefer, Mary Beth; Rivera, Lourdes M.

    2012-01-01

    The development and implementation of a comprehensive and systemic career development program, The Career Institute, provided the mechanism through which one school community addressed students' career development and college readiness needs while also attending to their academic and personal-social development. The Career Institute consisted of a…

  17. Exam High Schools and Academic Achievement: Evidence from New York City

    Will Dobbie; Roland G. Fryer, Jr.

    2011-01-01

    Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide the first causal estimate of the impact of attending an exam school in the United States on longer term academic outcomes. Attending an exam school ...

  18. Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.

    Xia, Mengya; Fosco, Gregory M; Feinberg, Mark E

    2016-06-01

    Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record PMID:26376426

  19. Creeping Capitalism and Academic Culture at a Canadian Law School

    Theresa Shanahan

    2016-01-01

    Full Text Available This paper considers the influence of academic restructuring associated with neo-liberal postsecondary policies on the culture of law schools and legal scholarship in Canada. It offers empirical data from a case study of the Faculty of Law at the University of British Columbia. This paper examines the impact of the changing Canadian political economy on the scholarship and culture at the law school and explores the implications for professional autonomy and academic freedom. The findings suggest that, at the time of data collection (2002-2004, the changing political economy had not (yet affected the law school at the University of British Columbia in the same manner as other jurisdictions and disciplines described in the literature. The data shows that law professors who participated in the study experienced increasing pressures associated with corporatization, commodification and marketization in the larger university, however they consistently described high levels of academic freedom and professional autonomy over their work and scholarship. While there is some evidence of the transformation of academic culture associated with economic restructuring there is also evidence that law professors at this school have maintained control over the direction of their intellectual scholarship. Cet article se penche sur l’influence de la restructuration académique associée aux politiques postsecondaires néo-libérales sur la culture au sein des écoles de droit et sur les études juridiques au Canada. Il présente des données empiriques à partir d’une étude de cas de la Faculté de droit à l’Université de Colombie- Britannique. L’article examine l’impact de l’économie politique canadienne changeante sur l’érudition et la culture à l’école de droit et explore ce que cela implique pour l’autonomie professionnelle et la liberté de l’enseignement. Les résultats suggèrent qu’au moment de la collecte des données (2002

  20. A STUDY OF ACADEMIC ANXIETY AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN RELATION TO GENDER, LOCALITY AND BIRTH ORDER.

    Altaf Husain

    2015-04-01

    Full Text Available Anxiety is a state of tension, it is a drive like hunger or sex but instead of arising from internal tissue conditions, it is produced originally by external cues. It is an unpleasant emotional state in which a present and continuing strong desire or drive seems likely to miss its goal. The cause of basic anxiety is the result of competitive feeling between the individual and the group. In general anything that disturbs the security of the child in relation to his parents produces basic anxiety. Anxiety is caused by parental pressure to perform and to stand out among other children when they cannot rise up to that expectation, or during the process of meeting it, children may suffer from frustration, physical stress and depression. Academic anxiety can arise if there is an illness in the child or family a recent divorce; some students refuse to go to school, if they have some kind of anxiety. By achievement we mean proficiency of performance generally measured by standard task act of attaining and end of carrying out a purpose. Academic achievement means knowledge, understanding and skills acquired after construction and training in a particular course. Keeping this thing into consideration, the present study aim to study of academic anxiety and academic achievement of secondary school students in relation to gender, locality and birth order .in present study 233 students were selected which include 123 boys and 110 girls. Academic anxiety scale by A.K.Singh and A.Sen Gupta was used to measure the extent of academic anxiety. It was found that low achievers have more academic anxious than higher achievers. Gender has no effect regarding academic anxiety; moreover it was found that urban students have more academic anxiety than the rural students. Birth order has no effect regarding academic anxiety

  1. Society of Behavioral Medicine position statement: elementary school-based physical activity supports academic achievement.

    Buscemi, Joanna; Kong, Angela; Fitzgibbon, Marian L; Bustamante, Eduardo E; Davis, Catherine L; Pate, Russell R; Wilson, Dawn K

    2014-12-01

    The Society of Behavioral Medicine (SBM) urges elementary schools to provide children with ample opportunities to engage in physical activity during school hours. In addition to promoting overall child health, physical activity also supports academic achievement. In addition to improving their aerobic fitness, regular physical activity improves cognitive function, influences the brain, and improves mood in children. Better aerobic fitness and physical activity are associated with increased grade point averages and standardized test scores. Despite the documented relationship between physical activity, fitness, and academic achievement, few schools have implemented physical activity as a tool to improve academic performance. SBM recommends that elementary schools provide children with the recommended 60 min of moderate-to-vigorous physical activity during school hours. Further, SBM urges schools to work with the local school districts and state education departments to mandate minimum physical activity time for elementary school physical education. PMID:25584093

  2. Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

    Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

    2010-08-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. PMID:20609850

  3. Student’s engagement in school, academic aspirations, and career exploration of Portuguese adolescents

    Veiga, Feliciano; Oliveira, Íris M.; Taveira, Maria do Céu

    2014-01-01

    This study examined career profiles derived from students’ engagement in school, academic aspirations and sources of career exploration, as part of a larger research project on the differentiation and promotion of students’ engagement in school (Pest-OE/CED/UI4107/2011). The sample included 685 students attending sixth, seventh, ninth and tenth grades (Mage = 13.82, SD = 1.92). The students completed measures of engagement in school, academic aspirations and career exploration. Ba...

  4. Analyzing Academic Performance and Mental Health of Elementary School Students through Parenting Practices

    Sarwat Sultan; Martin Hagger; Irshad Hussain

    2013-01-01

    The present study has explored the effects of parenting practices on children mental health at school and their academic performance; and it also compared the parent-reported and child-reported parenting dimensions influencing the academic performance and mental health. A sample of 246 children aged 12-15 years old were contacted at seven elementary schools of Multan-Pakistan through convenient sampling technique. School children completed the three questionnaires measuring eight dimensions o...

  5. Academically Resilient Elementary Students in one Virginia school division: Identifying andExploring Protective Factors

    Parrott, Laquiche Renee

    2015-01-01

    The purpose of the study was to identify the internal and external protective factors found in family, school and community as perceived by rural elementary students who experienced poverty and demonstrated academic resilience in a Virginia school division. By identifying the common protective factors among the academically resilient elementary students, school leaders and educators can implement practices that foster a learning climate that cultivates and supports resilience in students who...

  6. Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

    Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

    2016-06-01

    This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record PMID:26751629

  7. Acculturative and Psychosocial Predictors of Academic-Related Outcomes among Cambodian American High School Students

    Khanh Dinh

    2008-01-01

    Full Text Available This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the State of Massachusetts. Student participants (N = 163 completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, Cambodian and Anglo/White cultural orientations and depression played significant roles across the four dimensions of academic-related outcomes, including grade point average, educational aspirations, beliefs in the utility of education, and psychological sense of school membership. This study provides important implications for school-based and family-based prevention and intervention programs in addressing the acculturative and academic challenges faced by Cambodian American students.

  8. The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?

    Becker, Michael; Ludtke, Oliver; Trautwein, Ulrich; Koller, Olaf; Baumert, Jurgen

    2012-01-01

    Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling--such as ability tracking or, more generally, school quality--can also influence intelligence. In this study, the authors analyzed intelligence gains in academic-…

  9. Adolescents' Perception of the Psychological Security of School Environment, Emotional Development and Academic Performance in Secondary Schools in Gombe Metropolis

    Musa, Alice K. J.; Meshak, Bibi; Sagir, Jummai Ibrahim

    2016-01-01

    The purpose of the study was to determine adolescents' perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified…

  10. A Comparison of Academic Achievement and Adherence to the Common School Ideal in Public and Catholic Schools

    Hallinan, Maureen; Kubitschek, Warren N.

    2012-01-01

    This article examines two critical questions related to equality of educational opportunity. First, does the academic advantage that was observed in Catholic high schools more than two decades ago continue to hold for contemporary students in Catholic middle schools? Second, how closely do different school sectors adhere to the common school…

  11. Three-Year Longitudinal Study of School Behavior and Academic Outcomes: Results from a Comprehensive Expanded School Mental Health Program

    Daly, Brian P.; Sander, Mark A.; Nicholls, Elizabeth G.; Medhanie, Amanuel; Vanden Berk, Eric; Johnson, James

    2014-01-01

    While there has been encouraging growth in the number of expanded school mental health programs (ESMH) across the country, few programs rigorously evaluate long-term academic outcomes associated with receipt of these services. This study examined the effects of services from an ESMH program on school behavior (number of out-of-school suspensions…

  12. Testing Equivalence of Mediating Models of Income, Parenting, and School Readiness for White, Black, and Hispanic Children in a National Sample

    Raver, C. Cybele; Gershoff, Elizabeth T.; Aber, J. Lawrence

    2007-01-01

    This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS – K). It is critical to test the universality of such complex models, particularly given their implications for intervention, prevention, and public policy. Therefore this study asks: Do measures and models of low income and early school readiness i...

  13. Fit, Healthy, and Ready To Learn: A School Health Policy Guide. Part II: Policies To Promote Sun Safety and Prevent Skin Cancer.

    Fraser, Katherine

    This publication is a supplementary chapter to "Fit, Healthy, and Ready to Learn: A School Health Policy Guide; Part I: General School Health Policies, Physical Activity, Healthy Eating, and Tobacco-Use Prevention." It discusses various aspects of a complete school policy and plan to promote sun safety. The first section "Purpose and Goals,"…

  14. Neighborhood Social Capital, Neighborhood Disadvantage, and Change of Neighborhood as Predictors of School Readiness

    Charles Jones

    2014-01-01

    Full Text Available Neighborhood income and social capital are considered important for child development, but social capital has rarely been measured directly at an aggregate level. We used Canadian data to derive measures of social capital from aggregated parental judgments of neighborhood collective efficacy and neighborhood safety. Measures of neighborhood income came from Census data. Direct measures of preschoolers’ school readiness were predicted from neighborhood-level variables, with regional indicators and household/parental characteristics taken into account. Our findings show that (1 residing in Quebec, being Black, and having a parent who was born outside Canada are positively associated with children’s living in disadvantaged or low collective efficacy neighborhoods as well as with their living in low-income households. (2 Children’s odds of residential mobility were reduced when the origin neighborhood had higher collective efficacy but increased when the family rented rather than owned. (3 Both neighborhood collective efficacy and children’s ever having lived in a poor neighborhood were correlated with receptive vocabulary scores, but results were mixed for other cognitive dimensions. Children of younger mothers scored worse on receptive vocabulary. There were similar patterns for demographic predictors related to visible minority status, sibship size, and birth order. Neighborhood average income had no effect on cognitive outcomes when the region was controlled.

  15. Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

    Timothy A. BRUSSEAU

    2015-06-01

    Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

  16. Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety

    Katarzyna eGogol

    2016-03-01

    Full Text Available The present study investigated the developmental dynamics of general and subject-specific (i.e., mathematics, French, and German components of students’ academic self-concept, anxiety, and interest. To this end, the authors integrated three lines of research: (a hierarchical and multidimensional approaches to the conceptualization of each construct, (b longitudinal analyses of bottom-up and top-down developmental processes across hierarchical levels, and (c ipsative developmental processes across subjects. The data stemmed from two longitudinal large-scale samples (N = 3,498 and N = 3,863 of students attending Grades 7 and 9 in Luxembourgish schools. Nested-factor models were applied to represent each construct at each grade level. The analyses demonstrated that several characteristics were shared across constructs. All constructs were multidimensional in nature with respect to the different subjects, showed a hierarchical organization with a general component at the apex of the hierarchy, and had a strong separation between the subject-specific components at both grade levels. Further, all constructs showed moderate differential stabilities at both the general (.42 < r < .55 and subject-specific levels (.45 < r < .73. Further, little evidence was found for top-down or bottom-up developmental processes. Rather, general and subject-specific components in Grade 9 proved to be primarily a function of the corresponding components in Grade 7. Finally, change in several subject-specific components could be explained by negative, ipsative effects across subjects.

  17. The Impact of GEAR UP on College Readiness for Students in Low Income Schools

    Bausmith, Jennifer Merriman; France, Megan

    2012-01-01

    The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year…

  18. Urban High School Students' Experiences in an Afterschool College Readiness Program

    Parikh, Sejal B.

    2013-01-01

    This transcendental phenomenological investigation examined urban students' experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased…

  19. Moving Beyond High School Expectations: Examining Stakeholders' Responsibility for Increasing Latina/o Students' College Readiness

    Yamamura, Erica K.; Martinez, Melissa A.; Saenz, Victor B.

    2010-01-01

    In an effort to improve college readiness for Latina/o students, this article examines the meaning and significance of college readiness among multiple stakeholders (teachers, counselors, parents, students, and superintendents) in the South Texas border region. Using focus group data, this article explores the assets embedded within college…

  20. School climate, peer victimization, and academic achievement: results from a multi-informant study.

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E; Haltigan, J D; Hymel, Shelley

    2014-09-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling, with school climate as a contextual variable. Boys and girls reported no differences in victimization by their peers, although boys had lower GPAs than girls. Peer victimization was related to lower GPA and to a poorer perception of school climate (individual-level), which was also associated with lower GPA. Results of multilevel analyses revealed that peer victimization was again negatively associated with GPA, and that lower school-level climate was associated with lower GPA. Although no moderating effects of school-level school climate or sex were observed, the relation between peer victimization and GPA remained significant after taking into account (a) school-level climate scores, (b) individual variability in school-climate scores, and (c) several covariates--ethnicity, absenteeism, household income, parental education, percentage of minority students, type of school, and bullying perpetration. These findings underscore the importance of a positive school climate for academic success and viewing school climate as a fundamental collective school outcome. Results also speak to the importance of viewing peer victimization as being harmfully linked to students' academic performance. PMID:25198617

  1. Student evaluation of the academic advising process in an Iranian medical school

    Azra Shamsdin

    2012-02-01

    Full Text Available Objective: The purpose of this study was to examine student evaluation of the academic advising process in an Iranian medical school. Method: We conducted a cross sectional survey of all fourth and fifth year students who studied medicine, nursing and laboratory technology. A short version of a validated questionnaire was administrated to 85 students (23 males and 62 females at Fasa Medical School, Iran. Results: Of the students, 48 (56 were satisfied with the academic advising process. The descriptive analysis of the study showed that many students (n=72 valued the importance of feedback on student ability in the academic advising process. A further descriptive analysis showed that 34 students (40 were satisfied that advisers were aware of their records. There was a significant difference between student's main course (χ[sup]2[/sup][sub](2[/sub] = 8.9; p = 0.012 and satisfaction with academic advising. However, the observed differences between female and male students in this study were not statistically significant (χ[sup]2[/sup][sub](1[/sub] = 2.2; p= 0.107. Conclusions: The results of this study reveal a lack of systematic planning, skills and resources for the academic advising process at the Fars Medical School. The results indicate the need for academic staff development initiatives to improve the academic advising process. An ongoing evaluation program of the academic needs of students may help to advisors to provide academic advising and academic support for students in various courses.

  2. Coming to America for Spiritual or Academic Growth? Experiences of International Students at One Christian School

    Yin, Lishu

    2013-01-01

    The number of international students flocking to North American private Christian schools has continued to grow. The author examined the overall experiences of 67 international high school students studying at a private Christian school in South Carolina. Their frustrations and struggles with academic and spiritual growth in a new cross-cultural…

  3. Academic Optimism, Organizational Citizenship Behaviors, and Student Achievement at Charter Schools

    Guvercin, Mustafa

    2013-01-01

    The purpose of this study was to examine the relationship among academic optimism, Organizational Citizenship Behaviors (OCBs), and student achievement in college preparatory charter schools. A purposeful sample of elementary school teachers from college preparatory charter schools (N = 226) in southeast Texas was solicited to complete the…

  4. Profiles of School Adaptation: Social, Behavioral and Academic Functioning in Sexually Abused Girls

    Daignault, Isabelle V.; Hebert, Martine

    2009-01-01

    Objectives: The short-term outcomes of child sexual abuse (CSA) on academic, behavioral and social adaptation at school were examined in order to: (1) document the proportion of sexually abused (SA) girls struggling in school and define the nature of their difficulties, (2) explore whether different profiles of school adaptation could be…

  5. Academic Help Seeking and Peer Interactions of High School Girls in Computer Science Classes.

    Oberman, Paul S.

    Through interviews and classroom observations, this study investigated the academic help-seeking and interactions of high school girls with their computer science classmates in both a private school and a public school setting. The study explored five aspects of this help-seeking interaction: (1) females as a gender minority in computer science;…

  6. Contributions of Ecological School Mental Health Services to Students' Academic Success

    Doll, Beth; Spies, Rob; Champion, Allison

    2012-01-01

    This article describes an ecological framework for school mental health services that differs in important ways from existing service delivery models. The model is based on research describing ecological frameworks underlying students' school success. Ecological characteristics of schools and classrooms that promote academic success are described…

  7. The Relationship between Personality Characteristics and Academic Success in Law School

    Fagan, Ron; Squitiera, Paula

    2002-01-01

    This study focuses on the relationship between the personality characteristics of entering law students and academic success in law school. The subjects (137) were entering law school students at Pepperdine University School of Law. Students were administered the California Psychological Inventory (CPI) as a measure of their temperament and…

  8. Efectos academicos de programas extracurriculares (Academic Effects of After-School Programs). ERIC Digest.

    Shumow, Lee

    The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This Spanish-language digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school…

  9. Single-Sex and Coeducational Schooling: Relationships to Socioemotional and Academic Development.

    Mael, Fred A.

    1998-01-01

    The role of coeducation versus single-sex schooling in the academic, socioemotional, interpersonal, and career development of adolescents is discussed, and arguments and research support for both types of schooling are reviewed. Separate-sex schooling seems to provide potential benefits for at least some students. (Author/SLD)

  10. Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

    Alston, Curtis E.

    2013-01-01

    This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

  11. Transactional Relationships between Latinos' Friendship Quality and Academic Achievement during the Transition to Middle School

    Sebanc, Anne M.; Guimond, Amy B.; Lutgen, Jeff

    2016-01-01

    This study investigates whether friendship quality, academic achievement, and mastery goal orientation predict each other across the transition to middle school. Participants were 146 Latino students (75 girls) followed from the end of elementary school through the first year of middle school. Measures included positive and negative friendship…

  12. Ethnicity, Religion, and Academic Preparedness: A Comparative Analysis of Chinese Supplementary Secular Schools and Nonsecular Church-Affiliated Schools

    Sun, Ming

    2014-01-01

    Little academic attention has been given to the supplementary education experience of immigrant students in the Canadian research literature, especially in a non-English speaking context such as Quebec. Yet these schools are important for understanding the influence of ethnicity as well as religion on the academic preparedness and social…

  13. Readiness to adopt e-learning: pioneering a course in school librarianship education

    Sandy Zinn

    2009-01-01

    Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

  14. ACADEMIC STRESS AMONG SCHOOL GOING ADOLESCENTS IN RELATION TO THEIR SOCIAL INTELLIGENCE

    Ramesh Singh Bartwal

    2015-03-01

    Full Text Available This paper investigates the relationship between academic stress and social intelligence. Data were collected from rural and urban area of Bathinda city in Punjab. The sample consisted of 200 school going male and female adolescents. Results of the study reveal that there were no significant gender differences with regard to academic stress and social intelligence among rural and urban adolescents. Male and female students experienced same amount of academic stress. A significant correlation was found between academic stress and social intelligence of rural and urban adolescents. The high social intelligence level would have better degree of coping with the academic stress. Social intelligence, time management, parental involvement and school play a vital role in reducing academic stress.

  15. Personality traits measured at baseline can predict academic performance in upper secondary school three years late.

    Rosander, Pia; Bäckström, Martin

    2014-12-01

    The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement. PMID:25257093

  16. Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.

    Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S

    2015-04-01

    The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes. PMID:24771270

  17. Mental health predicts better academic outcomes: A longitudinal study of elementary school students in Chile

    Murphy, J. Michael; Guzmán, Javier; McCarthy, Alyssa; Squicciarini, Ana María; George, Myriam; Canenguez, Katia; Dunn, Erin C.; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W.; Jellinek, Michael

    2015-01-01

    The world’s largest school-based mental health program, Habilidades para la Vida [Skills for Life, SFL], has been operating at a national scale in Chile for fifteen years. SFL’s activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL’s data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students’ academic outcomes. PMID:24771270

  18. A Preliminary Research on Middle School Students' Academic Subjective Well-Being and its Major Influential Factors

    Liu Dianzhi; Zhang Ronghua

    2006-01-01

    This study is conducted with self-developed questionnaire on 910 middle school students,aimed at describing middle school students' academic subjective well-being and exploring its influential factors.Results show that (1) Academic subjective well-being of middle school students is generally low and there exist differences in different schools and grades.Students from non-key middle schools have lower academic subjective well-being than those from the key schools.Grade 2 students in both junior and senior middle schools have the lowest academic subjective well-being.(2) Factors directly affecting middle school students'academic subjective well-being are academic experience and the present academic achievements, with the former playing a major role.(3) Factors indirectly influencing middle school students' academic subjective well-being are social pressure and expected academic achievements,both of which influence students'academic subjective well-being through students' academic experience or their present academic achievements.

  19. Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-Esteem of Hong Kong Chinese Primary School Children

    Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai

    2006-01-01

    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…

  20. Relations with parents and school and Chinese adolescents' self-concept, delinquency, and academic performance.

    Lau, S; Leung, K

    1992-06-01

    Current research and theory have suggested that the relational domains of family and school experiences are important to children's development. The present study thus examined how relations with parents and school were related to Chinese students' psychosocial and cognitive development in self-concept, delinquency, and academic performance. A total of 1668 secondary school students were studied, and results showed that better relation with parents was associated with higher general, academic, appearance, social, and physical ability self-concepts. Better relation with school was associated with higher academic performance, as shown in higher class rank, higher grand total exam scores, and higher scores in Chinese, English, mathematics, physical education, and music. Both poorer relations with parents and school were found to associate with more self-reported delinquency as well as more school records of misconduct. PMID:1637685

  1. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    Mulkerrin, Elizabeth A.

    2012-01-01

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

  2. ACADEMIC STRESS AMONG SCHOOL GOING ADOLESCENTS IN RELATION TO THEIR SOCIAL INTELLIGENCE

    Ramesh Singh Bartwal; Anoj Raj

    2014-01-01

    This paper investigates the relationship between academic stress and social intelligence. Data were collected from rural and urban area of Bathinda city in Punjab. The sample consisted of 200 school going male and female adolescents. Results of the study reveal that there were no significant gender differences with regard to academic stress and social intelligence among rural and urban adolescents. Male and female students experienced same amount of academic stress. A signific...

  3. Psychopathology and Academic Performance, Social Well-Being, and Social Preference at School : The TRAILS Study

    Sijtsema, J. J.; Verboom, C. E.; Penninx, Brenda; Verhulst, F. C.; Ormel, J.

    2014-01-01

    Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and functioni

  4. Teachers and Students' Academic Performance in Nigerian Secondary Schools: Implications for Planning

    Akinsolu, A. Olatoun

    2010-01-01

    This paper examined the number of qualified teachers and its relationship to students' academic performance in public secondary schools in a sample of Local Government Areas (LGA) of Osun State. This descriptive study used a post-hoc dataset. An instrument titled "Quantity and Quality of Teachers and Students' Academic Performance" (QQTSAP) was…

  5. College and Academic Self-Efficacy as Antecedents for High School Dual-Credit Enrollment

    Ozmun, Cliff D.

    2013-01-01

    Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…

  6. Business Studies Academic Performance Differences of Secondary School Juniors in Akwa Ibom State of Nigeria

    Udoukpong, Bassey E.; Emah, Ime E.; Umoren, Shirley E.

    2012-01-01

    The research examined the differences in the academic performance in Business Studies of a sampled secondary school junior students in Akwa Ibom State of Nigeria. A sample of 290 (138 male and 152 female) Junior Secondary Three (9th grade) students was surveyed. The students' variables' being examined vis-à-vis academic performance in Business…

  7. Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.

    Kim, Kyoungho; Rohner, Ronald P.

    2002-01-01

    Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

  8. Parental Involvement in Homework and Primary School Academic Performance in Kenya

    Echaune, Manasi; Ndiku, Judah M.; Sang, Anthony

    2015-01-01

    The factors associated with students' academic performance may have been addressed but the impact of parental involvement continues to be a significant issue. Some schools in Kenya post poor results amid claims that parents are not supportive. This study examined the effect of parental involvement in homework on academic performance in public…

  9. Is Tobacco Use Associated with Academic Failure among Government School Students in Urban India?

    Dhavan, Poonam; Stigler, Melissa H.; Perry, Cheryl L.; Arora, Monika; Reddy, K. Srinath

    2010-01-01

    Background: Not much is known about the academic correlates of tobacco use among students in developing countries. This study investigated associations between multiple forms of tobacco use, psychosocial risk factors, and academic failure among 10- to 16-year-old government school students in Delhi and Chennai, India. Methods: This study was a…

  10. Personality Factors in Elementary School Children: Contributions to Academic Performance over and above Executive Functions?

    Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M.

    2013-01-01

    Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well…

  11. How Important Is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

    Barna, Jennifer S.; Brott, Pamelia E.

    2011-01-01

    This study explored elementary school counselors' perceptions of importance and implementation for state standards in support of academic achievement. Results indicate that Academic and Personal/Social standards are important to achievement with no statistical difference between the standards. Further, counselors implement Personal/Social…

  12. Parents' Reward Strategies and Children's Academic Intrinsic Motivation and School Performance.

    Gottfried, Adele E.; Gottfried, Allen W.

    This study investigated the relationship between parents' reward strategies for children's school performance and children's intrinsic academic motivation, achievement, and classroom functioning. Nine-year-olds (N=107) were given tests that measured motivation and achievement (the Children's Academic Intrinsic Motivation Inventory and the…

  13. A longitudinal study of school connectedness and academic outcomes across sixth grade.

    Niehaus, Kate; Rudasill, Kathleen Moritz; Rakes, Christopher R

    2012-08-01

    The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results from latent growth curve modeling showed that, on average, students' perceptions of school support declined significantly across the sixth-grade year. However, students who reported less decline, or growth, in school support across sixth grade had higher academic achievement at the end of the year than students who reported more decline in school support. Sixth-grade boys were at a greater risk for negative outcomes (i.e., lower school support, lower GPAs, and more discipline referrals) across the school year than girls. Results point to the importance of perceived connectedness to school in helping economically disadvantaged students experience a safe and successful transition to middle school. PMID:22710015

  14. Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

    Ebadi, Setareh; Shakoorzadeh, Reza

    2015-01-01

    The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using…

  15. An examination of the influence of school mediated variables on academic achievement

    McDonald, John

    1992-01-01

    A study was conducted over three years to examine the influence of school mediated person and environmental variables on academic achievement outcome. The 250 subjects, male and female, were students in the final year of formal secondary education in three schools, who were preparing for their Irish Leaving Certificate examination, a formal nationwide multisubject assessment. The literature of cognitive and learning styles, academic achievement variables, and programmes to cater for individua...

  16. Variables that predict academic procrastination behavior in prospective primary school teachers

    Saracaloğlu, Asuman Seda; İbrahim GÖKDAŞ

    2016-01-01

    This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Muğla Sıtkı Koçman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS), Academic Self-Eff...

  17. Difference between effects of norms on academic achievement in the Hjalli movement compared with others coeducational schools

    Hrönn Árnadóttir 1990

    2014-01-01

    Effects of single sex schooling on students academic achievement has been studied in previous years and prior studies have shown positive relationships between single sex schools and good student academic achievement. The Hjalli movement is the first and only single sex school in Iceland and therefore it was interesting to see what effect of norms in the schools had on academic achievement. The aim of this study was to compare norms in form of social capital, time spent with family, social su...

  18. Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective

    Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis

    2012-01-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation…

  19. Locus of control, interest in schooling, self-efficacy and academic achievement

    Adedeji Tella

    2009-12-01

    Full Text Available Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activitiesare measured using some criteria of excellence e.g. good academic performance, poor academic performance and academicfailure. This study examined locus of control, interest in schooling and self-efficacy as predictors of academic achievement ofJunior Secondary School Students. The population of the study consisted of 500 students comprising 300 boys and 200 girls.These were selected from twenty-five secondary schools through stratified random techniques. An ex-post facto researchdesign was adopted. Three independents variables (Locus of Control, Interest in schooling and self –efficacy with thedependent variable (academic achievement were measured with relevant standardized instruments. Two research questionswere developed and answered. The results indicate that locus of control, interest in schooling and self efficacy jointly andrelatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Based onthese findings, the need to continuously stimulate the interest of the students and teaching them time management and forteachers to see all the three variables on the study as important and improve them simultaneously was emphasized.

  20. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program

    Ellis, Keyana Chamere

    2013-01-01

    The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among-first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the campus environment. VTSA is a six-week intensive residential summer-bridge program that provides academic preparation, highly-individualized advising...

  1. Ophthalmic, Hearing, Speaking and School Readiness Outcomes in Low Birth Weight and Normal Birth Weight Primary School Children in Mashhad-Iran

    Ashraf Mohammadzadeh

    2011-01-01

    Full Text Available Low Birth weight infants are at risk of many problems. Therefore their outcome must evaluate in different ages especially in school age. In this study we determined prevalence of ophthalmic, hearing, speaking and school readiness problems in children who were born low birth weight and compared them with normal birth weight children. In a cross-sectional and retrospective study, all Primary School children referred to special educational organization center for screening before entrance to school were elected in Mashhad, Iran. In this study 2400 children enrolled to study and were checked for ophthalmic, hearing, speaking and school readiness problems by valid instrument. Data were analyzed by SPSS 11.5. This study showed that 8.3% of our population had birth weight less than 2500 gram. Visual impairment in LBW (Low Birth Weight and NBW (Normal Birth Weight was 8.29% vs. 5.74% and there was statistically significant difference between them (P=0.015. Hearing problem in LBW and NBW was 2.1% vs. 1.3 and it was not statistically significant. Speaking problem in LBW and NBW was 2.6% vs. 2.2% and it was not statistically significant. School readiness problem in LBW and NBW was 12.4% vs. 5.8% and it was statistically significant (P<0.001. According to the results, neurological problems in our society is more than other society and pay attention to this problem is critical. We believe that in our country, it is necessary to provide a program to routinely evaluate LBW children.

  2. Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

    Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

  3. Do Intervention Impacts on Academic Achievement Vary by School Climate? Evidence from a Randomized Trial in Urban Elementary Schools

    McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; McClowry, Sandee G.

    2015-01-01

    Given established links between social-emotional skills and academic achievement, there is growing support for implementing universal social/behavioral interventions in early schooling (Jones & Bouffard, 2012). Advocates have been particularly interested in implementing such programming in low income urban schools where students are likely to…

  4. Physical activity before school, including active commuting to school: associations with cognition and academic achievement in adolescents

    Van Dijk, Martin; De Groot, Renate; Van Acker, Frederik; Savelberg, Hans; Kirschner, Paul A.

    2013-01-01

    Van Dijk, M. L., De Groot, R. H. M., Van Acker, F. H. M., Savelberg, H. C. M., & Kirschner, P. A. (2013, 25 May). Physical activity before school, including active commuting to school: associations with cognition and academic achievement in adolescents. Poster presentation at the ISBNPA conference 2013, Ghent, Belgium.

  5. Physical activity before school, including active commuting to school: associations with cognition and academic achievement in adolescents

    Van Dijk, Martin; De Groot, Renate; Van Acker, Frederik; Savelberg, Hans; Kirschner, Paul A.

    2013-01-01

    Van Dijk, M. L., De Groot, R. H. M., Van Acker, F. H. M., Savelberg, H. C. M., & Kirschner, P. A. (2013, 25 May). Physical activity before school, including active commuting to school: associations with cognition and academic achievement in adolescents. Poster presentation at the ISBNPA conference 2

  6. Exploring the Use of the Student Readiness Inventory to Develop a Retention Plan for Incoming Freshmen in the College of Agriculture at Utah State University

    Allen, Lisa B.

    2009-01-01

    The purpose of this study was to utilize the Student Readiness InventoryTM to profile retention and academic success rates for College of Agriculture freshmen. The Student Readiness Inventory (SRI) has been developed to help measure psychosocial issues related to academic achievement and college student retention. This information, combined with high school grade point average and admission test scores from American College Testing (ACT, Inc.), will help advisors and administrators in the Col...

  7. . CONDITIONS AND DETERMINANTS OF THE ACADEMIC STAFF PROFESSIONAL DEVELOPMENT IN THE MODERN SCHOOL

    S. L. Fomenko

    2014-01-01

    Full Text Available The paper reveals the research findings concerning a complicated process of academic staff formation in the secondary school. The main determinants of the process include the discrepancy between the actual development level of academic staff and the existing requirements of pedagogic society. The author denotes the main motives for academic staff development: moral and financial incentives for professional growth, new educational tasks, unsatisfactory social status of educational institution, etc; and identifies the complex of objective and subjective conditions positively affecting the given process. According to the author, the main priority should be given to the methodological provision of academic staff, integration of their activity, and stimulation of informational, methodical, and organizational channels of school activity. In conclusion, the paper considers the principles of life-long teacher training, corporate cooperation, partnership and solidarity, and discusses the technological structure of academic staff development, based on the competence model of education. 

  8. Understanding Academic Work as Practical Activity--and Preparing (Business-School) Academics for Praxis?

    Rasanen, Keijo

    2009-01-01

    This text suggests a way of framing academic work and outlines a design for a preparatory event based on this understanding. It conceives academic work as "practical activity" and potential "praxis" in emergence by focusing on four issues: how can I do this work (tactical stance), what can I accomplish and achieve in it (political), why are my…

  9. The teachers and their “place” for high school students. Findings from research on academic paths of school success

    Dolo Molina Galvañ; Nieves Blanco; Soledad García

    2013-01-01

    Several studies about school success confirm that a positive teacherstudent relationship can favor a strong engagement to school life. Such studies emphasize the fact that teachers contribute to school success when they combine both a demanding and a supportive attitude towards their students, such attitude arising from a sense of value and trust in their students’ capabilities. This paper examines the different meaning that successful secondary education students give to their academic exper...

  10. School Plant Planning as Correlate of Students¡¯ Academic Performance in Southwest Nigeria Secondary Schools

    Odufowokan Benard Adesina

    2011-01-01

    This study among other things examines the relationship between school plant planning and students` academic performance in south west Nigeria secondary schools using descriptive survey research design. The sample consists of 1650 respondents comprising 150 school principals and 1500 students. Multistage, stratified and simple random sampling techniques were used to select the sample. Data collected were analyzed using frequency counts, percentages, means and Pearson product moment correlatio...

  11. Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

    Hagins, Marshall; Rundle, Andrew

    2016-01-01

    Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

  12. Constructing Academic Inadequacy: African American Athletes' Stories of Schooling.

    Benson, Kirsten F.

    2000-01-01

    This qualitative study interviewed eight academically "at risk" African American athletes at a southeastern university with a major revenue-producing football program. Analysis suggested that the athletes' marginal academic performance was constructed in a system of interrelated practices engaged in by all the significant members of the academic…

  13. The Prediction of Academic and Clinical Performance in Medical School

    Gough, Harrison G.; Hall, Wallace B.

    1975-01-01

    A study of medical student performance showed the clinical performance factor more or less unpredictable from aptitude and premedical academic achievement indices while the academic performance factor was forecast with acceptable accuracy by equations based on the Medical College Admissions Test and premedical grade point average. (JT)

  14. Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context

    Brown, Christia Spears; Chu, Hui

    2012-01-01

    This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools' promotion of multiculturalism and teachers' attitudes…

  15. Impact of Principal Leadership on Catholic High School Students' Academic Achievement in Edo State, Nigeria

    Imhangbe, Osayamen Samson

    2012-01-01

    Over the years, students of Catholic High/Senior secondary schools in Edo state, Nigeria have maintained a significantly higher level of academic achievement than their counterparts in public schools in the state. This development has not only been a cause of serious concern for parents of students who attend public High/Senior secondary schools…

  16. The Relation between Youth Fear and Avoidance of Crime in School and Academic Experiences

    Barrett, Kimberly L.; Jennings, Wesley G.; Lynch, Michael J.

    2012-01-01

    Despite decades of research analyzing fear of crime among adults, little is known about youth fear of crime in general and youth fear of crime in school, specifically. Moreover, among existing studies most emphasize causes of fear, with little discussion of avoidance or the academic consequences of these feelings and behaviors in school. This…

  17. School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature

    Wheaton, Anne G.; Chapman, Daniel P.; Croft, Janet B.

    2016-01-01

    Background: Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy…

  18. Academic Comparison of Athletes and Non-Athletes in a Rural High School.

    Zaugg, Holt

    1998-01-01

    Compares academic performance, behavior, and commitment of basketball and volleyball athletes and nonathletes in a rural Canadian high school. Compares mid-term and final grades in each school discipline, disciplinary visits to administrators, and misbehavior demerits. Estimates athletes' mean weekly time commitment in each sport. Athletes matched…

  19. Gender, Geographic Locations, Achievement Goals and Academic Performance of Secondary School Students from Borno State, Nigeria

    Musa, Alice K.J.

    2013-01-01

    The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per…

  20. Learning Strategies and Their Relationships to Academic Performance of High School Students in Hong Kong

    Yip, Michael C. W.

    2013-01-01

    The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…

  1. Role of students’ context in predicting academic performance at a medical school: a retrospective cohort study

    Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D.

    2016-01-01

    Objectives This study examines associations between medical students’ background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Design Retrospective cohort analysis. Setting Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. Participants 571 students (with an English home postcode) regi...

  2. The Relationship between Principals' Leadership Behaviors and Student Academic Performance in Four Classifications of Schools

    Cheatham, Tresa

    2010-01-01

    The study focused on the problem of poor academic performance in elementary schools by examining the relationship between principals' leadership behaviors and student achievement outcomes and the extent to which these behaviors differ according to the poverty and performance characteristics of the school. A review of the effective schools…

  3. The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

    Hutchison, Brian

    2011-01-01

    This analog study presented 173 practicing school counselors with one of four case scenarios depicting a student new to their school. Each scenario manipulated one of two levels of the independent variables, which were perceived poverty and academic achievement. Main effects indicate that participants rated students as more attractive counseling…

  4. The Effect of the Time Management Art on Academic Achievement among High School Students in Jordan

    Al-Zoubi, Maysoon

    2016-01-01

    This study aimed at recognizing the effect of the Time Management Art on academic achievement among high school students in the Hashemite Kingdom of Jordan. The researcher employed the descriptive-analytic research to achieve the purpose of the study where he chose a sample of (2000) high school female and male students as respondents to the…

  5. Validity and Reliability of the Academic Resilience Scale in Turkish High School

    Kapikiran, Sahin

    2012-01-01

    The present study aims to determine the validity and reliability of the academic resilience scale in Turkish high school. The participances of the study includes 378 high school students in total (192 female and 186 male). A set of analyses were conducted in order to determine the validity and reliability of the study. Firstly, both exploratory…

  6. Organizational Cynicism, School Culture, and Academic Achievement: The Study of Structural Equation Modeling

    Karadag, Engin; Kilicoglu, Gökhan; Yilmaz, Derya

    2014-01-01

    The purpose of this study is to explain constructed theoretical models that organizational cynicism perceptions of primary school teachers affect school culture and academic achievement, by using structural equation modeling. With the assumption that there is a cause-effect relationship between three main variables, the study was constructed with…

  7. Parent Involvement and Academic Outcomes among Urban Adolescents: Examining the Role of School Engagement

    Dotterer, Aryn M.; Wehrspann, Elizabeth

    2016-01-01

    The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…

  8. The Short- and Long-Term Effects of Secondary Schools upon Students' Academic Success and Development

    Antoniou, Panayiotis

    2012-01-01

    This paper presents the results of a study investigating the short- and long-term effects of secondary schools upon student academic success and development. A questionnaire was administered to a randomly selected sample of 15% of Cypriot students who graduated in June 2004 and June 2005 from secondary schools. A good response rate (i.e., 66%) was…

  9. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  10. The Effects of Alcohol Use on Academic Achievement in High School

    Balsa, Ana I.; Giuliano, Laura M.; French, Michael T.

    2011-01-01

    This paper examines the effects of alcohol use on high school students' quality of learning. We estimate fixed-effects models using data from the National Longitudinal Study of Adolescent Health. Our primary measure of academic achievement is the student's grade point average (GPA) abstracted from official school transcripts. We find that…

  11. Relationship between Study Habits and Academic Achievement of Higher Secondary School Students

    Lawrence, A. S. Arul

    2014-01-01

    The present study was probed to find the significant relationship between study habits and academic achievement of higher secondary school students with reference to the background variables. Survey method was employed. Data for the study were collected from 300 students in 13 higher secondary schools using Study Habits Inventory by V.G. Anantha…

  12. Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students

    Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

    2011-01-01

    The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

  13. College Readiness for All?

    Hess, Frederick M.

    2016-01-01

    In recent years, American education has enthusiastically adopted the mantra of "college readiness for all." What's not to like about that? Frederick Hess says that although he considers college readiness an admirable goal, he has serious reservations about advocates, funders, and policymakers imposing this norm across all schools. His…

  14. A New Model for Student Support in High-Poverty Urban Elementary Schools: Effects on Elementary and Middle School Academic Outcomes

    Walsh, Mary E.; Madaus, George F.; Raczek, Anastasia E.; Dearing, Eric; Foley, Claire; An, Chen; Lee-St. John, Terrence J.; Beaton, Albert

    2014-01-01

    Efforts to support children in schools require addressing not only academic issues, but also out-of-school factors that can affect students' ability to succeed. This study examined academic achievement of students participating in City Connects, a student support intervention operating in high-poverty elementary schools. The sample included…

  15. Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

    Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; BLAIR, CLANCY; Nelson, Keith E.; Gill, Sukhdeep

    2008-01-01

    Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI- Research-based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands on” extension activities, and specific teaching strategies linked empirically with the promotion of: 1) social-emotional competencies, and 2) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. ...

  16. The Relationship between Cognitive and Emotional Intelligence and High School Academic Achievement.

    Matešić, Krunoslav

    2015-06-01

    The study investigated the relationship between intelligence, emotional intelligence and academic achievement in high school. The study was conducted within the standardization of two instruments for Croatian samples. A total of 369 high school students from the Republic of Croatia participated in the study. They completed the Naglieri Nonverbal Ability Test (NNAT)--a test of cognitive intelligence and the BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV). Academic achievement criteria were general school achievement, Croatian language and mathematics. Several regression analyses were conducted on the results. The results show that cognitive intelligence and the adaptability scale to be consistent predictors of academic achievement. Emotional intelligence was not shown to be a significant predictor of school success. PMID:26753453

  17. Effects of School-Based Physical Activity Interventions on Cognition and Academic Achievement: A Systematic Review.

    Mura, Gioia; Vellante, Marcello; Nardi, Antonio Egidio; Machado, Sergio; Carta, Mauro Giovanni

    2015-01-01

    Schools are an ideal setting to implement physical activity programs targeted at youths' learning and intellectual abilities, as exercise has been associated with improvement in cognitive skills and academic proficiency. A systematic review of the literature was performed to examine the effects of school-based physical activity interventions on academic achievement and cognitive outcomes. A search for relevant papers was carried out on PubMed/Medline, Scopus and Google Scholar. Only quasi-experimental and experimental studies were included, if focused on school-based physical activity interventions targeting 3 to 18 year-old healthy pupils, and designed to establish a relationship between exercise performed in a school setting and cognitive/academic performance. Thirty-one papers were retrieved by the search, reporting the findings of twenty-eight school-based physical activity interventions. Most of the included studies were published in the past five years. A large majority of the studies showed positive results in terms of academic achievement and, above all, cognitive skills. In the recent years, the number of studies on school-based physical interventions aimed to establish a relationship between physical activity performed in school setting and cognitive/academic outcomes significantly increased, as well as high quality assessments and designs. This review highlights the effectiveness of school-based physical activity interventions on academic achievement and, above all, on youths' cognitive performance. Some interesting findings come from studies assessing brain functional changes, from interventions targeting culturally diverse or low-income samples, and from interventions where physical activity is in the form of active videogames. PMID:26556088

  18. Implementing a university e-learning strategy: levers for change within academic schools

    Sharpe, Rhona; Benfield, Greg; Francis, Richard

    2006-01-01

    This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curri...

  19. Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland

    Eisenkopf, Gerald; Hessami, Zohal; Fischbacher, Urs; Ursprung, Heinrich

    2011-01-01

    We study the effects of random assignment to coeducational and single-sex classes on the academic performance of female high school students. Our estimation results show that single-sex schooling improves the performance of female students in mathematics. This positive effect increases if the single-sex class is taught by a male teacher. An accompanying survey reveals that single-sex schooling also strengthens female students� selfconfidence and renders the self-assessment of their mathemat...

  20. School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

    Rahim Badri

    2014-07-01

    Full Text Available Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance, basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

  1. LGBTQ Inclusion in Educator Preparation: Getting Ready for Gender and Sexual Diversity in Secondary School Settings

    Hoelscher, Mary Helen

    While many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are able to resiliently navigate their public school education many others experience harsh school climates and negative health and educational outcomes. Harassment and bullying of LGBTQ students in school environments have been linked to numerous negative psychological and academic outcomes for students diverse in sexual orientation and/or gender identity. Preparing teacher candidates (TCs) to respond effectively to harassment and bullying of students and to create inclusive curriculum has been recommended to improve outcomes for students. Yet the development of these teaching practices has not been pursued broadly in educator preparation programs (EPPs) or specifically in science EPPs (SEPPs). This dissertation broadens the notion of diversity traditionally attended to in EPPs through three studies. The first study is a holistic single-case study of an LGBTQ-inclusive EPP. It focused on the following three research questions: What were the contextual features that surrounded the LGBTQ-inclusive EPP? What were the specific elements of LGBTQ inclusion in the EPP? And, what were the strengths and weaknesses of the LGBTQ-inclusive EPP? This study drew primarily from data collected from interviews with faculty and administrators in a large post-baccalaureate 5th year preparation for licensure program. Document analysis was used to triangulate and expand upon the data collected during the interviews. A framework for analyzing LGBTQ inclusion across the components of an EPP was developed as part of this study. This study has direct implications for the particular EPP, but also clarifies research needs around LGBTQ inclusion in secondary EPPs. While little has research exists about LGBTQ inclusion in EPPs, far less has been attempted and understood in the discipline of secondary life science. The second study thus narrows its focus from the particulars of LGBTQ inclusion in an EPP to the

  2. Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

    Al-Furaydi, Ahmed Ajab

    2013-01-01

    This study will determine their readiness level for the e-learning in several aspects such as attitude toward e-learning, and computer literacy also this study attempt to investigate the main the barriers that EFL teachers have to overcome while incorporating e-learning into their teaching. The theory upon which the study was technology acceptance…

  3. Beyond Preparation: Identity, Cultural Capital, and Readiness for Graduate School in the Biomedical Sciences

    Gazley, J. Lynn; Remich, Robin; Naffziger-Hirsch, Michelle E.; Keller, Jill; Campbell, Patricia B.; McGee, Richard

    2014-01-01

    In this study, we conducted in-depth interviews with 52 college graduates as they entered a Postbaccalaureate Research Education Program (PREP). Our goal was to investigate what it means for these aspiring scientists, most of whom are from groups underrepresented in the sciences, to feel ready to apply to a doctoral program in the biomedical…

  4. An Exploration of the Relationship between Readiness for Change and Organizational Trust in Turkish Public Schools

    Zayim, Merve; Kondakci, Yasar

    2015-01-01

    Readiness for change is one of the constructs that fosters positive behaviours, attitudes and thinking towards new adjustments on the part of employees. As one of the internal context variables, trust acts as a catalyst for supportive behaviours in times of change and uncertainty by reducing change related resistance and stress. Based on this…

  5. Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators

    Grissmer, David; Grimm, Kevin J.; Aiyer, Sophie M.; Murrah, William M.; Steele, Joel S.

    2010-01-01

    Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children's developing skills measured around kindergarten entrance would predict later reading and math achievement. This article extends Duncan et al.'s work to identify kindergarten readiness…

  6. Effect of Students' After-School Activities on Teachers' Academic Expectancies.

    Van Matre JC; Valentine; Cooper

    2000-04-01

    Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press. PMID:10753545

  7. Academic to Student Mentoring within a Large Australian Business School

    Vanessa E. Cornelius; Leigh N. Wood

    2012-01-01

    This paper presents an overview of the options available to universities to employ mentoring by academics for the successful academic transition of students to university. Much has been written about the use of peer mentors to assist with the personal transition to university however students crave personal contact with their professors. We review the literature on mentoring; the social and institutional factors that impact upon first year attrition, the merits of mentoring interventions and ...

  8. School Readiness of Children from Immigrant Families: Contributions of Region of Origin, Home, and Childcare

    Koury, Amanda S.; Votruba-Drzal, Elizabeth

    2014-01-01

    Children from immigrant families make up a growing proportion of young children in the United States. This study highlights the heterogeneity in early academic skills related to parental region of origin. It also considers the contributions of early home and nonparental care settings to the diversity in early academic performance. Using nationally…

  9. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  10. Recovery High Schools: Students and Responsive Academic and Therapeutic Services

    Moberg, D. Paul; Finch, Andrew J.; Lindsley, Stephanie M.

    2014-01-01

    This article reviews findings from the authors’ studies of recovery high schools (RHS), including a 1995 program evaluation of a school in New Mexico (Moberg and Thaler, 1995), a 2006-09 descriptive study of 17 recovery high schools (Moberg and Finch, 2008), and presents early findings from a current study of the effectiveness of recovery high schools. Descriptive and qualitative findings are presented. The focus is on characteristics of RHS students and, in light of those student characteris...

  11. The teachers and their “place” for high school students. Findings from research on academic paths of school success

    Dolo Molina Galvañ

    2013-06-01

    Full Text Available Several studies about school success confirm that a positive teacherstudent relationship can favor a strong engagement to school life. Such studies emphasize the fact that teachers contribute to school success when they combine both a demanding and a supportive attitude towards their students, such attitude arising from a sense of value and trust in their students’ capabilities. This paper examines the different meaning that successful secondary education students give to their academic experience and defines some of the specific features of teaching which help to create a positive school-student relationship. 

  12. School Violent Crime and Academic Achievement in Chicago

    Burdick-Will, Julia

    2013-01-01

    Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However,…

  13. Relationships among multiple intelligences, motor performance and academic achievement in secondary school children

    Ruiz Perez, Luis Miguel; Palomo Nieto, Miriam; Ramon Otero, Irene; Ruiz Amengual, Aixa; Navia Manzano, José Antonio

    2014-01-01

    This study examines the relationships between multiple intelligences, academic achievement and motor performance in a group of secondary school children. Four hundred and eighty schoolchildren participated in this study (171 female and 309 male) with an average age of 13.33 years (SD: 1.41). The Revised self-efficacy Inventory for Multiple Intelligences (IAIM-R) and the motor test Sportcomp were applied, and the average results of the academic year they had made were obtained. The analysis of...

  14. IMPACT OF PARENTAL ENCOURAGEMENT ON ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS

    Kiran Mishra

    2015-01-01

    The present research was conducted on middle Tschool students to analyze the impact of Parental Encouragement on Academic achievement. For this purpose a sample of 600 (300 boys and 300 girls) middle school students was selected from the Jabalpur city, by using random sampling technique. Parental encouragement Scale constructed by Dr. R.R. Sharma and Self madeAcademic achievement questionnaire was used to collect the data. Results revealed that there is significant impact of parental ...

  15. Aerobic Fitness, Micronutrient Status, and Academic Achievement in Indian School-Aged Children

    Desai, Ishaan K.; Kurpad, Anura V; Chomitz, Virginia R.; Tinku Thomas

    2015-01-01

    Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7...

  16. The effect of foreclosure on Boston public school student academic performance

    Bradbury, Katharine; Mary A. Burke; Robert K. Triest

    2013-01-01

    Although the recent wave of mortgage foreclosures has clearly been accompanied by economic hardship, relatively little research has examined how foreclosures affect the academic performance of students. This paper investigates the relationship between mortgage foreclosures and the academic performance of students using a unique dataset that matches information on the standardized test scores and attendance of individual Boston Public School students with real estate records indicating whether...

  17. Explorations of Metacognition Among Academically Talented Middle and High School Mathematics Students

    Young, Adena Elizabeth

    2010-01-01

    The purpose of this dissertation was to examine metacognition among academically talented middle and high school mathematics students from both educational psychology and mathematics education perspectives. A synthesis of the literatures and three studies employing quantitative, qualitative, and mixed methodologies were used to address three research questions: (a) What is metacognition, (b) What are the relationships between metacognition and academic achievement, and (c) How should educati...

  18. Clinical Implications of Daytime Sleepiness for the Academic Performance of Middle School Age Adolescents with ADHD

    Langberg, Joshua M.; Dvorsky, Melissa R.; Marshall, Stephen; Evans, Steven W.

    2013-01-01

    This study investigated the relative impact of total time slept per night and daytime sleepiness on the academic functioning of 100 middle school age youth (Mage = 11.9) with Attention-Deficit/Hyperactivity Disorder (ADHD). The primary goal of the study was to determine if total time slept per night and/or daytime sleepiness, as measured by youth self-report on the Pediatric Daytime Sleepiness Scale (PDSS), predicted academic functioning above and beyond symptoms of ADHD and relevant covariat...

  19. Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes.

    Shukla, Kathan; Konold, Timothy; Cornell, Dewey

    2016-06-01

    School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors. PMID:27216025

  20. A Statewide Train-the-Trainer Model for Effective Entrepreneurship and Workforce Readiness Programming

    Fields, Nia Imani; Brown, Mananmi; Piechocinski, Alganesh; Wells, Kendra

    2012-01-01

    A statewide youth and adult train-the-trainer model that integrates workforce readiness and entrepreneurship can have a profound effect on young people's academic performance, interest in college, and overall youth development. Participants in workforce and entrepreneurship programs develop personal resources that have value in school, in the…

  1. Beyond Preparation: Identity, Cultural Capital, and Readiness for Graduate School in the Biomedical Sciences

    Gazley, J. Lynn; Remich, Robin; Naffziger-Hirsch, Michelle E.; Keller, Jill; Campbell, Patricia B.; McGee, Richard

    2014-01-01

    In this study, we conducted in-depth interviews with 52 college graduates as they entered a Postbaccalaureate Research Education Program (PREP). Our goal was to investigate what it means for these aspiring scientists, most of whom are from groups underrepresented in the sciences, to feel ready to apply to a doctoral program in the biomedical sciences. For our analysis, we developed and used a theoretical framework which integrates concepts from identity-in-practice literature with Bourdieu’s ...

  2. Enhancing Academic Achievement for Children with Attention-Deficit Hyperactivity Disorder: Evidence from School-Based Intervention Research

    Jitendra, Asha K.; DuPaul, George J.; Someki, Fumio; Tresco, Katy E.

    2008-01-01

    Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions…

  3. The Development of Academic Language Proficiency: Challenges for Middle School Immersion in Hong Kong and Xi'an

    Kong, Stella; Hoare, Philip

    2012-01-01

    This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi'an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students' academic language use…

  4. A Path Analysis of the Effects of Principal Professional Orientation towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement

    Roxanne M. Mitchell; C. John Tarter

    2016-01-01

    This study tested the effects of the principal’s professional orientation towards leadership/enabling school structure (ESS) on two mediating variables, school academic optimism (SAO) and professional teacher behavior (PTB), on the outcome variable school reading achievement (RA). Data were drawn from a sample of 54 schools (including 45 elementary schools and nine middle schools); the school was the unit of analysis. Data analysis supported a path to RA in which a structural variable, ESS wa...

  5. Models of professional readiness of students of higher military schools of the Armed Forces of Ukraine

    Sergienko Y.P.

    2013-12-01

    Full Text Available Purpose : Creating models of professional readiness, namely, physical, mental, psycho-physiological and functional training based on the integral method developed. Material / Methods : The study involved 60 students of the fourth graduating class of 30 people in the control and experimental groups. To confirm the effectiveness of the developed method was used testing the physical qualities, psychological questionnaires, the study of cognitive processes, as well as functional tests. Results: It was established that at the beginning of the experiment between the control and experimental groups was not significant differences in all indicators. After the study of the experimental group experienced an improvement of performance as compared to the control group. So on average, in terms of physical fitness, they increased by 9.34 %, mental qualities to 21.25 %, physiological capacity of 14.7 % and a functional readiness to 21.13 %. The results obtained are reliable. Conclusions : The developed method allowed to increase the individual results of students to build models that characterize the professional readiness of future officers, as well as increase the adaptive processes of all systems to service and combat activities.

  6. Academic dishonesty in nursing schools: an empirical investigation.

    McCabe, Donald L

    2009-11-01

    Academic dishonesty, whether in the form of plagiarism or cheating on tests, has received renewed attention in the past few decades as pervasive use of the Internet and a presumed deterioration of ethics in the current generation of students has led some, perhaps many, to conclude that academic dishonesty is reaching epidemic proportions. What is lacking in many cases, including in the nursing profession, is empirical support of these trends. This article attempts to provide some of that empirical data and supports the conclusion that cheating is a significant issue in all disciplines today, including nursing. Some preliminary policy implications are also considered. PMID:19650608

  7. School Adjustment and the Academic Success of Rural African American Early Adolescents in the Deep South

    Leung, M.-C.

    2006-04-01

    Full Text Available This study examined the relationship between end-of-year grades and the academic, behavioral, and social characteristics of rural African American youth. Participants included 392 7th and 8th grade students from 2 rural middle schools in the south. Participants were African American and were from 2 communities that have child poverty rates exceeding 50% for public school students. Girls were more likely to have positive characteristics than boys. Academic, behavioral, and social difficulties were linked to low end-of-year grades, and positive characteristics were linked to high grades. Implications for supporting low-achieving African American students from low-resource communities are discussed.

  8. Checklist for clinical readiness published

    Scientists from NCI, together with collaborators from outside academic centers, have developed a checklist of criteria to evaluate the readiness of complex molecular tests that will guide decisions made during clinical trials. The checklist focuses on tes

  9. Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement.

    Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

    2007-11-01

    Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments. PMID:20221417

  10. Essays on School Resources, Academic Achievement and Student Employment

    Häkkinen, Iida

    2004-01-01

    Essay 1 (with Tanja Kirjavainen and Roope Uusitalo) analyzes the effects of changes in school spending on changes in student performance. We use a large sample of matriculation examination scores of Finnish senior secondary school students from the years 1990–1998. We estimate fixed-effect panel data models that use the dramatic changes in the school spending caused by the 1990s' recession as identifying variation. According to the results, changes in teaching expenditure did not have a signi...

  11. Mentoring At-risk Youth: Improving Academic Achievement in Middle School Students

    Kellie C. Johnson

    2010-01-01

    Full Text Available Research supports the implementation of mentoring programs as potentially successful approaches to meeting the needs of at-risk students. This study examined a mentoring program entitled: LISTEN (Linking Individual Students To Educational Needs. The LISTEN mentoring program was a district-sponsored, school-based program in which at-risk, middle school students were identified by the school system and mentors were recruited specifically to assist these students with school performance or related issues. Mentors, in this study, were classroom teachers, school counselors, administrators, custodians, librarians, teaching assistants, retired teachers, and cafeteria employees. Archival data from the 2003–04 and 2004–05 academic years were analyzed. A statistically significant difference was found for all three of the study’s criterion variables (GPAs, discipline referrals, and attendance records between those measured in the 2003–04 academic year (pre-intervention and those measured in the 2004–05 academic year (post-intervention. Forty-nine of the fifty-four LISTEN participants experienced academic achievement gains in all three areas of the study.

  12. Role of the Headteacher in Academic Achievement in Secondary Schools in Vihiga District, Kenya

    L.M. Lydiah

    2009-10-01

    Full Text Available The headteachers’ role is to promote academic performance. The success of what is done in theschool is attributed to the headteacher. He or she is the pivot around which many aspects of the school revolve,being the person in charge of every detail of running the school, be it academic or administrative. Schools canmake a difference to student achievement and the headteachers’ leadership is one factor determining thatsuccess. It is therefore important that the performance of a school is appraised against the performance of theperson who leads it. The purpose of the study was to investigate the role of the headteacher in academicachievement in Kenya Certificate of Secondary Education examinations in Vihiga district in Western province.The study was occasioned by the continued poor performance by most secondary schools in V ihiga district.The findings of the study showed that headteachers used quality improvement measures, teamwork and ensuredthat the staff was well established as organizational skills that influenced academic achievement. Theheadteachers were also involved in academic activities by observing and checking the students’ and teachers’work, monitoring students’ discipline and helping in eradicating cheating in examinations.

  13. Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

    Elmelid, Andrea; Stickley, Andrew; Lindblad, Frank; Schwab-Stone, Mary; Henrich, Christopher C; Ruchkin, Vladislav

    2015-12-01

    This longitudinal study aimed to examine the association between depressive and anxiety symptoms and academic motivation by gender, and whether positive school and family factors would be associated with academic motivation, in spite of the presence of such symptoms. Study participants were predominantly economically disadvantaged youths aged 13-15 years in a Northeastern US urban public school system. The Social and Health Assessment (SAHA) served as the basis for a survey undertaken in 2003 and 2004 with information being used from students who participated at both time points (N = 643). Multiple linear regression analyses showed that depressive symptoms were negatively associated with academic motivation, while anxiety was positively related to academic motivation in both genders. Teacher support, school attachment and parental control were positively related to academic motivation even in the presence of internalizing problems. The negative association of depressive symptoms with academic motivation may be potentially decreased by attachment to school. PMID:26476790

  14. School Stories: How Do Exemplary Teen Writers Portray Academics?

    Olthouse, Jill M.; Edmunds, Alan L.; Sauder, Adrienne E.

    2014-01-01

    Researchers have largely ignored students' creative works as a source of insight into their everyday experiences. This study is a hermeneutic analysis of 23 works written by talented writers on the topic of academics. The findings include depictions of students as detached from their teachers and their curriculum. In these stories and poems,…

  15. Academic Self-Presentation Strategies and Popularity in Middle School

    Zook, Joan M.; Russotti, Justin M.

    2013-01-01

    This study examined early adolescents' beliefs about which academic self-presentation strategies hypothetical hard-working, high-achieving students should use with popular peers, adolescents' own use of self-presentation strategies, and links between popularity and self-presentation strategies. In response to scenarios in which popular…

  16. Academic Help-Seeking and Peer Relations in School.

    Nelson-LeGall, Sharon; Glor-Scheib, Susan

    1986-01-01

    This study investigated the relationship between peer relations and help-seeking behaviors in third- and fifth-grade boys and girls. The relationship between peer status and academic help-seeking was found to vary with the target of the help-seeking overture and the type of help requested. (Author/LMO)

  17. Organizational Culture and Academic Achievement in Secondary Schools

    van der Westhuizen, Philip C.; Mosoge, M. J.; Swanepoel, L. H.; Coetsee, L. D.

    2005-01-01

    A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were…

  18. Professional readiness of the teacher to work in an inclusive school

    Nataliya Gladkih

    2015-12-01

    Full Text Available The article is devoted availability of primary school teachers to create and maintain an inclusive process in the regular school. Training is one of the most important conditions for the implementation of inclusive education. The article presents the priority areas for the preparation of future primary school teachers. It describes the problems of mass school teacher when the children with different types of development in the educational process.

  19. Secondary School Transition and the Use of Different Sources of Information for the Construction of the Academic Self-Concept

    Gniewosz, Burkhard; Eccles, Jacquelynne S.; Noack, Peter

    2012-01-01

    This study focuses on processes involved in students' academic self-concept constructions before, during, and after secondary school transition. The study is based on a four-wave longitudinal dataset (N = 1953). Structural equation modeling showed that during school transition, the impact of grades on students' academic self-concepts in Math and…

  20. Educating At-Risk Urban African American Children: The Effects of School Climate on Motivation and Academic Achievement

    Fenzel, L. Mickey; O'Brennan, Lindsey M.

    2007-01-01

    The present study examines the mediating effects of student intrinsic motivation and teacher ratings of student academic engagement on the relation between school climate perceptions and student academic performance among 282 urban African American middle school students. Results provided support for the hypothesized model and suggest the…

  1. Study of the Relationship between Study Habits and Academic Achievement of Students: A Case of Spicer Higher Secondary School, India

    Siahi, Evans Atsiaya; Maiyo, Julius K.

    2015-01-01

    The studies on the correlation of academic achievement have paved way for control and manipulation of related variables for quality results in schools. In spite of the facts that schools impart uniform classroom instructions to all students, wide range of difference is observed in their academic achievement. The study sought to determine the…

  2. A Comparative Analysis of Social Media Usage and Academic Performance in Public and Private Senior High Schools

    Mingle, Jeffrey; Adams, Musah; Adjei, E. A.

    2016-01-01

    The study comparatively analyzed social media usage and academic performance in public and private senior high schools. The issue of social media and academic performance has been a very debatable topic with regard to its effect. This study further explores the relation between private and public schools in relation to social media use and…

  3. A Critical Commentary on Neuropsychology in the Schools: Are We Ready?

    Sandoval, Jonathan; Haapmanen, Randy M.

    1981-01-01

    The other articles in the September 1981 issue of "School Psychology Review" are discussed and criticized. Distinction between the general strategy of neuropsychology and other conceptualizations used by school psychologists is made. A discussion on whether the neuropsychological conceptualization makes a unique contribution to school psychology…

  4. Aerobic fitness, micronutrient status, and academic achievement in Indian school-aged children.

    Ishaan K Desai

    Full Text Available Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7 to 10.5 years, were enrolled from three primary schools in Bangalore, India. Data on participants' aerobic fitness (20-m shuttle test, demographics, anthropometry, diet, physical activity, and micronutrient status were abstracted. School-wide exam scores in mathematics and Kannada language served as indicators of academic performance and were standardized by grade level. The strength of the fitness/achievement association was analyzed using Spearman's rank correlation, multiple variable logistic regression, and multi-level models. Significant positive correlations between aerobic capacity (VO2 peak and academic scores in math and Kannada were observed (P < 0.05. After standardizing scores across grade levels and adjusting for school, gender, socioeconomic status, and weight status (BMI Z-score, children with greater aerobic capacities (mL * kg(-1 * min(-1 had greater odds of scoring above average on math and Kannada exams (OR=1.08, 95% CI: 1.02 to 1.15 and OR=1.11, 95% CI: 1.04 to 1.18, respectively. This association remained significant after adjusting for micronutrient deficiencies. These findings provide preliminary evidence of a fitness/achievement association in Indian children. While the mechanisms by which aerobic fitness may be linked to academic achievement require further investigation, the results suggest that educators and policymakers should consider the adequacy of opportunities for physical activity and fitness in schools for both their

  5. Testing Equivalence of Mediating Models of Income, Parenting, and School Readiness for White, Black, and Hispanic Children in a National Sample

    Raver, C. Cybele; Gershoff, Elizabeth T.; Aber, J. Lawrence

    2007-01-01

    This paper examines complex models of the associations between family income, material hardship, parenting, and school readiness among White, Black, and Hispanic 6-year-olds, using the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). It is critical to test the universality of such complex models, particularly given their…

  6. A STUDY OF VOCATIONAL MATURITY OF SECONDARY SCHOOL STUDENTS IN RELATION TO ACADEMIC ACHIEVEMENT OF AMBALA DISTRICT

    RITA SAINI; RAMBIR SHARMA

    2013-01-01

    The present study attempts to study the relationship between vocational maturity and academic achievement of secondary school students. It also purports to find out difference between male and female; urban and rural in terms of vocational maturity and academic achievement. The simple random sample consists of 150 students selected from ten schools of Ambala district. The results revealed a positive relationship between vocational maturity and academic achievement.

  7. Is Early Ability Grouping Good for High-Achieving Students' Psychosocial Development? Effects of the Transition into Academically Selective Schools

    Becker, Michael; Neumann, Marko; Tetzner, Julia; Böse, Susanne; Knoppick, Henrike; Maaz, Kai; Baumert, Jürgen; Lehmann, Rainer

    2014-01-01

    The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade…

  8. The Productive High School: Creating Personalized Academic Communities.

    Murphy, Joseph; Beck, Lynn G.; Crawford, Marilyn; Hodges, Amy; McGaughy, Charis L.

    This book is designed to inform the educational community about the empirical foundations of productive high schools. Part 1 focuses on the core technology (learning and teaching), the organizational systems in which the core function are nested (the ecology of the institution), and the institutional linkages between the school and its…

  9. School Administration Leadership Style and Academic Achievement: A Case Study

    Brvenik-Estrella, Marianna

    2013-01-01

    The purpose of this case study was to gather current teacher and administrator perceptions on leadership in a school environment. The study sought to identify patterns of leadership style as elements in building a school climate that focused on performance and intrinsic rewards. The study also sought to establish an understanding of how leadership…

  10. EFFECTIVENESS OF JURISPRUDENTIAL INQUIRY MODEL OF TEACHING ON THE ACADEMIC ACHIEVEMENT OF SOCIAL SCIENCE AMONG SECONDARY SCHOOL STUDENTS.

    Gopal; S S Patil

    2015-01-01

    The purpose of this study was to examine the effectiveness of Jurisprudential Inquiry Model of teaching on Academic Achievement in Social Science among the Secondary school Students. The study was conducted on a Purposive sample, a topic selected social science topic was taught through JIM. And its academic effectiveness was tested through a standardised Academic Achievement test on Social Science constructed by the researchers. Results revealed that Academic Achievement in Experimental...

  11. The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

    Koumoullos, Michael

    2013-01-01

    This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

  12. PA03.15. Study on relation of Prakriti with academic stress in school going children

    Madhukar, Atika; Kumari, O Nisha; Kumar, Abhimanyu; ,

    2013-01-01

    Purpose: Fast pace of life, highly competitive school environment and parental pressure brought child life cumbersome and full of stress and anxiety. These lead to maladjustment in different spheres of life such as home, social, health, emotion and educational problems. Testing or examination can produce anxiety in students, and can lower student's self–esteem, and increase their fear of failure. School–related stress is the most prevalent, untreated cause of academic failure in schools. Prev...

  13. Class Size and Academic Achievement of Secondary School in Ekiti State, Nigeria

    Joseph Sunday Owoeye; Philias Olatunde Yara

    2011-01-01

    The study looked at the class size as it relates to academic performance of students in Ekiti state of Nigeria between 1990 and 1997. The study population was the results of the West African School Certificate Examinations (WASCE) conducted between 1990 and 1997 in 50 secondary schools in both rural and urban areas of the state. One validated instrument Students’ Class Size Questionnaire (SCSQ) was used for data collection. One hypothesis was formulated and answered. Data were analysed using ...

  14. Goal Setting: Enhancing Academic Attitudes and Achievement in High School Gifted Underachievers

    Sivaraman, Rhonda Czapla

    2012-01-01

    The underachievement of gifted students is a well-documented problem in educational research. This study employed an experimental design to determine whether an existing personal goal setting intervention could successfully improve academic attitudes and achievement in a sample of 44 high school gifted underachievers, as well as determine if any patterns existed in students' goal writing exercises. The goal setting intervention included two after-school goal setting sessions for a duration ...

  15. Level of Attention of Secondary School Students and Its Relationship with their Academic Achievement

    Syed Manzoor Hussain Shah; Saadia Saleem

    2015-01-01

    The major purpose of the study was to find out the relationship between the level of attention and academic achievement. The tool designed to carry out this study was questionnaire. A sample of 420 students was taken from six secondary schools of district chakwal. The data was collected personally by visiting the concerned schools. The collected data was properly tabulated and analyzed with the help of ANOVA. The major findings of the study were: students’ level of attention directly effects ...

  16. The effect of school starting age on academic performance in Hungary

    Hámori, Szilvia

    2007-01-01

    The study estimates the effect of school starting age on academic performance for Hungarian grade four students using the "Progress in International Reading Literacy Study" (PIRLS) and the "Trends in Mathematics and Science Study" (TIMMS). The study uses the control function approach, exploiting the exogenous variation in school starting age driven by the children's month of birth and the cut-off date regulation for enrolment. The results indicate a positive age effect on Reading, Mathematics...

  17. Society of Behavioral Medicine position statement: elementary school-based physical activity supports academic achievement

    Buscemi, Joanna; Kong, Angela; Fitzgibbon, Marian L.; Bustamante, Eduardo E.; Davis, Catherine L.; Pate, Russell R.; Wilson, Dawn K.

    2014-01-01

    The Society of Behavioral Medicine (SBM) urges elementary schools to provide children with ample opportunities to engage in physical activity during school hours. In addition to promoting overall child health, physical activity also supports academic achievement. In addition to improving their aerobic fitness, regular physical activity improves cognitive function, influences the brain, and improves mood in children. Better aerobic fitness and physical activity are associated with increased gr...

  18. Scientific reasoning skills of high school students’ relationship gender and their academic success

    Zeynep Demirtas

    2011-01-01

    This study is aimed to examine the relationships between scientific reasoning skills of high school students and academic success that science (Physics, Chemistry and Biology), language (Turkish Language and Literature with Foreign Language), social (History and Geograpy) and ability groups (Painting, Music and Physical Education). For this purpose a test was executed to 408 first grade students from different seven high schools in Sakarya. Data were collected by a Classroom Test of Scientifi...

  19. A Comparative Study of the Academic Stress and Depression among High School Girl and Boy Students

    Khanehkeshi, Ali; Basavarajappa

    2012-01-01

    This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n = 40), 2nd grade (n = 40) and 3rd grade (n = 40) high school students. In this study gender and…

  20. Considerations on a Scientist’s Academic Mission and Roles in a Higher Education School

    Žydžiūnaitė Vilma; Tandžegolskienė Ilona; Rutkienė Ausra

    2015-01-01

    Analysis of the scientific literature has shown that the mission of a scientist is inherent to an individual and is oriented towards institution and activity or performance being implemented in higher education. Every higher education school defines its mission and vision, thus the aim of a scientist is to act according to the provided institutional mission. Academic staff at higher education schools, according to the attributed roles, performs various activities which are associated with tea...

  1. Student’s conceptions of academic success and failure in secondary and high school

    Hočevar, Nina

    2014-01-01

    Student’s academic success or failure is mainly related to school context and it is measured by school grades. It is a complex phenomenon as in addition to absolute failure (when the student has more negative grades) it also comprises underachievement (when the student’s achievements are lower than expected). Therefore the definition of success/failure depends on the perspective of each individual. Learning and knowledge are influenced by various factors, from psychological to social ones, an...

  2. Level of Attention of Secondary School Students and Its Relationship with their Academic Achievement

    Syed Manzoor Hussain Shah

    2015-06-01

    Full Text Available The major purpose of the study was to find out the relationship between the level of attention and academic achievement. The tool designed to carry out this study was questionnaire. A sample of 420 students was taken from six secondary schools of district chakwal. The data was collected personally by visiting the concerned schools. The collected data was properly tabulated and analyzed with the help of ANOVA. The major findings of the study were: students’ level of attention directly effects their academic achievement. Those students who have high level of attention their academic achievement is also higher. As the level of attention decreases academic achievement also decreases student with moderate attention level have average academic achievement while the student with low level of attention are failed. The main factors that distract student attention are noise, home environment, financial problems, health problems and lack of interest. The study concludes that attention should be considered an important psychological phenomenon that effects the students’ academic achievement. As the individuals are different in their capabilities, skills, intelligence and aptitude their level of attention is also different.

  3. How Do My Friends Matter? Examining Latino Adolescents' Friendships, School Belonging, and Academic Achievement.

    Delgado, Melissa Y; Ettekal, Andrea Vest; Simpkins, Sandra D; Schaefer, David R

    2016-06-01

    Are Latino adolescents' friendships an untapped resource for academic achievement or perhaps one of the reasons why these youth struggle academically? Using data from the National Longitudinal Study of Adolescent Health (N = 6782; 7th through 12th graders; 52.9 % female), we examined whether the process of Latino students' school belonging mediated the relationships between the context of friendships (i.e., friendship network indicators) and their academic outcomes (i.e., a context-process-outcomes model), and tested whether the process-context link varied by friends' characteristics (i.e., GPA and problem behavior; social capital). Moreover, we tested whether all relationships varied across the four largest Latino subgroups in the U.S. (i.e., Mexican, Central/South American, Puerto Rican, and Cuban). Our findings indicate that being nominated as a friend by peers and perceiving to have friends exerted both direct effects on school belonging in all but one of the Latino ethnic samples (i.e., Puerto Rican samples) and indirect effects on academic achievement in the full Latino, Mexican, and Central/South American samples. As such, school belonging was more likely to explain the links between academic achievement with nominations by peers as a friend and perceived friends than with having close-knit friendship groups. However, having a close-knit group of average or low-achieving friends predicted more school belonging for Mexican youth, but less school belonging for Cubans. Our findings suggest that friendships may be particularly beneficial for the school belonging process of highly marginalized groups in the U.S. (i.e., Mexican-origin). PMID:26294042

  4. The Influence of Cognitive Autonomy and Learning Environments on Student Academic Performance: An investigation of the relationships between levels of cognitive autonomy, aspects of school learning environments and academic performance at the ninth-grade level

    Domenichelli, Cheryl Alexander

    2011-01-01

    Students transitioning from middle school to high school often experience academic difficulty in the ninth grade. The discontinuance between the two systems gives rise to the need for students to adapt to new academic environments. Academic failure or success is a predictor of high school graduation. Research reveals the personal characteristics of students influence successful adaptation to this transition and that the academic achievement of students depends upon the design of the learning ...

  5. Prosocial behavior and academic motivation in Spanish High School Students

    Cándido J. Inglés

    2011-05-01

    Full Text Available This study analyzed the relationship between prosocial behaviour and academic goals in a sample of 2,022 Spanish compulsory secondary education students. The prosocial behaviour was measured with the Prosocial Behaviour scale of the Teenage Inventory of Social Skills (TISS and academic goals were measured with the Achievement Goal Tendencies Questionnaire (AGTQ. The results revealed that students with high prosocial behaviour presented higher significantly scores in learning and performance goals. The prosocial behaviour was a positive and statistically significant predictor of learning and performance goals. Furthermore, learning and performance goals were positive and statistically significant predictors of the prosocial behaviour, whereas social reinforcement goals were a negative and statisticallysignificant predictor of prosocial behaviour.

  6. Exploring academic leadership in medical schools and universities in Iran

    Bikmoradi, Ali

    2009-01-01

    Background: Medical education in Iran has been integrated into the health care system through a complex organizational change that included the formation of a single government division called the Ministry of Health and Medical Education. This division is responsible for both medical education and health services at the national level, whereas health care at the provincial level is provided by medical universities. Due to this restructuring, medical academic leadership in th...

  7. Resilience influence, goals and social context in the academic achievement of high school students

    José Concepción Gaxiola Romero

    2012-05-01

    Full Text Available The academic achievement in high school students of Mexico, according to national and international evaluations has been insufficient. In spite of this situation, is possible to find excellent students, even in the context of sharing negative contextual and physical conditions. There are few investigations that describe the variables associated to resilient students. The alumni that are beyond the risks are called resilient (Rutter, 2007. The aim of this research was to explore and identify the internal variables: goals and resilience, and the external variables: risky neighborhood and risky friends that predicted the scholar achievement of high school students. To measure those variables, was used a compilation of scales validated in the region. The data were analyzed using structural equation modeling, and show that resilience predicted indirectly the scholar achievement trough the academic goals. The results could be used in programs to improve the academic achievement of this group of students.

  8. Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

    Nimer F. Baya'a

    2013-03-01

    Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive

  9. Do In-School Feeding Programs Have an Impact on Academic Performance?

    Adrogue, Cecilia; Orlicki, Maria Eugenia

    2013-01-01

    As Argentina presents problems of malnutrition, the federal in-school feeding program has become a key policy because it provides an important nutritional intervention during a relevant growth period. This paper estimates the effect of the program on academic performance--measured by standardized test scores--with a difference in difference model,…

  10. Concerns About Ninth-Grade Students' Poor Academic Performance: One School's Action Plan.

    Fulk, Barbara M.

    2003-01-01

    Survey of high school teachers' and students' concerns about the academic performance of incoming 9th grade students. Finds teachers' major areas of concerns are time management, motivation, and homework. Students' greatest concerns are study habits, self-regulation, and test anxiety. Used survey results to develop strategies to improve student…

  11. Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools

    Oredein, Afolakemi; Awodun, Adebisi

    2013-01-01

    The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…

  12. The Relationship among Principals' Technology Leadership, Teaching Innovation, and Students' Academic Optimism in Elementary Schools

    Hsieh, Chuan-Chung; Yen, Hung-Chin; Kuan, Liu-Yen

    2014-01-01

    This study empirically investigates the relationships among principals' technology leadership, teaching innovations, and students' academic optimism by surveying elementary school educators across Taiwan. Of the total 1,080 questionnaires distributed, 755 valid surveys were returned for a 69.90% return rate. Teachers were asked to indicate the…

  13. Influence of Parenting Styles on the Adolescent Students' Academic Achievement in Kenyan Day Secondary Schools

    Odongo, Alice Atieno; Aloka, Peter J. O.; Raburu, Pamela

    2016-01-01

    The present study sought to establish the influence of parenting styles on adolescent academic achievement in day secondary schools in North Rachuonyo Sub-County, Kenya. Baumrind's theory of parenting style informed the study. The Concurrent Triangulation Design was used. The target population comprised 2409 day secondary students registered for…

  14. Single-Sex Classes and Academic Achievement in Two Inner-City Schools.

    Singh, Kusum; Vaught, Claire; Mitchell, Ethel W.

    1998-01-01

    Compared two single-sex and two coeducational fifth-grade classes (90 students) from inner-city schools for academic achievement. Class grades were consistently higher in the single-sex classes, although the difference was not always statistically significant. Standardized-test data showed no trend, although coeducational groups performed better…

  15. Social Media Use, Loneliness, and Academic Achievement: A Correlational Study with Urban High School Students

    Neto, Roque; Golz, Nancy; Polega, Meaghan

    2015-01-01

    This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…

  16. The Impact of Values Education on School Ambience and Academic Diligence

    Lovat, Terence; Clement, Neville; Dally, Kerry; Toomey, Ron

    2011-01-01

    The article will focus on demonstrating the effects of values education on enhancing students' academic diligence through the more positive ambience it creates in the school. Evidence will be drawn from international studies but principally from the Australian Government's Values Education Program and, especially from the "Values Education Good…

  17. Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

    Morris, David S.

    2015-01-01

    Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

  18. Do Foreclosures Affect Boston Public School Student Academic Performance? Public Policy Brief No. 13-5

    Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.

    2013-01-01

    Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show…

  19. Flaunting One's Academic Pedigree? Self-Presentation of Students from Elite French Schools

    Draelants, Hugues; Darchy-Koechlin, Brigitte

    2011-01-01

    This article starts from the puzzle that although French elite institutions enjoy extremely positive and attractive images, students from these schools generally choose to conceal their academic pedigree in their daily interactions. We show that, in a context of growing inequalities of access to "grandes ecoles," the strategy of hiding one's…

  20. An Examination of High School Students' Disparate Academic Performance in the Bahamas

    McCartney, Donald M.

    2013-01-01

    The qualitative, historical, ethnographic study explored the perceived disparity between the General Certificate of Education (GCE) examination and The Bahamas General Certificate of Secondary Education (BGCSE) and the disparity in the academic achievement of high school students who took the GCE examination and those who took the BGCSE…

  1. Principals' Administrative Styles and Students' Academic Performance in Taraba State Secondary Schools, Nigeria

    Bello, Suleiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

    2016-01-01

    The study determined the relationship between principals' administrative styles and students' academic performance in Taraba State secondary schools, Nigeria. The objectives of the study were to determine the relationships between initiative structure of leadership styles, consideration structure of leadership styles, participatory structure of…

  2. Admission Scores as a Predictor of Academic Success in the Fiji School of Medicine

    Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

    2012-01-01

    Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year 1 in 2008, 2009, and 2010 were 90.7…

  3. An Investigation on Students Academic Performance for Junior Secondary Schools in Botswana

    MolokoMphale, Luke; Mhlauli, Mavis B.

    2014-01-01

    The major purpose of the study was to investigate factors which contribute to the decline in students' academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to…

  4. The Effect of School-Specific Parenting Processes on Academic Achievement in Adolescence and Young Adulthood

    Gordon, Mellissa S.; Cui, Ming

    2012-01-01

    There is inconsistency in the current literature regarding the association between dimensions of parenting processes and academic achievement for adolescents. Further, few studies have extended such an association into young adulthood. In this study, we examined the effect of three dimensions of parenting processes, including school-specific…

  5. The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review

    Bailey, Richard; Armour, Kathleen; Kirk, David; Jess, Mike; Pickup, Ian; Sandford, Rachel

    2009-01-01

    This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence…

  6. The Influence of Parents Educational Level on Secondary School Students Academic Achievements in District Rajanpur

    Khan, Rana Muhammad Asad; Iqbal, Nadeem; Tasneem, Saima

    2015-01-01

    This study was conducted to focus the influence and impact of parents educational level on students academic achievement at secondary level of education. The study utilizes the students results of the 9th class in secondary school certificate examination taken by the Board of Intermediate & Secondary Education Dera Ghazi Khan. Oral interview,…

  7. Motivation and Academic Help-Seeking in High School Computer Science

    Cheong, Yuk Fai; Pajares, Frank; Oberman, Paul S.

    2004-01-01

    The primary objective of this study was to determine the degree to which academic motivation predicted the executive help-seeking, instrumental help-seeking, perceived benefits of help-seeking, and avoidance of help-seeking of high school students enrolled in computer science (n = 314). Task goals were positively associated with instrumental…

  8. School Adjustment and the Academic Success of Rural African American Early Adolescents in the Deep South

    Farmer, Thomas W.; Irvin, Matthew J.; Thompson, Jana H.; Hutchins, Bryan C.; Leung, Man-Chi

    2006-01-01

    This study examined the relationship between end-of-year grades and the academic, behavioral, and social characteristics of rural African American youth. Participants included 392 7th and 8th grade students from 2 rural middle schools in the south. Participants were African American and were from 2 communities that have child poverty rates…

  9. The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

    Albeg, Loren J.; Castro-Olivo, Sara M.

    2014-01-01

    This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic…

  10. Explorations of Metacognition among Academically Talented Middle and High School Mathematics Students

    Young, Adena Elizabeth

    2010-01-01

    The purpose of this dissertation was to examine metacognition among academically talented middle and high school mathematics students from both educational psychology and mathematics education perspectives. A synthesis of the literatures and three studies employing quantitative, qualitative, and mixed methodologies were used to address three…

  11. Entrepreneurship Projects and Pupils' Academic Performance: A Study of Norwegian Secondary Schools

    Johansen, Vegard; Schanke, Tuva

    2014-01-01

    Many European countries have launched policy strategies for entrepreneurship education in the past decade. The result is a significant increase of entrepreneurship education in schools and higher education institutions in Europe. Entrepreneurship education is supposed to promote entrepreneurial abilities and improve academic performance. This…

  12. Responses to Peer Stress Predict Academic Outcomes across the Transition to Middle School

    Erath, Stephen A.; Bub, Kristen L.; Tu, Kelly M.

    2016-01-01

    This study examined physiological and coping responses to peer-evaluative challenges in early adolescence as predictors of academic outcomes. The sample included 123 young adolescents (X-bar[subscript age]) = 12.03 years) who participated in the summer before (T1) and the spring after (T2) the transition to middle school. At T1, respiratory sinus…

  13. Simply Academic? Why Children with Special Educational Needs Don't Like School

    McCoy, Selina; Banks, Joanne

    2012-01-01

    International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special…

  14. "Ignored Burden": Perceptions of Racism in School Contexts and Academic Engagement among African-American Adolescents

    Scott, Allison Lindsay

    2009-01-01

    African-American students in K-12 education experience pervasive disparities in academic outcomes across all areas of the schooling experience. Though racial disparities in education have been widely acknowledged, research must move beyond critiques of individual and student factors to analyze the educational structures and practices that create…

  15. Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District

    Lawrence, A. S. Arul; Deepa, T.

    2013-01-01

    The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the…

  16. Physical and Nonphysical Bullying Victimization of Academically Oriented Students: The Role of Gender and School Type

    Lehman, Brett

    2015-01-01

    Although there are many factors associated with being the victim of bullying in school, quantitative studies have not treated academic attitudes, effort, and achievement (or lack thereof) as risk factors. This is true despite many ethnographic accounts of good students being stigmatized and directly bullied on account of their status as good…

  17. Academic characteristics of orthopedic team physicians affiliated with high school, collegiate, and professional teams.

    Makhni, Eric C; Buza, John A; Byram, Ian; Ahmad, Christopher S

    2015-11-01

    We conducted a study to determine the academic involvement and research productivity of orthopedic team physicians at high school, college, and professional levels of sport. Through Internet and telephone queries, we identified 1054 team physicians from 362 institutions, including 120 randomly selected high schools and colleges and 122 professional teams (baseball, basketball, football, hockey). For all physicians included in the study, we performed a comprehensive search of the Internet and of a citation database to determine academic affiliations, number of publications, and h-index values. Of the 1054 physicians, 678 (64%) were orthopedic surgeons. Percentage of orthopedic team physicians affiliated with an academic medical center was highest in professional sports (64%; 173/270) followed by collegiate sports (36%; 98/275) and high school sports (20%; 27/133). Median number of publications per orthopedic team physician was significantly higher in professional sports (30.6) than in collegiate sports (10.7) or high school sports (6). Median number of publications by orthopedic physicians also varied by sport, with the highest number in Major League Baseball (37.9; range, 0-225) followed by the National Basketball Association (32.0; range, 0-227) and the National Football League (30.4; range, 0-460), with the lowest number within the National Hockey League (20.7; range, 0-144). Academic affiliation and research productivity of orthopedic team physicians vary by competition level and professional sporting league. PMID:26566551

  18. Academic Achievement in Norwegian Secondary Schools: The Impact of Violence during Childhood

    Huang, Lihong; Mossige, Svein

    2012-01-01

    Using data from a national survey (N = 6,979) of young people in their last year in Norwegian secondary schools in 2007 (aged 18 and 19), this paper examines the effect of experience of violence including sexual abuse during childhood (before the age of 13) on the later academic achievement of young people. This investigation includes three types…

  19. Suppressor Effects of Positive and Negative Religious Coping on Academic Burnout Among Korean Middle School Students.

    Noh, Hyunkyung; Chang, Eunbi; Jang, Yoojin; Lee, Ji Hae; Lee, Sang Min

    2016-02-01

    Statistical suppressor effects in prediction models can provide evidence of the interdependent relationship of independent variables. In this study, the suppressor effects of positive and negative religious coping on academic burnout were examined using longitudinal data. First, 388 middle school students reported their type of religion and use of positive and negative religious coping strategies. Four months later, they also reported their level of academic burnout. From structural equation modeling, significant suppressor effects were found among religious students. That is, the coefficients became larger when both positive and negative religious coping predicted academic burnout simultaneously, compared to when each religious coping predicted academic burnout alone. However, suppressor effects were not found among non-religious students. PMID:25656472

  20. RELATIVE EFFECTIVENESS OF STRESS IN PREDICTING ACADEMIC ACHIEVEMENT IN MATHEMATICS OF SECONDARY SCHOOL STUDENTS

    Mahantesh B. Pattanashetty

    2014-08-01

    Full Text Available Students aged between 12-18 years account for more than one fifth of the world's population i.e., almost 230 millions. In India this age group forms 23 per cent of the total population. Moreover it is necessary to invest in adolescents as the future leaders and guardians of the Nation's development. Even though they are facing more problems it is important to take care of them. Among various factors that influence students' academic performance, stress (academic stress is a major factor. Several studies have emphasized that the stress of students and its effect on academic subjects such as Bell (1995 Dubois and Felner (1992 and Ganesan (1995 have found that stress made a significant contribuitonin poor school performance of adolescents. Caroli et al., (1992 have reported that students, parents and teachers were more conscious towards their academic achievements. So interference of elders makes stressful situation for adolescents.

  1. ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT*

    Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G

    2010-01-01

    Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differ...

  2. Extending the academic library: social responsibility, information literacy and schools

    Hollier, Carol; Dase, Annike; Smyth, Neil

    2013-01-01

    Universities face a new higher education funding environment and a need to demonstrate a commitment to widening participation. This paper explores how information literacy activities extend the role of the university library to local communities through partnerships with schools and the importance of social responsibility to university strategy. Last year, University of Nottingham librarians created a pilot for an information literacy service targeting schools in the local community....

  3. Aerobic fitness, micronutrient status, and academic achievement in Indian school-aged children.

    Desai, Ishaan K; Kurpad, Anura V; Chomitz, Virginia R; Thomas, Tinku

    2015-01-01

    Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7 to 10.5 years, were enrolled from three primary schools in Bangalore, India. Data on participants' aerobic fitness (20-m shuttle test), demographics, anthropometry, diet, physical activity, and micronutrient status were abstracted. School-wide exam scores in mathematics and Kannada language served as indicators of academic performance and were standardized by grade level. The strength of the fitness/achievement association was analyzed using Spearman's rank correlation, multiple variable logistic regression, and multi-level models. Significant positive correlations between aerobic capacity (VO2 peak) and academic scores in math and Kannada were observed (P socioeconomic status, and weight status (BMI Z-score), children with greater aerobic capacities (mL * kg(-1) * min(-1)) had greater odds of scoring above average on math and Kannada exams (OR=1.08, 95% CI: 1.02 to 1.15 and OR=1.11, 95% CI: 1.04 to 1.18, respectively). This association remained significant after adjusting for micronutrient deficiencies. These findings provide preliminary evidence of a fitness/achievement association in Indian children. While the mechanisms by which aerobic fitness may be linked to academic achievement require further investigation, the results suggest that educators and policymakers should consider the adequacy of opportunities for physical activity and fitness in schools for both their physical and potential academic benefits. PMID:25806824

  4. Neighborhood Community Risk Influences on Preschool Children's Development and School Readiness

    Hanson, Marci J.; Miller, Angela D.; Diamond, Karen; Odom, Samuel; Lieber, Joan; Butera, Gretchen; Horn, Eva; Palmer, Susan; Fleming, Kandace

    2011-01-01

    The effects of economic hardship and language isolation in children's neighborhood communities were examined to determine their influence on young children's developmental outcomes on measures of academic and social skills above and beyond child and family characteristics that included home language, disability, gender, and mother's education…

  5. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

    Valle, Antonio; Regueiro, Bibiana; José C Núñez; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time managem...

  6. “CORRELATES OF ACADEMIC ACHIEVEMENT OF HIGH ACHIEVERS OF HIGH SCHOOL STUDENTS AND THEIR HEALTH STATUS”.

    Anand K

    2015-01-01

    Many accounts have been given on the relationship between health variables and academic achievement of school students. Many studies have reported significant findings between school performance scores and health status indicators. The academic performance and of children with good health status were significantly higher than those of children with poor nutritional or health status as a whole. It is useful to have a general sense of conditions, potentially, important for school age childre...

  7. School Finance Reform: Can It Support California's College- and Career-Ready Goal? Report 2

    Perry, Mary

    2013-01-01

    For decades, when California's state leaders have wanted to see local school districts respond to shifts in policy and expectations they relied on the state-controlled school finance system to leverage local change. Through the use of categorical programs and earmarked funding, they created incentives for districts that complied and penalties for…

  8. Improving Urban Students' College Readiness as a Driver of High School Curriculum Enhancement

    Boboc, Marius; Nordgren, R. D.

    2013-01-01

    Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are "cognitive," while others can be classified as "non-cognitive." Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with…

  9. Academic outcomes following a school-based RCT for ADHD : 6 year follow-up.

    Sayal, K.; Merrell, C.; Tymms, P.; Kasim, A.

    2015-01-01

    Objective For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Methods A 6 year follow-up of 4-5 year olds (n=52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of...

  10. Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students

    Townsend, Dianna; Filippini, Alexis; Collins, Penelope; Biancarosa, Gina

    2012-01-01

    Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…

  11. Tradition meets innovation: transforming academic medical culture at the University of Pennsylvania's Perelman School of Medicine.

    Pati, Susmita; Reum, Josef; Conant, Emily; Tuton, Lucy Wolf; Scott, Patricia; Abbuhl, Stephanie; Grisso, Jeane Ann

    2013-04-01

    Traditional performance expectations and career advancement paths for academic physicians persist despite dramatic transformations in the academic workflow, workload, and workforce over the past 20 years. Although the academic physician's triple role as clinician, researcher, and educator has been lauded as the ideal by academic health centers, current standards of excellence for promotion and tenure are based on outdated models. These models fail to reward collaboration and center around rigid career advancement plans that do little to accommodate the changing needs of individuals and organizations. The authors describe an innovative, comprehensive, multipronged initiative at the Perelman School of Medicine at the University of Pennsylvania to initiate change in the culture of academic medicine and improve academic productivity, job satisfaction, and overall quality of life for junior faculty. As a key part of this intervention, task forces from each of the 13 participating departments/divisions met five times between September 2010 and January 2011 to produce recommendations for institutional change. The authors discuss how this initiative, using principles adopted from business transformation, generated themes and techniques that can potentially guide workforce environment innovation in academic health centers across the United States. Recommendations include embracing a promotion/tenure/evaluation system that supports and rewards tailored individual academic career plans; ensuring leadership, decision-making roles, and recognition for junior faculty; deepening administrative and team supports for junior faculty; and solidifying and rewarding mentorship for junior faculty. By doing so, academic health centers can ensure the retention and commitment of faculty throughout all stages of their careers. PMID:23425986

  12. Factors Affecting the Academic Choices of Academically Talented Middle School Students.

    Olszewski-Kubilius, Paula; Yasumoto, Jeff

    1995-01-01

    The summer course selections of approximately 1,500 gifted middle school students were examined. Factors influencing course selection included gender, race, ability, previous educational experiences, interests, and parental attitudes. Parental attitudes appeared to have a major influence in the selection of math and science courses for both males…

  13. Breakfast, midday meals and academic achievement in rural primary schools in Uganda: implications for education and school health policy

    Hedwig Acham

    2012-02-01

    Full Text Available Underachievement in schools is a global problem and is especially prevalent in developing countries. Indicators of educational performance show that Uganda has done remarkably well on education access-related targets since the introduction of universal primary education in 1997. However, educational outcomes remain disappointing. The absence of school feeding schemes, one of the leading causes of scholastic underachievement, has not been given attention by the Ugandan authorities. Instead, as a national policy, parents are expected to provide meals even though many, especially in the rural areas, cannot afford to provide even the minimal daily bowl of maize porridge.To assess and demonstrate the effect of breakfast and midday meal consumption on academic achievement of schoolchildren.We assessed household characteristics, feeding patterns and academic achievement of 645 schoolchildren (aged 9–15 years in Kumi district, eastern Uganda, in 2006–2007, using a modified cluster sampling design which involved only grade 1 schools (34 in total and pupils of grade four. Household questionnaires and school records were used to collect information on socio-demographic factors, feeding patterns and school attendance. Academic achievement was assessed using unstandardized techniques, specifically designed for this study.Underachievement (the proportion below a score of 120.0 points was high (68.4%; in addition, significantly higher achievement and better feeding patterns were observed among children from the less poor households (p<0.05. Achievement was significantly associated with consumption of breakfast and a midday meal, particularly for boys (p<0.05, and a greater likelihood of scoring well was observed for better nourished children (all OR values>1.0.We observed that underachievement was relatively high; inadequate patterns of meal consumption, particularly for the most poor, significantly higher scores among children from ‘less poor

  14. From Guide to Practice: Improving Your After School Science Program to Increase Student Academic Achievement

    Taylor, J.

    2013-12-01

    Numerous science organizations, such as NASA, offer educational outreach activities geared towards after school. For some programs, the primary goal is to grow students' love of science. For others, the programs are also intended to increase academic achievement. For those programs looking to support student learning in out-of-school time environments, aligning the program with learning during the classroom day can be a challenge. The Institute for Education Sciences, What Works Clearinghouse, put together a 'Practice Guide' for maximizing learning time beyond the regular school day. These practice guides provide concrete recommendations for educators supported by research. While this guide is not specific to any content or subject-area, the recommendations provided align very well with science education. After school science is often viewed as a fun, dynamic environment for students. Indeed, one of the recommendations to ensure time is structured according to students' needs is to provide relevant and interesting experiences. Given that our after school programs provide such creative environments for students, what other components are needed to promote increased academic achievement? The recommendations provided to academic achievement, include: 1. Align Instruction, 2. Maximize Attendance and Participation, 3. Adapt Instruction, 4. Provide Engaging Experiences, and 5. Evaluate Program. In this session we will examine these five recommendations presented in the Practice Guide, discuss how these strategies align with science programs, and examine what questions each program should address in order to provide experiences that lend themselves to maximizing instruction. Roadblocks and solutions for overcoming challenges in each of the five areas will be presented. Jessica Taylor will present this research based on her role as an author on the Practice Guide, 'Improving Academic Achievement in Out-of-School Time' and her experience working in various informal science

  15. Dental Student Academic Integrity in U.S. Dental Schools: Current Status and Recommendations for Enhancement.

    Graham, Bruce S; Knight, G William; Graham, Linda

    2016-01-01

    Cheating incidents in 2006-07 led U.S. dental schools to heighten their efforts to enhance the environment of academic integrity in their institutions. The aims of this study were to document the measures being used by U.S. dental schools to discourage student cheating, determine the current incidence of reported cheating, and make recommendations for enhancing a culture of integrity in dental education. In late 2014-early 2015, an online survey was distributed to academic deans of all 61 accredited U.S. dental schools that had four classes of dental students enrolled; 50 (82%) responded. Among measures used, 98% of respondents reported having policy statements regarding student academic integrity, 92% had an Honor Code, 96% provided student orientation to integrity policies, and most used proctoring of final exams (91%) and tests (93%). Regarding disciplinary processes, 27% reported their faculty members only rarely reported suspected cheating (though required in 76% of the schools), and 40% disseminated anonymous results of disciplinary hearings. A smaller number of schools (n=36) responded to the question about student cheating than to other questions; those results suggested that reported cheating had increased almost threefold since 1998. The authors recommend that schools add cheating case scenarios to professional ethics curricula; disseminate outcomes of cheating enforcement actions; have students sign a statement attesting to compliance with academic integrity policies at every testing activity; add curricular content on correct writing techniques to avoid plagiarism; require faculty to distribute retired test items; acquire examination-authoring software programs to enable faculty to generate new multiple-choice items and different versions of the same multiple-choice tests; avoid take-home exams when assessing independent student knowledge; and utilize student assessment methods directly relevant to clinical practice. PMID:26729679

  16. Relationship of selection criteria to subsequent academic performance in an Australian undergraduate dental school.

    Mercer, A; Abbott, P V; Puddey, I B

    2013-02-01

    In 1998, in addition to previous academic achievement, an aptitude test (UMAT) and a structured interview were introduced into selection for the Bachelor of Dental Science (BDSc), the undergraduate dental course at the University of Western Australia. The aim of this study was to determine the relationship between the combination of school-leaver dental students' entry scores, some demographic characteristics and subsequent student performance in the undergraduate course. Three hundred and ninety-eight school-leavers who enrolled in the BDSc from 1999 through 2011 were studied. Regression models were constructed comprising entry scores, gender and age as predictors in relation to subsequent academic performance. The main outcome measure was the weighted average mark (WAM) for each of five academic year levels as well as results in specific units, defined as either 'knowledge' based or 'clinically' based. Of the variables studied, previous academic performance and female gender had the strongest relationship with yearly WAM for Years 1 through 4 and for both 'knowledge' based and 'clinically' based units. The interview score showed a strong relationship in the major clinical years and in a range of 'clinically' based units. UMAT scores were less consistent in relationship to WAM. These results support assessment through a highly structured interview together with prior academic achievement as an evidence-based approach to selection of students for this undergraduate dental course. PMID:23279391

  17. Getting Ready for the "School of the Future": Key Questions and Tentative Answers

    Ott, Michela; Pozzi, Francesca

    This paper explores some key aspects of "today's school", as opposed to those that have characterized "yesterday's school", with the final aim of shedding light on "tomorrow's school". In this direction, the paper puts forward tentative answers to some key questions related to the new characteristics and roles of teachers and students (main actors of the learning process) and the new features/ potentialities of contemporary educational tools which, in turn, require the enactment of innovative pedagogical approaches and educational methods. The emerging picture of the present learning landscape helps in figuring out a future situation where learning possibilities are substantially increased.

  18. Influence of parenting style on the academic performance of middle school students

    María José Domínguez

    2014-06-01

    Full Text Available Students who don't succeed in school are a persistent problem in our educational system. This fact shows that all the efforts to reduce this problem are not succeeding. One third of our students are left behind by the educational system; their results are discouraging. The measures to fight the academic failure are not working and that we have to put into practice new ways of analysis and treatment of this problem. This research explores the relationship between the way children perceive the parenting style of their parents and his o her own academic performance. In the intersection of both phenomena we find our hypothesis: the way parents socialise their children influences significantly on their academic performance. This research is orientated to decision taking process: the aim is to define the level of influence of the parenting style on academic outcomes. The main result is that parents acceptation/implication appears to be significantly linked to the school performance (this evidence shows a big area for new researches: the family. Our research confirms and frames the correlation between these two variables and underlies the family as a new scenario of pedagogical concern to explain and treat school failure.

  19. Catholic Business Schools and the Crisis of the Academic Industry

    Hoevel, Carlos

    2012-01-01

    According to many analysts, after the dot-com, housing and financial bubbles, the next bubble to burst may be that of higher education and especially business education schools. Given this possible scenario, there are two ways one might interpret the current crisis in education, accompanied by two proposals for addressing the problems. According…

  20. Academic Discipline and Personal Finance Instruction in High School

    Loibl, Cäzilia; Fisher, Patti J.

    2013-01-01

    Despite public support for personal finance instruction in high school, its effectiveness has not been firmly established. The current study investigates instructional approaches as a reason for these inconsistent outcomes by comparing survey responses of business education, family and consumer sciences, and social studies/economics teachers. The…

  1. Academic Remediation-Focused Alternative Schools: Impact on Student Outcomes

    Wilkerson, Kimber L.; Afacan, Kemal; Yan, Min-Chi; Justin, Whitney; Datar, Sujata D.

    2016-01-01

    School districts offer specialized programming for secondary students who experience high rates of course failure or low credit accumulation. While these alternative programs are meant to increase student success, little research evaluates outcomes for students attending them. In this study, we used propensity score matching (PSM) to investigate…

  2. Child labour, school attendance and academic performance : a review

    Orazem, Peter F.; Gunnarsson, Victoria

    2003-01-01

    Explores methods for estimating the impact of child labour on student learning. Considers various measures of child labour and school performance and examines issues in sample design. Demonstrates the type of results that can be obtained with two multi-country data sets and makes suggestions for future research.

  3. Factors Influencing Student Academic Performance in Online High School Algebra

    Liu, Feng; Cavanaugh, Cathy

    2012-01-01

    This paper describes the effect of teacher comments, students' demographic information and learning management system utilisation on student final scores in algebra courses in a K-12 virtual learning environment. Students taking algebra courses in a state virtual school in the Midwestern US region during 2007-2008 participated in this study.…

  4. How one teaching hospital system and one medical school are jointly affirming their academic mission.

    Rosenblatt, M; Rabkin, M T; Tosteson, D C

    1997-06-01

    The economic forces that are reshaping the practice of medicine and the funding of medical research will have great impact on clinical education and research in teaching hospitals and their associated medical schools. Changes in the setting of and approach to medical education will need to be made in order to continue to train physicians at the same high level as in the past and to maintain the productivity of our national biomedical research enterprise and its contributions to health. Academic leaders, such as department chiefs who have clinical service responsibilities, are finding it more and more difficult to manage simultaneously the demands of the clinical business, education, and research. In an effort to organize a teaching hospital and a medical school in a manner that would position them to maintain more effectively their common academic mission front and center with the clinical business, Harvard Medical School and the Beth Israel Hospital created a joint venture in 1996. The new nonprofit Institute for Education and Research has education and research as its top (and only) mission. It is designed to provide additional and specific academic leadership and to enable the joint venture to undertake strategic planning for the academic mission. In addition to the challenges it faces from changes in the external environment, the Institute for Education and Research will need to establish a new pattern of interactions internally within the parent institutions. Collaborations with department chairs and faculty are an essential ingredient for its success. It is hoped that this structure will prove to be a useful template for organizing other medical school-hospital collaborations on behalf of the academic mission. PMID:9200578

  5. A Comparative Study of Students' Academic Performance in Public Examinations in Secondary Schools in Ondo and Ekiti States, Nigeria

    T.O. Adeyemi

    2011-01-01

    This study investigated students' academic performance in public examinations in Secondary Schools in Ondo and Ekiti States, Nigeria. As a descriptive research, the study population comprised all the 281 secondary schools in Ondo State and the 171 secondary schools in Ekiti State, Nigeria. Out of this population, a sample of 240 secondary schools in Ondo State and 146 secondary schools in Ekiti State was taken. The method of selection was by stratified random sampling technique. The instrumen...

  6. Air pollution around schools is linked to poorer student health and academic performance.

    Mohai, Paul; Kweon, Byoung-Suk; Lee, Sangyun; Ard, Kerry

    2011-05-01

    Exposing children to environmental pollutants during important times of physiological development can lead to long-lasting health problems, dysfunction, and disease. The location of children's schools can increase their exposure. We examined the extent of air pollution from industrial sources around public schools in Michigan to find out whether air pollution jeopardizes children's health and academic success. We found that schools located in areas with the highest air pollution levels had the lowest attendance rates-a potential indicator of poor health-and the highest proportions of students who failed to meet state educational testing standards. Michigan and many other states currently do not require officials considering a site for a new school to analyze its environmental quality. Our results show that such requirements are needed. For schools already in existence, we recommend that their environmental quality should be investigated and improved if necessary. PMID:21543420

  7. Heritability, family, school and academic achievement in adolescence.

    Pokropek, Artur; Sikora, Joanna

    2015-09-01

    We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning. PMID:26188439

  8. "Absence Makes the Heart Grow Fonder": Students with Chronic Illness Seeking Academic Continuity through Interaction with Their Teachers at School

    Wilkie, Karina J.

    2012-01-01

    Increasing numbers of young people experience disruption to their schooling owing to chronic illness. Absence from the day-to-day life of their school for prolonged or accumulative periods of time can erode their sense of belonging and create anxiety about falling behind academically. Maintaining positive connections to school can meet their…

  9. Cognitive Distortion as Predictor of In-School Adolescents' Depressive Symptoms and Academic Performance in South-South, Nigeria

    Usen, Stella Anietie; Eneh, Grace Akaniyene; Udom, Inwang Etim

    2016-01-01

    The purpose of this study was to ascertain how cognitive distortion could predict in-school adolescents' depressive symptoms and academic performance in the South-South Nigeria. The study adopted a correlation design with a sample of in-school adolescents who showed evidence of cognitive distortion (N = 798). In-School Adolescents' Cognitive…

  10. The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

    Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2015-01-01

    The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…

  11. Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

    San Pedro, Maria Ofelia Z.

    2015-01-01

    This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

  12. An Examination of Three Texas High Schools' Restructuring Strategies that Resulted in an Academically Acceptable Rating

    Massey Fields, Chamara

    2011-01-01

    This study examined three high schools in a large urban school district in Texas that achieved an academically acceptable rating after being sanctioned to reconstitute by state agencies. Texas state accountability standards are a result of the No Child Left Behind Act of 2011 (NCLB). Texas state law requires schools to design a reconstitution plan…

  13. Parents' Socio-Economic Status as Predictor of Secondary School Students' Academic Performance in Ekiti State, Nigeria

    Abdu-Raheem, B. O.

    2015-01-01

    This paper investigated parents' socio-economic status on secondary school students' academic performance in Ekiti State. Descriptive research design of the survey type was adopted. The population for the study comprised all Junior Secondary School students in Ekiti State. The sample consisted of 960 students from 20 secondary schools randomly…

  14. Do Pre-Entry Tests Predict Competencies Required to Excel Academically in Law School?: An Empirical Investigation

    Wamala, Robert

    2016-01-01

    Purpose: Prospective students of law are required to demonstrate competence in certain disciplines to attain admission to law school. The grounding in the disciplines is expected to demonstrate competencies required to excel academically in law school. The purpose of this study is to investigate the relevance of the law school admission test to…

  15. Learning Style and Academic Achievement of Secondary School Students

    Rajshri Vaishnav

    2013-01-01

    Learning style refers to the ability of learners to perceive and process information in learning situations. One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinesthetic in which students take in information. This study is an analysis of learning styles prevalent among secondary school students. It was conducted on three ...

  16. [The relationship between ADHD, problem behaviour and academic achievement at the end of primary school].

    Jantzer, Vanessa; Haffner, Johann; Parzer, Peter; Roos, Jeanette; Steen, Rainer; Resch, Franz

    2012-01-01

    So far there are contradictory findings concerning the degree of negative influence of attention deficit disorders, external or socio-emotional disorders on academic development of a child. Therefore the present epidemiologic study analyses the relationship between clinically relevant problems and academic achievement of fourth graders (measured by recommendation for secondary school: A-level, B-level or C-level). Children (N = 3910) were rated by their parents by anonymised questionnaires (Child Behavior Checklist CBCL) at the end of primary school. Especially in the field of attention deficit, somatic and anxiety/depression disorders, many children were in a clinically relevant range compared to German norm data. It became obvious that future C-level pupils are particularly strong, multiply problem troubled, with constantly higher problems at all subscales. Mainly attention deficit disorders proved to be relevant for academic achievement, but also delinquent behaviour and social problems, which enhance the relative risk of recommendation for B- or C-level considerably. Early applied preventive interventions supporting social and cognitive development seem therefore of central importance for the school career of primary school children. PMID:23304833

  17. Ranking Schools' Academic Performance Using a Fuzzy VIKOR

    Musani, Suhaina; Aziz Jemain, Abdul

    2015-06-01

    Determination rank is structuring alternatives in order of priority. It is based on the criteria determined for each alternative involved. Evaluation criteria are performed and then a composite index composed of each alternative for the purpose of arranging in order of preference alternatives. This practice is known as multiple criteria decision making (MCDM). There are several common approaches to MCDM, one of the practice is known as VIKOR (Multi-criteria Optimization and Compromise Solution). The objective of this study is to develop a rational method for school ranking based on linguistic information of a criterion. The school represents an alternative, while the results for a number of subjects as the criterion. The results of the examination for a course, is given according to the student percentage of each grade. Five grades of excellence, honours, average, pass and fail is used to indicate a level of achievement in linguistics. Linguistic variables are transformed to fuzzy numbers to form a composite index of school performance. Results showed that fuzzy set theory can solve the limitations of using MCDM when there is uncertainty problems exist in the data.

  18. Considerations on a Scientist’s Academic Mission and Roles in a Higher Education School

    Žydžiūnaitė Vilma

    2015-12-01

    Full Text Available Analysis of the scientific literature has shown that the mission of a scientist is inherent to an individual and is oriented towards institution and activity or performance being implemented in higher education. Every higher education school defines its mission and vision, thus the aim of a scientist is to act according to the provided institutional mission. Academic staff at higher education schools, according to the attributed roles, performs various activities which are associated with teaching and research, administration and human resources management, work in labour services. According to the roles and activities being distinguished and described, diverging concepts exist for handling the academic staff roles. The aim of conceptual research refers to consideration and description of a scientist’s missions and roles in higher education generally and a higher education school specifically. The answers to the following research questions are provided in the article: What are the levels of a scientist missions in higher education? How the roles of a scientist could be defined in higher education referring to autonomy or interdependence? What competencies are attributed to the roles of a scientist in higher education? The research concludes that the mission of a scientist is related to the multi-layered concept covering the roles, context, organizational structure and values in a higher education institution. It is essential for a scientist to perceive and define their own mission(s, role(s, responsibilities and obligations to a higher education school, students, science, and society. The mission of a scientist in a higher education school rests in certain combination of diverse competencies being applied on both organizational and individual levels. In summary, academic staff roles are entwined and contrasting with each other. However, the roles of a researcher and a teacher are linked in general as the role of a teacher requires

  19. What Professional and Personal Strategies Do Successful Principals Possess to Cultivate a School Culture That Promotes Academic Success in a Blue Ribbon School

    McKinney, Carlos LaTeetha

    2012-01-01

    Principals who are presiding over schools that have received a blue ribbon certification have evidently used specific professional and personal strategies, as well as behaviors, to enhance the academic and social culture of their schools. The current study examined Mississippi Gulf Coast Schools that received blue ribbon status in the last six…

  20. The Direct and Moderating Role of School Interpersonal Climate on Children's Academic Outcomes in the Context of Whole-School, Social-Emotional Learning Programs

    Berg, Juliette K.; Aber, J. Lawrence

    2015-01-01

    A positive school climate is characterized by a supportive, orderly, and fair interpersonal climate. Children's perceptions of interpersonal climate and school safety are associated with several academic and behavioral adjustment outcomes. The current study has two goals: (1) to better understand the contribution of school interpersonal climate to…