Technology Mediated Instruction and its Effect on Cognitive Scaffolding, motivation and Academic Performance in EFL Context

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Sepideh Berenji

2017-11-01

Full Text Available Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.

A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

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Sharp, Jason H.; Sharp, Laurie A.

2017-01-01

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

A Case for Improved Reading Instruction for Academic English Reading Proficiency

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Glenn Ole Hellekjær

2008-06-01

Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

Cognitive Effects of Chess Instruction on Students at Risk for Academic Failure

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Hong, Saahoon; Bart, William M.

2007-01-01

Cognitive effects of chess instruction on students at risk for academic failure was examined. Thirty-eight students, from three elementary schools, participated in this study. The experimental group received a ninety-minute chess lesson once per week over a three-month period; and the control group students regularly attended school activities…

The Road Not Taken: The Divergence of Corporate and Academic Web Instruction

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Ubell, Robert N.

2010-01-01

At first glance, academic online and corporate e-learning appear the same. Few are aware that Web learning at companies and in schools is quite distinct. Once instruction begins, they clearly fall into separate camps. At companies, e-learning is highly mediated by technology, with trainers disappearing entirely, replaced largely on monitors by…

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

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Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

2017-11-09

This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science

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Cohen, Anat; Nachmias, Rafi

2012-01-01

This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…

Integrated Factors Correlating Undergraduate Academic ...

African Journals Online (AJOL)

Integrated Factors Correlating Undergraduate Academic Achievement in Bayelsa State, Nigeria. ... AFRREV IJAH: An International Journal of Arts and Humanities ... Thus, it is study investigated the integrated factors determining academic performance of students in public secondary schools in Bayelsa State, Nigeria.

Effects of an Intelligent Web-Based English Instruction System on Students' Academic Performance

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Jia, J.; Chen, Y.; Ding, Z.; Bai, Y.; Yang, B.; Li, M.; Qi, J.

2013-01-01

This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC,…

Self-Regulated Strategic Writing for Academic Studies in an English-Medium-Instruction Context

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Hu, Jingjing; Gao, Xuesong

2018-01-01

This study explored the processes of utilization of resources in secondary students' self-regulated strategic writing for academic studies in an English as medium of instruction context in Hong Kong. Drawing on multiple data sources collected through the observation of lessons, stimulated recall and semi-structured interviews, the study examined…

Factors of academic procrastination

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Kranjec, Eva; Košir, Katja; Komidar, Luka

2017-01-01

This study investigated dimensions of perfectionism, anxiety, and depression as factors of academic procrastination. Our main research interest was to examine the role of specific dimensions of perfectionism as moderators in the relationship between anxiety and depression and academic procrastination. Four scales were administered on the sample of 403 students: perfectionism scale FMPS, academic procrastination scale APS-SI, depression scale CESD and anxiety scale STAI-X2. The results showed ...

Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

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Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan

2017-01-01

WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…

Conceptions of Scientific Knowledge Influence Learning of Academic Skills: Epistemic Beliefs and the Efficacy of Information Literacy Instruction

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Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter

2018-01-01

The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…

Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors

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Erden, Hale

2016-01-01

Student academic mobility is described as the movement of students from one country to another for studying undergraduate and/or graduate degrees. Students' academic mobility involves two factors: before academic mobility factors and after academic mobility factors. The current study aims at identifying the perceptions of Turkish university…

Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

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Marks, Jamar Terry

2017-01-01

The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

Solutions to academic failure: The cognitive and cultural realities ofEnglish as the medium of instruction among black learners

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R. Gamaroff

2013-02-01

Full Text Available In South Africa, black learners who are speakers of Bantu languages have to use a second language, namely English, as the medium of instruction from Std 3 onwards. The differences between English language-culture and Bantu languages-culture(s have generated a host of problems (and pseudo-problems?, where the main problem is academic failure. Three solutions to academic failure are discussed in the light of cultural and cognitive factors in multicultural education: 1. The use of the mother tongue as the exclusive medium of instruction 2. Critical Language Study (CLS and People's English 3. The separation of high ability learners from limited ability learners in the teaching situation. It is emphasised that culture is closely connected to a symbolic system, and thus an understanding of cognitive processes in academic learning requires an understanding of culture, and vice versa. Ultimately, of primary importance in academic study are the cognitive underpinnings of Cognitive Academic Language Proficiency (CALP developed in the first language. In Suid-Afrika word swart leerders wie se moedertaal een van die Afrika tale is, tans vanaf st. 3 in 'n tweede taal, naamlik Engels, onderrig. As gevolg van die verskille tussen die Engelse taalkultuur en die taalkulture van die A.frika tale het daar 'n groot aantal probleme (en pseudoprobleme? ontstaan, waarvan akademiese mislukking die belangrikste is. Drie oplossings vir hierdie akademiese mislukking word bespreek aan die hand van kulturele en kognitiewe faktore in multikulturele onderwys: 1. Die gebruik van die moedertaal as eksklusiewe medium van onderrig 2. "Critical Language Study" (CLS en "People's English" 3. Die afsonderlike hantering van hoogsbegaafde en minder begaafde leerlinge. Dit moet beklemtoon word dat kultuur nouverwant is aan 'n simbolesisteem. Gevolglik is 'n be grip van die kognitiewe prosesse betrokke by akademiese leer 'n voorvereiste vir 'n be grip van kultuur, en omgekeerd. Vera

Academic Mathematicians' Dispositions toward Software Use in Mathematics Instruction: What Are the Underlying Reasons?

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Khoshaim, Heba Bakr

2012-01-01

Academic mathematicians' opinions are divided regarding software use in undergraduate mathematics instruction. This study explored these opinions through interviews and a subsequent survey of mathematicians at PhD-granting institutions in the United States regarding their dispositions and the underlying attitudes. Most prior related work had…

Virtual Classroom Instruction and Academic Performance of Educational Technology Students in Distance Education, Enugu State

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Akpan, Sylvester J.; Etim, Paulinus J.; Udom, Stella Ogechi

2016-01-01

The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study…

An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement

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Schindler, Kerry Andrew

2012-01-01

The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument…

Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

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Haager, Diane; Osipova, Anna V.

2017-01-01

An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

Too Few Articles in the Journal Literature on Instruction in Academic Libraries are Research‐Based. A review of: Crawford, Gregory A., and Jessica Feldt. “An Analysis of the Literature on Instruction in Academic Libraries.” Reference & User Services Quarterly 46.3 (Spr. 2007: 77‐87.

Directory of Open Access Journals (Sweden)

Kurt Blythe

2008-03-01

Full Text Available Objective – To discover which journals publish a preponderance of the literature on instruction in academic libraries, and to further learn what topics are discussed in the literature and what methods of inquiry are used to explore those topics.Design – Comparative analysis.Setting – The ERIC database.Subjects – Journal articles published between 1971 and 2002, found in the ERIC database via the descriptor ‘library instruction.’Methods – Journal articles published between 1971 and 2002 were searched in the ERIC database using the term ‘library instruction,’ because the term has been used by ERIC since the inception of the database. Article characteristics such as year of publication, journal in which a given article was published, and types of articles were identified. After normalizing the identification of article types by comparing individual codifications of a random sample of articles from the results list, the researchers coded all of the articles according to the articles’ main topics. These article topics were then condensed into broader topics (e.g. articles coded initially as addressing the topics of instruction to “graduate students” or “high school students” were condensed under the heading “instruction of specific populations”. Those articles deemed to have a research component were further analyzed in terms of research methodology, scope, and use of statistics. The questions guiding the authorsʹ study consisted of:• In which journals are articles on instruction in academic libraries published?• What are the topics of the articles that have been published?• How has the literature of instruction in academic libraries changed over the years?• What is the nature of research [authorsʹ emphasis] articles on instruction in academic libraries?• For research articles, what are the research methods used and what types of statistics are utilized? (77‐78.Main results – The search found 791

Impact of supplemental instruction leader on the success of supplemental instruction model

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Mahabaduge, Hasitha; Haslam, Jeanne

Supplemental instruction utilizes peer-assisted study sessions to provide review sessions on course material and an opportunity to discuss and work out problems. The impact of supplemental instruction on student performance is well researched and used in a large number of universities around the world due to its proven success. However, the impact of the student leader who plays a significant role in this model is rarely discussed in the literature. We present a case study on the impact of student leader on the success of supplemental instruction model. This case study was done for an Introductory Physics course correlating student performance and the supplemental instruction sessions they attended. Further analysis revealed that the academic performance and work ethics of the student leader has a significant impact on the success of the supplemental instruction model. Important factors to consider when selecting a student leader, the challenges and possible remedies will also be discussed.

Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention

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Rodriguez, Billie Jo; Anderson, Cynthia M.

2014-01-01

Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…

Processes and Instructions Encouraging Thai Students Consistently Pass the First Round of The National Physics Academics Olympiads

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Teevasuthornsakul, Chalongchai; Manosuttirit, Artnarong; Suwanno, Chirasak; Sutsaguan, Lanchakorn

2010-07-01

This research focused on the processes and physics instruction of 25 schools located in Bangkok and up-country in Thailand in order to explain why many of their students have passed the first round of the National Physics Academic Olympiads consistently. The high schools in Thailand can apply and support their students and develop their potential in physics. The development of physics professional is the cornerstone of a developing country and increase physics quality base on sciences development in the future in Thailand. The duration of collecting all data was from May 2007 to May 2009. The methodology for this research was the qualitative research method. The researchers interviewed managers, teachers and students at each school location or used semi-structured interview forms. The researchers used the Investigator Triangulation approach to check the qualitative data and the Cause and Effect Analysis approach to analyze situation factors. The results showed that in processes were include 1) enhanced the students with the Academic Olympiads to develop the capacities of students; 2) motivated the students with processes such as good instruction in physics and special privilege in continuing studies in university; and 3) tutorial systems and drill and practice systems support students into subsequent rounds. 4) Admiration activities accommodated the students continually and suitably. Most of the teaching styles used in their lectures, in both basic contents and practice, encouraged students to analyze entrance examination papers, little laboratory. While students say that" They just know that a physics laboratory is very important to study physics after they passed Olympic camp."

Factors affecting academic leadership in dermatology.

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Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

2015-02-01

Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

The Effects of Implicit and Explicit Instruction on the Academic Interlanguage Pragmatic Knowledge of Iranian EFL Learners

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Hamid Reza Iraji

2018-04-01

Full Text Available Pragmatic competence, as one of the main components of communicative competence, ought to be given sufficient attention by the foreign language instructors and students. Recently, a surge of interest in interlanguage pragmatics (ILP has been witnessed. The studies on explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects of apology and request have been few. Thus, the aim of this study was exploring the potentially facilitative impacts of explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects frequently used in daily conversations, namely the speech acts of apology and request. For this purpose, forty homogenized upper-intermediate Iranian EFL learners were randomly divided into one experimental and one control group. They took part in an English-medium conversation course which lasted for eight sessions in which ILP academic situations were presented to the students of the experimental group in the explicit way, while the control group received the same instruction and materials through the implicit method. Following the treatment, the participants received the same validated academic Multiple-Choice Discourse Completion Test (MDCT of ILP. The results indicated that teaching pragmalinguistic features explicitly could improve the interlanguage pragmatic knowledge of the participants in the experimental group.

Predictors of job satisfaction among academic faculty members: do instructional and clinical staff differ?

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Chung, Kevin C; Song, Jae W; Kim, H Myra; Woolliscroft, James O; Quint, Elisabeth H; Lukacs, Nicholas W; Gyetko, Margaret R

2010-10-01

This study aimed to identify and compare predictors of job satisfaction between instructional and clinical faculty members. A 61-item faculty job satisfaction survey was distributed to 1898 academic faculty members at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organisation, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between faculty members on the two tracks, and predictors of job satisfaction were identified using linear regression models. Response rates for the instructional and clinical faculty groups were 43.1% and 46.7%, respectively. Clinical faculty members reported being less satisfied with how they were mentored and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between the two faculty groups. Surprisingly, clinical faculty members with mentors were significantly less satisfied with how they were mentored and with career advancement, and were significantly less likely to choose an academic career if they had to do it all over again compared with instructional faculty mentees. Additionally, senior-level clinical faculty members were significantly less satisfied with their opportunities to mentor junior faculty members compared with senior-level instructional faculty staff. Significant predictors of job satisfaction for both groups included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. In the clinical track only, compensation and career advancement variables also emerged as significant predictors of overall job satisfaction. Greater emphasis must be placed on faculty members' well-being at both the institutional level and the level of departmental leadership. Efforts to enhance job satisfaction and improve retention are more likely to succeed if they are directed by locally designed

Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality

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van der Loo, Janneke; Krahmer, Emiel; van Amelsvoort, Marije

2016-01-01

In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without…

Computer‐Assisted Library Instruction and Face‐to‐Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries. A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. ʺThe Efficacy of Computer‐Assisted Instruction Versus Face‐to‐Face Instruction in Academic Libraries: A Systematic Review.ʺ The Journal of Academic Librarianship 33.4 (July 2007: 478‐484.

Directory of Open Access Journals (Sweden)

Stephanie Walker

2008-03-01

Full Text Available Objective – To conduct a systematic review of several studies comparing the efficacy of face‐to‐face versus computer‐assisted instruction (CAI for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials.Setting ‐ College and university librariesSubjects – The subjects studied were patrons of any type of academic library, whether university, college, or other postsecondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses(undergraduate courses ranging widely in subject area, or in one case a first year experience program; the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education‐related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials,controlled trials, cohort studies

Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning

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Burkhalter, Anne D.

2014-01-01

This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home…

Managing the academic talent void: Investigating factors in academic turnover and retention in South Africa

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Marguerite Theron

2014-04-01

Research purpose: This study aimed to investigate the factors that influence turnover and retention of academic and to validate the developed talent retention diagnostic tool for use in South African higher education institutions. Motivation for the study: Limited research currently exists on the retention factors of academic staff in the South African context. Research approach, design and method: Using an investigative quantitative research approach, the tool was administered to a convenience sample of academics (n = 153 in 13 higher education institutions. Main findings: The results showed an array of distinguishing turnover and retention factors and proved the tool to be a valid and reliable measure. Over half the respondents indicated slight to strong dissatisfaction with compensation and performance management practices. Significantly, 34% indicated that they considered exiting their academic institution, citing unhappiness about compensation, as the most likely reason, whilst 74.5% have previously looked for another job. Practical/managerial implications: The research highlights key areas (i.e. compensation, emotional recognition, a bonus structure that reflects employee contribution, performance management systems, mentorship and career development opportunities that higher education should attend to if they want to retain their key and talented academic staff. Contribution/value-add: The results contribute to new knowledge on the factors that contribute to turnover and retention of academic staff and present a valid and reliable measure to assess these retention factors.

Improving Instructional Leadership Behaviors of School Principals by Means of Implementing Time Management Training Sessions

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Su, Yu

2013-01-01

The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…

Personal factors that influence deaf college students' academic success.

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Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol

2012-01-01

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

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Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

2010-12-01

The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

Schooling Background and Academic Academic Achievement of Agricultural Students

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N. Jayakumar

2016-05-01

Full Text Available In our society academic achievement is considered as a key criterion to judge one’s total potentiality and capability. Academic achievement is seen as a students’ grade point averages in many academic settings. Academic achievement has become an index of students’ future in this highly competitive world and Agricultural education is no exception.  Hence it becomes necessary to find out the factors that determine better academic performance. In this context the present study had been carried out to find out the possible relationship between schooling background and academic achievement of agriculture students. The students admitted in Adhiparasakthi Agricultural College, Kalavai, Vellore between 1999 and 2009 formed the subjects of the study. Findings of the study revealed that determinants like gender, type of school and stream of education had a significant role in the academic achievement of the students. Medium of instruction in HSC did influence the academic achievement but not significantly. It was also found that students who performed well in their HSC did perform well in their undergraduate programme also. This confirms that previous educational outcomes are the most important indicators of student’s future achievement and schooling background has a significant role in academic achievement of students.

Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies Third Edition, 2012, Draft Presented to the Educational Community by the American Educational Studies Association's Committee on Academic Standards and Accreditation

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Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy

2013-01-01

This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…

How Do Linguistically Diverse Students Fare in Full- and Half-Day Kindergarten? Examining Academic Achievement, Instructional Quality, and Attendance

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Hall-Kenyon, Kendra M.; Bingham, Gary E.; Korth, Byran B.

2009-01-01

Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced…

Combating student plagiarism an academic librarian's guide

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Lampert, Lynn D

2014-01-01

This practical book introduces readers to the current issues facing todays academic reference and instruction librarians grappling with the growing problem of student plagiarism. The book provides up-to-date overviews of student plagiarism, examples of ways in which librarians can educate students through proven instructional techniques, collaboration approaches and outreach methods, and discusses common problems and questions librarians may encounter when incorporating current anti-plagiarism instruction into their instructional services. Topics include: role of the academic librarian in combating student plagiarism, discipline-based approaches to combating student plagiarism, information literacy techniques and faculty/librarian collaboration. Investigates the issues surrounding the growth of instances of student plagiarism Discusses the academic librarian's role in combating student plagiarism Recommends effective outreach techniques and instructional methods for preventing plagiarism.

A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

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Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

2016-01-01

This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

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Henrichs, Lotte F.; Leseman, Paul P. M.

2014-11-01

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

Grouping and Organizing for Instruction in Reading.

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Ediger, Marlow

Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using…

The Challenges of Listening to Academic Lectures for EAP Learners and the Impact of Metacognition on Academic Lecture Listening Comprehension

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Maryam Rahimirad

2015-06-01

Full Text Available Academic listening skill is an indispensable necessity for English for academic purposes (EAP students in English-medium universities and also critical for their future success in comprehending conference lectures. But due to the specific nature of such academic lectures, nonnative students all too often face challenges in getting a full command of this task. This study investigates the challenges of listening to academic lectures and the impact of related metacognitive strategies on academic lecture listening comprehension on a group of Iranian learners in an EAP workshop. Fifteen academic staff who took part in two intact classes at the University of Qom, Iran, were randomly assigned to treatment (N = 8 and control (N = 7 groups. The treatment group received 16 hr of metacognitive strategy instruction based on the models proposed by Vandergrift during academic listening instruction, while the control group was just exposed to academic lectures with no explicit strategy instruction. The academic listening sections of the British International English Language Testing System (IELTS were utilized to measure the listening comprehension of both groups before and after the treatment. The results of the data analysis determined that the experimental group significantly outperformed the control group in the listening posttest. The interviews before and after the treatment revealed details of challenges in academic lecture comprehension and also shed light on the perception of the learners regarding metacognitive strategy instruction and the frequency of main metacognitive strategies used in comprehending academic lectures.

Factors Which Affect Academic Achievement of University Students

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RENÇBER, Bahman Alp

2012-01-01

The purpose of this study is to investigate by analysing factors affecting academic achievement of university students. Also effects of these factors are studied. For this purpose, the students attending “Statistics and Transport Technology” course at Gazi University, Industrial Arts Education and Arts Faculty, Industrial Technology Education Department, in the 2008-2009 academic year have been identified as the study universe. Analysis has been done by taking examples for this universe. The ...

Predictors of job satisfaction among Academic Faculty: Do instructional and clinical faculty differ?

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Chung, Kevin C.; Song, Jae W.; Kim, H. Myra; Woolliscroft, James O.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Gyetko, Margaret R.

2010-01-01

Objectives To identify and compare predictors of job satisfaction between the instructional and clinical faculty tracks. Method A 61-item faculty job satisfaction survey was distributed to 1,898 academic faculty at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organization, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between the two tracks, and predictors of job satisfaction were identified using linear regression models. Results The response rates for the instructional and clinical tracks were 43.1% and 41.3%, respectively. Clinical faculty reported being less satisfied with how they are mentored, and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between faculty tracks. Surprisingly, clinical faculty with mentors were significantly less satisfied with how they were being mentored, with career advancement and overall job satisfaction, compared to instructional faculty mentees. Additionally, senior-level clinical faculty were significantly less satisfied with their opportunities to mentor junior faculty compared to senior-level instructional faculty. Significant predictors of job satisfaction for both tracks included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. Unique to the clinical track, compensation and career advancement variables also emerged as significant predictors. Conclusion Greater effort must be placed in the continued attention to faculty well-being both at the institutional level and at the level of departmental leadership. Success in enhancing job satisfaction is more likely if directed by locally designed assessments involving department chairs, specifically in fostering more effective mentoring relationships focused on making available career advancement activities such as

Overcoming Obstacles and Academic Hope: An Examination of Factors Promoting Effective Academic Success Strategies

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Hansen, Michele Joann; Trujillo, Daniel J.; Boland, Donna L.; MacKinnon, Joyce L.

2014-01-01

The purpose of this qualitative study was to explore the underlying non-cognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants…

Factors Influencing American Plastic Surgery Residents Toward an Academic Career.

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Chetta, Matthew D; Sugg, Kristoffer B; Diaz-Garcia, Rafael J; Kasten, Steven J

2018-02-01

Plastic surgery residency program directors have an interest in recruiting applicants who show an interest in an academic practice. Medical school achievements (ie, United States Medical Licensing Examination® scores, publications, and Alpha Omega Alpha status) are metrics assessed to grade applicants but may not correlate with ultimately choosing an academic career. This study was designed to investigate factors influencing residents' choices for or against academic careers. A 25-item online questionnaire was designed to measure baseline interest in academic plastic surgery and factors that influence decisions to continue on or abandon that career path. This questionnaire was disseminated to the integrated/combined plastic surgery residents during the 2013 to 2014 academic year. One hundred twenty-five respondents indicated that they were currently interested in pursuing academic practice (n = 78) or had lost interest in academic practice (n = 47). Among all respondents, 92.8% (n = 116) stated they were interested in academic careers at the time of residency application, but one-third (n = 41) subsequently lost interest. Those residents who retained interest in academic careers indicated resident/medical student educational opportunities (57%) and complexity of patients (52%) as reasons. Those who lost interest cited a lack of autonomy (43%), publishing requirements (32%), and income discrepancy (26%) as reasons. Many residents report losing interest in academics during residency. Traditional metrics valued in the recruitment process may not serve as positive predictors of an academic career path. Reasons why residents lose interest are not easily correctable, but mentorship, adequate career counseling, and research opportunities during training remain factors that can be addressed across all residency programs.

Exploring Non-Instructional Factors in Student Evaluations

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Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh

2013-01-01

The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant…

Academic literacy and student diversity the case for inclusive practice

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Wingate, Ursula

2015-01-01

This book provides an overview of approaches to academic literacy instruction and their underpinning theories and a synthesis of the debate on academic literacy. It aims to raise awareness of innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.

Influences on Academic Achievement of Primary School Pupils in Cambodia

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Sopheak Song

2012-12-01

Full Text Available Employing education production function approach, this article investigates the influences of school and pupil background factors on academic achievement of primary school pupils in Cambodia. Based on achievement data of 1,080 Grade 6 pupils from one rural and one semi-urban area, the study reveals that school and teacher quality exerts a considerable effect on pupils’ performance. Teachers’ experience and teacher guides are positively correlated with academic achievement, while instructional time loss is significantly associated with poor performance. In light of these results, policies to boost academic achievement of primary school pupils in Cambodia are discussed.

Exploring Instructional Differences and School Performance in High-Poverty Elementary Schools

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Hirn, Regina G.; Hollo, Alexandra; Scott, Terrance M.

2018-01-01

In the United States, federal funding under Title 1 is provided to schools to improve academic achievement for disadvantaged students. Many students attending schools eligible for Title 1 funding are from families in poverty and at risk for negative outcomes. Identifying instructional factors that mitigate this risk must be a priority for teachers…

Identifying the necessary and sufficient number of risk factors for predicting academic failure.

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Lucio, Robert; Hunt, Elizabeth; Bornovalova, Marina

2012-03-01

Identifying the point at which individuals become at risk for academic failure (grade point average [GPA] academic success or failure. This study focused on 12 school-related factors. Using a thorough 5-step process, we identified which unique risk factors place one at risk for academic failure. Academic engagement, academic expectations, academic self-efficacy, homework completion, school relevance, school safety, teacher relationships (positive relationship), grade retention, school mobility, and school misbehaviors (negative relationship) were uniquely related to GPA even after controlling for all relevant covariates. Next, a receiver operating characteristic curve was used to determine a cutoff point for determining how many risk factors predict academic failure (GPA academic failure, which provides a way for early identification of individuals who are at risk. Further implications of these findings are discussed. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Job Satisfaction and its Influential Factors in Dental Academic ...

African Journals Online (AJOL)

Job Satisfaction and its Influential Factors in Dental Academic Members in Tehran, Iran. ... The impact of age, gender, academic rank, employment status and the date of ... policies, job security, educational environment, equipments, and facilities. ... are dissatisfied with their work environments in Tehran Dental Schools.

Instructional Design in Job Skills Training for Welfare Recipients and Displaced Workers

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Richardson, Arline; Storberg-Walker, Julia

2006-01-01

Scully-Russ (2005) described the low-wage labor market issue and the tendency in academic literature to view the problem as "fixing" the skills of low wageworkers. However, the article does not address instructional design issues surrounding low-wage employee training interventions. This manuscript attempts to discover the key factors surrounding…

Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.

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Lynch, Joanne

Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

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Helena Smrtnik Vitulić

2014-03-01

Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools

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Lesar, Irena; Cuk, Ivan; Pecek, Mojca

2014-01-01

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

Factors contributing to academic achievement: a Bayesian structure equation modelling study

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Payandeh Najafabadi, Amir T.; Omidi Najafabadi, Maryam; Farid-Rohani, Mohammad Reza

2013-06-01

In Iran, high school graduates enter university after taking a very difficult entrance exam called the Konkoor. Therefore, only the top-performing students are admitted by universities to continue their bachelor's education in statistics. Surprisingly, statistically, most of such students fall into the following categories: (1) do not succeed in their education despite their excellent performance on the Konkoor and in high school; (2) graduate with a grade point average (GPA) that is considerably lower than their high school GPA; (3) continue their master's education in majors other than statistics and (4) try to find jobs unrelated to statistics. This article employs the well-known and powerful statistical technique, the Bayesian structural equation modelling (SEM), to study the academic success of recent graduates who have studied statistics at Shahid Beheshti University in Iran. This research: (i) considered academic success as a latent variable, which was measured by GPA and other academic success (see below) of students in the target population; (ii) employed the Bayesian SEM, which works properly for small sample sizes and ordinal variables; (iii), which is taken from the literature, developed five main factors that affected academic success and (iv) considered several standard psychological tests and measured characteristics such as 'self-esteem' and 'anxiety'. We then study the impact of such factors on the academic success of the target population. Six factors that positively impact student academic success were identified in the following order of relative impact (from greatest to least): 'Teaching-Evaluation', 'Learner', 'Environment', 'Family', 'Curriculum' and 'Teaching Knowledge'. Particularly, influential variables within each factor have also been noted.

Norming of Student Evaluations of Instruction: Impact of Noninstructional Factors

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Nargundkar, Satish; Shrikhande, Milind

2014-01-01

Student Evaluations of Instruction (SEIs) from about 6,000 sections over 4 years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of noninstructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like…

Teachers' Initial and Sustained Use of an Instructional Assistive Technology Tool: Exploring the Mitigating Factors

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Bouck, Emily C.; Flanagan, Sara; Heutsche, Anne; Okolo, Cynthia M.; Englert, Carol Sue

2011-01-01

This qualitative research project explored factors that mitigated teachers implementing an instructional assistive technology and factors that mitigated its sustained use. Specifically, it explored these issues in relation to a social studies based instructional assistive technology (Virtual History Museum [VHM]), which was originally implemented…

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

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Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

Instructional Partners, Principals, Teachers, and Instructional Assistants.

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Indiana State Dept. of Public Instruction, Indianapolis.

This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

Academic Discipline and Personal Finance Instruction in High School

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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…

The relationship between affective factors and the academic ...

African Journals Online (AJOL)

The purpose of this study is to investigate the relationship between affective factors and the academic achievement of students at the University of Venda. To this end, self-concept, motivation and attitude are the affective factors selected for the study. The general aim of the study is to determine the role of self-concept, ...

Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings

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Philip M. Uys

2003-10-01

Full Text Available This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour.

Interteaching: An Evidence-Based Approach to Instruction

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Brown, Thomas Wade; Killingsworth, Kenneth; Alavosius, Mark P.

2014-01-01

This paper describes "interteaching" as an evidence-based method of instruction. Instructors often rely on more traditional approaches, such as lectures, as means to deliver instruction. Despite high usage, these methods are ineffective at achieving desirable academic outcomes. We discuss an innovative approach to delivering instruction…

The effect of video supplemental instruction on the academic ...

African Journals Online (AJOL)

This article examines the effect of Video-based Supplemental Instruction on the performance in Mathematics of students whose matric marks did not enable them to be directly admitted to the Science Faculty at the University of Port Elizabeth. Fifteen students who received Video-based Supplemental Instruction in ...

Analysis of Academic Administrators' Attitudes: Annual Evaluations and Factors That Improve Teaching

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Cherry, Brian D.; Grasse, Nathan; Kapla, Dale; Hamel, Brad

2017-01-01

This article examines academic administrators' attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process…

Factors associated with academic performance in psychology students of UNMSM

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García Ampudia, Lupe; Orellana Manrique, Oswaldo; Canales Quevedo, Isaac

2014-01-01

In the present job is studied the factors related to the academic performance in to university group of students of the Faculty of Psychology of the UN MSM, among the factors has been considered the motivation, the strategies of learning and the self-esteem and in it pertaining to the academic performance the average of notices there is been considered obtained by the students in the three first cycles of study. The sample studied was constituted by the ingresantes in the year 1,999 to the Fa...

Relationship between Instructional Leadership of Headmaster and Work Discipline and Work Motivation and Academic Achievement in Primary School at Special Areas of Central Jakarta

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Supriadi, Eddi; Yusof, Hj. Abdul Raheem Bin Mohamad

2015-01-01

The study aimed to investigate the relationship between the instructional leadership of the headmaster and the work discipline of teachers and the work motivation and the academic achievement of primary school students from Special Province of Central Jakarta. The research method will be done with quantitative research methods. The study uses data…

Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria

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Umaru, Yunusa; Umma, Abdulwahid

2015-01-01

This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic self-efficacy among junior secondary school students in Niger state, Nigeria. This study employed a quasi-experimental, non-equivalent control group, pre-test - post-test design. The population of this study was 105,034 secondary…

THE ACADEMIC PERSONNEL MOTIVATION - A FACTOR FOR HIGH QUALITY EDUCATIONAL PRODUCT

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Viara Slavianska

2014-06-01

Full Text Available The present paper consecutively puts an accent on 1 the quality of higher education as a national priority, 2 the qualification and motivation of the academic staff as factors for offering an educational product of high quality, 3 the strategies, policies and practices for motivating the academic personnel. The necessity of education improvement is adduced, the strategies and politics in the field of academic personnel training are presented, and the possible effects from a wrong approach to employees’ motivation in academic environment are commented.

Engaging in vocabulary learning in science: the promise of multimodal instruction

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Townsend, Dianna; Brock, Cynthia; Morrison, Jennifer D.

2018-02-01

To a science 'outsider', science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students' (N = 59) growth in academic vocabulary as it relates to their teacher's instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57) = 2.32, p = .024 and of discipline-specific science words, t(57) = 3.01, p = .004 in science writing. Results from the qualitative strand of this inquiry contextualised the students' learning of academic vocabulary as it relates to their teacher's instructional practices and intentions as well as the students' perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher's intentional use of resources supported students' academic vocabulary growth. Implications for research and instruction with science language are shared.

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

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Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

Factors of academic procrastination: The role of perfectionism, anxiety and depression

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Eva Kranjec

2016-06-01

Full Text Available This study investigated dimensions of perfectionism, anxiety, and depression as factors of academic procrastination. Our main research interest was to examine the role of specific dimensions of perfectionism as moderators in the relationship between anxiety and depression and academic procrastination. Four scales were administered on the sample of 403 students: perfectionism scale FMPS, academic procrastination scale APS-SI, depression scale CESD and anxiety scale STAI-X2. The results showed significant positive relationships between maladaptive dimensions of perfectionism, anxiety, depression, and academic procrastination. In addition, results showed significant negative associations between adaptive dimensions of perfectionism and academic procrastination. Certain dimensions of perfectionism, anxiety, and depression proved to be significant predictors of academic procrastination. The dimensions of perfectionism and academic procrastination were also significantly related to anxiety and depression, which both predicted academic procrastination. The relationship between anxiety levels and academic procrastination was moderated by personal standards (as adaptive dimension of perfectionism, while the relationship between depression levels and academic procrastination was moderated by the maladaptive dimension of parents’ expectations.

Mediated Instruction and Redundancy Remediation in Sciences in ...

African Journals Online (AJOL)

The data were analyzed using t-test statistics. Data analysis revealed that use of mediated instruction significantly removed redundancy for science students also the use of mediated instruction influenced academic achievement of science students in secondary schools. Some of the recommendations include that science ...

The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

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Lin Ching Chen

2014-07-01

Full Text Available The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students’ memory and comprehension. Moderating factors of students’ academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super 3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects’ first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students’ factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction couldhelp students memorize facts and comprehend concepts of subject contents. Regardless ofacademic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improvedeffectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

Contrasting two models of academic self-efficacy--domain-specific versus cross-domain--in children receiving and not receiving special instruction in mathematics.

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Jungert, Tomas; Hesser, Hugo; Träff, Ulf

2014-10-01

In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

A Survey of the Influencing Factors for International Academic Mobility of Chinese University Students

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Cao, Chun; Zhu, Chang; Meng, Qian

2016-01-01

This research aims to understand the factors influencing international academic mobility within the Chinese higher education context. The inventory of University Students' Perceptions of Influencing Factors for International Academic Mobility was developed and tested to enquire about Chinese university students' perceptions of factors influencing…

Factors Associated With Academic Performance Among Second-Year Undergraduate Occupational Therapy Students

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Bonsaksen, Tore; Ellingham, Brian; Carstensen, Tove

2018-01-01

Background: Research into occupational therapy education and its outcomes for students is growing. More research is needed to determine the factors of importance for occupational therapy students’ academic outcomes. This study aimed to investigate factors associated with academic performance among second-year undergraduate occupational therapy students in Norway. Methods: Occupational therapy students (n = 111) from two education programs completed questionnaires asking for sociodemograph...

Job Satisfaction and its Influential Factors in Dental Academic ...

African Journals Online (AJOL)

of Herzberg; motivational factors such as recognition, work tasks, responsibilities ... Aim: This study assessed job satisfaction and its influential factors in dental academic members in ..... a significant influence of gender with the overall balance of work and other ... Rose W, et al. The quality of dental faculty work‑life: Report.

The Impact of Data-Based Science Instruction on Standardized Test Performance

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Herrington, Tia W.

Increased teacher accountability efforts have resulted in the use of data to improve student achievement. This study addressed teachers' inconsistent use of data-driven instruction in middle school science. Evidence of the impact of data-based instruction on student achievement and school and district practices has been well documented by researchers. In science, less information has been available on teachers' use of data for classroom instruction. Drawing on data-driven decision making theory, the purpose of this study was to examine whether data-based instruction impacted performance on the science Criterion Referenced Competency Test (CRCT) and to explore the factors that impeded its use by a purposeful sample of 12 science teachers at a data-driven school. The research questions addressed in this study included understanding: (a) the association between student performance on the science portion of the CRCT and data-driven instruction professional development, (b) middle school science teachers' perception of the usefulness of data, and (c) the factors that hindered the use of data for science instruction. This study employed a mixed methods sequential explanatory design. Data collected included 8th grade CRCT data, survey responses, and individual teacher interviews. A chi-square test revealed no improvement in the CRCT scores following the implementation of professional development on data-driven instruction (chi 2 (1) = .183, p = .67). Results from surveys and interviews revealed that teachers used data to inform their instruction, indicating time as the major hindrance to their use. Implications for social change include the development of lesson plans that will empower science teachers to deliver data-based instruction and students to achieve identified academic goals.

Administrative skills for academic physicians.

Science.gov (United States)

Aluise, J J; Scmitz, C C; Bland, C J; McArtor, R E

1989-01-01

To function effectively within the multifaceted environment of the academic medical center, academic physicians need to heighten their understanding of the economics of the health care system, and further develop their leadership and managerial skills. A literature base on organizational development and management education now exists that addresses the unique nature of the professional organization, including academic medical centers. This article describes an administration development curriculum for academic physicians. Competency statements, instructional strategies and references provide the academic physician with guidelines for expanding their professional expertise to include organizational and management skills. The continuing success of the academic medical center as a responsive health care system may depend upon the degree to which academic physicians gain sophistication in self-management and organizational administration.

Sheltered Instruction Observation Protocol (SIOP). WWC Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2009

2009-01-01

The Sheltered Instruction Observation Protocol (SIOP) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to limited-English proficient students. The goal of SIOP is to help teachers integrate academic language development into their lessons, allowing students to learn and practice…

Stand Up Comics: Instructional Humor and Student Engagment

Science.gov (United States)

Wortley, Amy; Dotson, Elizabeth

2016-01-01

This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that…

Curriculum-based library instruction from cultivating faculty relationships to assessment

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Blevins, Amy

2014-01-01

Curriculum-Based Library Instruction: From Cultivating Faculty Relationships to Assessment highlights the movement beyond one-shot instruction sessions, specifically focusing on situations where academic librarians have developed curriculum based sessions and/or become involved in curriculum committees.

A Study of the Motivational Patterns of Learners of English for Academic and Professional Purposes

Science.gov (United States)

Abrar-ul-Hassan, Shahid

2014-01-01

Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners' expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and degrees…

Factors Affecting Academic Achievement of Students in Senior ...

African Journals Online (AJOL)

The study investigated the factors affecting academic achievement ofstudents in Senior School Certificate Examination (SSCE) in ChristianReligious Knowledge. A total of three hundred students in SS III from five secondary schools were randomly selected and used as sample for the study. Five hypotheses were tested, ...

A Criterion-Referenced Approach to Student Ratings of Instruction

Science.gov (United States)

Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi

2017-01-01

We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response…

In-training factors predictive of choosing and sustaining a productive academic career path in neurological surgery.

Science.gov (United States)

Crowley, R Webster; Asthagiri, Ashok R; Starke, Robert M; Zusman, Edie E; Chiocca, E Antonio; Lonser, Russell R

2012-04-01

Factors during neurosurgical residency that are predictive of an academic career path and promotion have not been defined. To determine factors associated with selecting and sustaining an academic career in neurosurgery by analyzing in-training factors for all graduates of American College of Graduate Medical Education (ACGME)-accredited programs between 1985 and 1990. Neurological surgery residency graduates (between 1985 and 1990) from ACGME-approved training programs were analyzed to determine factors associated with choosing an academic career path and having academic success. Information was available for 717 of the 720 (99%) neurological surgery resident training graduates (678 male, 39 female). One hundred thirty-eight graduates (19.3%) held full-time academic positions. One hundred seven (14.9%) were professors and 35 (4.9%) were department chairs/chiefs. An academic career path/success was associated with more total (5.1 vs 1.9; P female trainees (2.6 vs 0.9 publications; P career but not predictive of becoming professor or chair/chief (P > .05). Defined in-training factors including number of total publications, number of first-author publications, and program size are predictive of residents choosing and succeeding in an academic career path.

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

Science.gov (United States)

Ünal-Karagüven, M. Hülya

2015-01-01

Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and…

A CRITICAL REVIEW OF INSTRUCTIONAL DESIGN PROCESS OF DISTANCE LEARNING SYSTEM

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Muhammad Ajmal CHAUDRY

2010-07-01

Full Text Available Instructional design refers to planning, development, delivery and evaluation of instructional system. It is an applied field of study aiming at the application of descriptive research outcomes in regular instructional settings. The present study was designed to critically review the process of instructional design at Allama Iqbal Open University (AIOU. It was survey study. Population of the study consisted of 120 academicians of different academic department of AIOU. Survey was conducted through questionnaire for academic staff. It was revealed that need assessment is not done before conceiving the outlines of a course. Also the course did not contain sufficient activities, picture and illustrations. It was also found that did not confirm the course objectives. The study recommended that proper of the course writers for distance learning may be arranged.

Academic procrastination and related factors in students of Guilan University of Medical Sciences

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MM Chehrzad

2017-03-01

Full Text Available Introduction: One of the challenges that students faced during their education is academic procrastination. It means “delay in performing a task”. Since academic procrastination could effect on various aspects of students' personal and social life, by identifying related factors it may be limited. This study aimed to determined academic procrastination and related factors in Students of Guilan University of Medical Sciences in 2015. Methods:  In this cross-sectional study, 459 students of all major programs of Guilan University of Medical Sciences were selected by stratified random sampling method. Data collection scales included three parts of demographic information, academic information and Procrastination Assessment Scale for Students (PASS by Solomon and Rothblum. Data was analyzed with T- Test, ANOVA, multiple regressions by SPSS V. 20.  Result: Most of students were female (72.7%, single (86% and undergraduate (66.6%. Mean score of academic procrastination was 63.3±9.1 and most students (69.5% had moderate procrastination. Academic procrastination had significant difference with gender (p=0.002 and academic level (p=0.03. Also in multiple regression models, gender, program of study  and academic level were main predictors of procrastination.  Females, dental students and postgraduate students had higher level of academic procrastination. Conclusion: There is a moderate academic procrastination in students of Guilan University of Medical Sciences and its relationship with gender, program of study and academic level was observed.  Investigation on causes and appropriate strategies to reduce this behavior is recommended.

Contextual Determinants of Mathematics Achievement: A Closer Look at the Influence of Principals' Instructional Leadership, Teachers' Preferred Instructional Approaches, and Academic Optimism

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White, Tremayne

2016-01-01

The purpose of this study was to ascertain whether certain contextual factors pertaining to principals and teachers influenced U.S. eighth grade students' math achievement. More specifically, the study comparatively examined the direct and mediating predictive influence of teacher instructional approaches (i.e., teacher-directed; constructivism),…

Effective instruction for English learners.

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Calderón, Margarita; Slavin, Robert; Sánchez, Marta

2011-01-01

The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

Factors associated with nursing students' academic success or failure: a retrospective Italian multicenter study.

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Dante, A; Valoppi, G; Saiani, L; Palese, A

2011-01-01

With the increasing standardization of nursing education in Europe under the Bologna Process Declaration (1999), there is a growing interest in defining a common concept of academic success and/or failure, measuring associated factors and comparing differences and similarities between different countries. While there is literature available on these issues from other countries, the phenomenon has not been studied in Italy. The aim of this study was to define the factors associated with academic success or failure in an Italian cohort of nursing students on a bachelor's degree course. A retrospective multicenter study design was adopted. All students enrolling in the academic year 2004-05 on two different bachelor's courses in the north of Italy were interviewed. Only 81 of the 117 students considered (69.2%) concluded their course in three years. Multivariate analysis identified two factors determining academic success/failure: good results in the entry examination for the bachelor's degree in nursing sciences were associated with academic success (OR 4.217, IC(95%) 1.501-11.84), while family commitments, e.g. caring for children or elderly people were associated with academic failure (OR 0.120, IC(95%) 0.03-0.471). Academic failure has a strong impact on students, their families, the teaching faculties and the community, and its prevention is a challenge in the countries with a shortage of nurses. Copyright © 2010 Elsevier Ltd. All rights reserved.

Sustaining the edge: factors influencing strategy selection in academic health centers.

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Walsh, Anne M; Szabat, Kathryn

2002-01-01

Competition within the acute care sector as well as increased penetration by managed care organizations has influenced the structure and role of academic health centers during the past decade. The market factors confronting academic health centers are not dissimilar from conditions that confront other organizations competing in mature industries characterized by declining profitability and intense rivalry for market share. When confronted with intense competition or adverse external events, organizations in other industries have responded to potential threats by forming alliances, developing joint ventures, or merging with another firm to maintain their competitive advantage. Although mergers and acquisitions dominated the strategic landscape in the healthcare industry during the past decade, recent evidence suggests that other types of strategic ventures may offer similar economic and contracting benefits to member organizations. Academic health centers have traditionally been involved in network relationships with multiple partners via their shared technology, collaborative research, and joint educational endeavors. These quasi-organizational relationships appear to have provided a framework for strategic decisions and allowed executives of academic health centers to select strategies that were competitive yet closely aligned with their organizational mission. The analysis of factors that influenced strategy selection by executives of academic health centers suggests a deliberate and methodical approach to achieving market share objectives, expanding managed care contracts, and developing physician networks.

The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

Science.gov (United States)

Hizer, Suzanne Elizabeth

Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI

Strengthening Academic Vocabulary with Word Generation® Helps Sixth-Grade Students Improve Reading Comprehension

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Mokhtari, Kouider; Velten, Justin

2015-01-01

In this quasi-experimental study, we assessed the promise of Word Generation, a research-based academic vocabulary program, on improving the reading achievement outcomes of struggling sixth-grade readers in an after-school small group instructional setting. After 34 hours of academic vocabulary instruction, we compared the performance of a…

Web-Based Instruction: A Guide for Libraries, Third Edition

Science.gov (United States)

Smith, Susan Sharpless

2010-01-01

Expanding on the popular, practical how-to guide for public, academic, school, and special libraries, technology expert Susan Sharpless Smith offers library instructors the confidence to take Web-based instruction into their own hands. Smith has thoroughly updated "Web-Based Instruction: A Guide for Libraries" to include new tools and trends,…

Teachers' instructional behaviors as important predictors of academic motivation : Changes and links across the school

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Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

2016-01-01

Learning environments play an important role for students' learning and outcomes. Research indicates that many students show poor academic motivation. Teachers' behavior can function as a protective factor for sustaining students' interest and active engagement in schools. However, the knowledge

Succession Planning for Library Instruction

Science.gov (United States)

Sobel, Karen; Drewry, Josiah

2015-01-01

Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic…

Stories Are Like Water: An Academic Writing Workshop for Nurses.

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Walker, Madeline; Tschanz, Coby

2018-04-01

Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.

Incidence of academic failure and its underlying factors in Lorestan university of medical sciences

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Farzad Ebrahimzadeh

2016-02-01

Full Text Available Background: Academic failure, conceived of as lack of success in one’s education, is of paramount importance for students of medical sciences and it might lead to more acute problems. The present study set out to investigate the prevalence and underlying reasons of academic failure in Lorestan University of medical sciences.  Materials and Methods: In this cohort study, academic records of all students of Lorestan University of Medical Sciences during the academic years of 2006-2011 were collected from education and student affair center and also, demographic and educational records were entered into a checklist. Inappropriate grade point average, being a provisional student, prolonged graduation, expulsion and dropout were taken into account as academic failure. To model the related effective factors, logistic regression was adopted and significance level was set at 0.05. Results: The cumulative incidence of academic failure was about 25.1%. Factors such as department, being self-funded or government-funded student, academic grade students are pursuing, the elapsed time between academic grades, gender and location of residence were related to academic failure (P<0.05. It is worth mentioning that no relationship was observed between the academic failure and being accepted based on quota system. Conclusion: The most important at risk groups were students of department of medicine and health, associate or medical doctoral students, self-funded students, students with a considerable time elapsed between their academic grades, male students and students living in dormitory. It is suggested that these students refer to consulting centers of university or educational supervisors and receive particular attention.

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

OpenAIRE

Helena Smrtnik Vitulić; Irena Lesar

2014-01-01

The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan

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Chen, Jing-Hua; Chen, Yi-Chou

2018-01-01

Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied…

Academic level and student’s faculty as factors of test anxiety among undergraduates in Nigeria

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Samuel E. Oladipo

2013-06-01

Full Text Available Test anxiety as a prominent problem among students has been a focus of study for decades now, with studies focusing more on such factors as age, gender and study habit in relation to test anxiety. There is a dearth of literature in respect of such factors as academic level and student’s faculty in relation to test anxiety among undergraduates. The focus of the present study therefore, was to investigate academic level and students’ faculty as factors predicting test anxiety among undergraduates in Nigeria. Using simple random sampling technique, a total of 197(126 males and 71 females undergraduates participated in the study. Their ages ranged from 16 to 30years (M=21.6,SD=2.68.Four hypotheses were tested with Pearson Product moment correlation and Multiple regression analysis. The results revealed that academic level and students’ faculty had no correlation with test anxiety. Moreover, the result of the multiple regression analysis showed that academic level and students’ faculty have no independent and joint influence on test anxiety. It was concluded that irrespective of student’s academic level and faculty, test anxiety is unavoidable. Other factors might be responsible for student test anxiety especially among undergraduates Nigeria. It is therefore recommend that more research should be conducted in this area so as to determine the salient factors that predict test anxiety.

Prevalence of Academic Burnout and Its Related Factors among Medical Student in Qom, Iran

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Fatemeh Sharif Shad

2017-04-01

Full Text Available Background and Objectives: Academic burnout negatively affects students and those around them in terms of subjective well-being, psychology, and physiology. This study aims to determine academic burnout and its related factors in students of Qom University of Medical Sciences. Methods: This cross-sectional study was conducted on 274 medical students studying in second and higher semesters in Qom University of Medical Sciences, 2015. The samples were selected using stratified sampling method. The Breso et al.'s Academic Burnout Inventory and demographic characteristics questionnaire were completed by students. Data were analyzed using Pearson correlation coefficient and multivariate analysis of variance at significance level of 0.05. Results: The mean age of the subjects was 21.9±3.7 years and the mean score of academic burnout was 1.73±0.64 (range:0-4. According to the results of multivariate analysis of variance, there were statically significant relationships between academic burnout and variables of residence status and interest in the academic discipline (p<0.05. In addition, the results of Pearson correlation coefficient were indicative of an inverse statistical correlation between academic burnout status and the variables of age (r=-166, p<0.0001 and educational status (r=-0.242, p<0.0001. Conclusion: Considering the significant relationship between grade point average and interest in academic discipline with all subscales, planning to create a positive attitude towards academic discipline in students can be a protective factor against academic burnout as well as improvement of educational status.

Factors Underlying Technology Adoption in Academic Libraries in Kuwait

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Al-Fadhli, Meshal; Corrall, Sheila; Cox, Andrew

2016-01-01

The study analyzed factors shaping adoption of technology in academic libraries in Kuwait. The research was based on interviews conducted with library directors, staff, and users, combined with observation and document analysis. A major aspect of the Kuwaiti context was a relative lack of financial restraints and an enthusiasm for technology…

Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

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Rosa M. Alvarez-Bell

2017-09-01

Full Text Available When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

The Structural Consistency of a Six-Factor Model of Academic Self-Concept among Culturally Diverse Preadolescents in the United States

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Ockey, Gary J.; Abercrombie, Sara

2013-01-01

For decades, research has indicated that preadolescents' self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some…

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature

OpenAIRE

Ranieri, V.; Barratt, H.; Fulop, N.; Rees, G.

2016-01-01

Background: The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. / Objectives: To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. / Design: ...

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature

OpenAIRE

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-01-01

Background The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. Objectives To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. Design This st...

Emotional Intelligence, Academic Procrastination and Academic ...

African Journals Online (AJOL)

Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

Factores asociados al rendimiento académico en estudiantes de medicina Factors associated with academic performance in medical students

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Alberto Vélez van Meerbeke

2005-06-01

Full Text Available Objetivos: Determinar y evaluar los factores que estuvieran incidiendo en el desempeño académico de nuestros estudiantes de primer semestre de medicina. Metodología: Se caracterizó la población en búsqueda de factores que se analizaron posteriormente para determinar asociación y predicción, a través de un modelo de regresión logística, del rendimiento académico final. Resultados: Se analizaron 80 estudiantes de edades comprendidas entre 17 y 18, la mayoría mujeres, procedentes de Bogotá, de colegios mixtos, privados y monolingües. El grupo fue homogéneo por factores sociodemográficos, culturales, escolaridad y de motivaciones. Se detectaron rasgos de violencia intrafamiliar, de consumo de alcohol y cigarrillo pero no de drogas psicoactivas. Los resultados obtenidos en la prueba de aptitudes diferenciales y generales (BADyGs del aprendizaje fueron bajos. El análisis mostró que el no leer como pasatiempo, la presencia de violencia intrafamiliar, el haber fumado marihuana, el provenir de un colegio mixto, el no haber realizado estudios profesionales, de quien se depende económicamente, las notas de biología, bioquímica y del promedio trimestral fueron los factores que se asocian con fracaso académico o pérdida de cupo. La variable que predice fracaso académico cuando se controla por los otros factores incluidos en el modelo es el promedio trimestral y la que determina pérdida de cupo es la nota del laboratorio de bioquímica. Conclusiones: Aunque existen factores previos al ingreso que puedan explicar el desempeño académico, es importante evaluar el rendimiento durante el semestre para intervenir rápidamente y evitar el fracaso.Objectives: To determine and evaluate factors that affect academic performance in first semester medicine students. Methodology: The population was characterized in a search for factors that would later be studied in order to determine statistical association and prediction of final academic

Z factor: a new index for measuring academic research output

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Zhuo Min

2008-11-01

Full Text Available Abstract With rapid progress in scientific research activities and growing competition for funding resources, it becomes critical to effectively evaluate an individual researcher's annual academic performance, or their cumulative performance within the last 3–5 years. It is particularly important for young independent investigators, and is also useful for funding agencies when determining the productivity and quality of grant awardees. As the funding becomes increasingly limited, having an unbiased method of measuring recent performance of an individual scientist is clearly needed. Here I propose the Z factor, a new and useful way to measure recent academic performance.

FACTORS CONTRIBUTING TO FACULTY AND STUDENT ACCEPTANCE OF INSTRUCTIONAL TELEVISION, TEMP II.

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SANFORD, FILLMORE H.

PERTINENT FACTORS WERE DELINEATED IN THE ACCEPTANCE OR REJECTION OF TELEVISED INSTRUCTIONAL PROGRAMS USED WITH THE TEXAS EDUCATIONAL MICROWAVE PROJECT (TEMP)--AN EFFORT LINKING 11 COLLEGES AND UNIVERSITIES BY MICROWAVE TRANSMITTERS TO PROVIDE AN INTEGRATED CLOSED-CIRCUIT TELEVISION SYSTEM. DATA-GATHERING INSTRUMENTS WERE INTERVIEWS,…

Role of Personal Factors in Academic Success and Dropout of IT Students: Evidence From Students and Alumni

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Dijana Oreški

2016-08-01

Full Text Available Aims of the study were three fold: to identify the factors which are able to explain academic success of IT students, to explore differences in perception of current students and alumni and to explore differences between genders. In order to achieve the research goals, neural networks and t-test were applied. The study was based on three sets of factors related to academic success, academic failure and dropout. The results indicate gender differences and differences between students’ and alumni responses, especially in their perception of academic failure. Age, students’ status and rank position at enrollment have been shown as the most important determinants of academic success.

Instructional immediacy in elearning.

Science.gov (United States)

Walkem, Kerrie

2014-01-01

Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

Flipped Instruction with English Language Learners at a Newcomer High School

Science.gov (United States)

Graziano, Kevin J.; Hall, John D.

2017-01-01

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…

Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs: A Case for Systemic Functional Linguistics

Science.gov (United States)

Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim

2008-01-01

Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

Science.gov (United States)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

Instructional Strategies Alternative for Reading Comprehension

Directory of Open Access Journals (Sweden)

Yajaira del Valle Cadenas Terán

2017-05-01

Full Text Available The purpose of this research is to expose significantly instruccionales strategic alternatives that help improve the process of reading in college students to be trained holistically, able to make critical decisions, thoughtful and successful in the academic field. The strategies implemented educational event isolated to produce no change is necessary, that are planned and executed in the proper context of the need to ensure a certain extent the instructional success. It is also essential that teachers be the first to appropriate it. This study was conducted with a literature review serves as instructional foundation - strategic. In conclusion the importance of instructional strategies in reading comprehension was determined, since they increase communication skills, provide specific or complex experiences and promote meaningful learning.

Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

Science.gov (United States)

Mack, Ana C.

This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

Sheltered Instruction Observation Protocol[R] (SIOP[R]). What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2013

2013-01-01

The "Sheltered Instruction Observation Protocol"[R] ("SIOP"[R]) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to English language learners as well as other students. The goal of "SIOP"[R] is to help teachers integrate academic language development…

Speakeasy Studio and Cafe: Information Literacy, Web-based Library Instruction, and Technology.

Science.gov (United States)

Jacobs, Mark

2001-01-01

Discussion of academic library instruction and information literacy focuses on a Web-based program developed at Washington State University called Speakeasy Studio and Cafe that is used for bibliographic instruction. Highlights include the research process; asking the right question; and adapting to students' differing learning styles. (LRW)

Intrinsic Motivating Factors for Academic Success of Young At-Risk Students

Science.gov (United States)

Rowan, Tanyia Perry

2012-01-01

Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs…

Assessment of academic/non-academic factors and extracurricular activities influencing performance of medical students of faculty of medicine, Universiti Sultan Zainal Abidin, Malaysia

OpenAIRE

Mainul Haque; Nor Azlina A Rahman; Md. Anwarul Azim Majumder; Nor Iza A Rahman; Seraj Zohurul Haque; Zainal Zulkifli; Halyna Lugova; Rabiu Muazu Musa; Ahmed Ghazi Alattraqchi

2018-01-01

Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL) related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academic performance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing t...

Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

Science.gov (United States)

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

2015-01-01

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

Factors Influencing Teacher Instructional Practice in Mathematics When Participating in Professional Development

Science.gov (United States)

Walker, William S., III

2016-01-01

In this research, I investigated teachers' interpretations of the goals of professional development and factors that contributed to enacted instructional practices. A multiple-case study design was used to examine the interpretations of four high school teachers participating in a year-long professional development program with a standards-based…

Factors Affecting Academic Resilience in Middle School Students: A Case Study (Factores que Afectan la Resiliencia Académica en Estudiantes de Bachillerato)

Science.gov (United States)

Rojas Flórez, Luisa Fernanda

2015-01-01

This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school…

Concept-Based Grammar Teaching: An Academic Responds to Azar

Science.gov (United States)

Hill, Kent

2007-01-01

This response to Azar (this volume) intends to discuss from an academic's perspective the main points raised in her paper (i.e., grammar-based instruction and its relation to focus on form and error correction) and, to encourage a more concept-based approach to grammar instruction (CBT). A CBT approach to language development argues that the…

Selected engagement factors and academic learning outcomes of undergraduate engineering students

Science.gov (United States)

Justice, Patricia J.

The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

Innovation activity of scientists as a factor in the development of academic entrepreneurship in Russia

Directory of Open Access Journals (Sweden)

L. N. Babak

2016-01-01

Full Text Available The development of academic entrepreneurship as a way of transfer of innovation is an urgent task. One of the main factors in the development of academic entrepreneurship is innovation-oriented staff of higher education institutions. Insufficient attention of the scientific literature to importance of this factor is thwarting progress of various forms of academic entrepreneurship. In connection with this proposed study is aimed at determining the degree of scientific innovation activity influence on the development of academic entrepreneurship in Russia. Academic entrepreneurship in Russia has been chosen as the object of study. Analysis of the basic research in the field of academic entrepreneurship for the period of 2011-2016 years was used to achieve this goal. Analysis of publications was revealed that the innovative activity of the teaching staff of universities is a critical factor in the development of academic entrepreneurship. However, Russian scientists are characterized by low innovation activity, resulting in academic entrepreneurship in Russia is weak. The researchers suggest the following solutions to eliminate or minimize the effects of this problem: full awareness and moral training of the scientists involved in the innovation process of higher education institutions; profit payment; creating a psychological climate that will affect the scientific process of self-realization; continuous training of employees involved in the innovation process of higher education institutions; the creation of conditions that will contribute to the manifestation of creative activity of scientists; provide greater confidence to young scientists, graduate students and undergraduates; providing moral and material encouragement of initiatives, experimentation and creativity of scientific and pedagogical staff; the allocation of free time for scientists to research and search activities and others. The data obtained can be used by the guidance of

Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

Science.gov (United States)

Ramos, Kathleen

2014-01-01

The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

Science.gov (United States)

Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

2013-02-01

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

Evaluating Academic Journals without Impact Factors for Collection Management Decisions.

Science.gov (United States)

Dilevko, Juris; Atkinson, Esther

2002-01-01

Discussion of evaluating academic journals for collection management decisions focuses on a methodological framework for evaluating journals not ranked by impact factors in Journal Citation Reports. Compares nonranked journals with ranked journals and then applies this framework to a case study in the field of medical science. (LRW)

Factors influencing academic performance of real estate students in Nigeria

NARCIS (Netherlands)

Ayodele, Timothy Oluwafemi; Oladokun, Timothy Tunde; Gbadegesin, J.T.

2016-01-01

Purpose: The purpose of this paper is to examine the factors affecting academic performance of real estate students in a developing country like Nigeria. Design/methodology/approach: Data for the study were collected with the aid of questionnaire served on 152 final year real estate students of

When innovative instructional designs are too innovative

DEFF Research Database (Denmark)

Kjærgaard, Thomas; Wahl, Christian

2015-01-01

and it was developed to include, motivate and encourage the students to engage in more situated learning processes. The course is infamous for low attendance and for demotivating the students. The new instructional design utilized teacher-produced video-clips to qualify the students learning in the preparation...... for the lessons and new pedagogical activities during lessons to make the learning process more situated. The video-clips should also include more students through scaffolding the academic reading with video-clips. However, the outcome was not as planned. The students didn’t recognize the video......This paper presents a study of what happens when innovation of an instructional design is too innovative. The study investigates an implementation process of a new instructional design in nursing education. The new instructional design should be a step away for a functionalist approach to learning...

A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy

OpenAIRE

Daly, Edward J.; Martens, Brian K.

1994-01-01

The instructional hierarchy is a behavior-analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning di...

Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

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Siew Ean Lye

2018-01-01

Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

Identifying Interdisciplinary Research Collaboration in Instructional Technology

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Cho, Yonjoo

2017-01-01

Interdisciplinarity is defined as communication and collaboration across academic disciplines. The instructional technology (IT) field has claimed to have an interdisciplinary nature influenced by neighboring fields such as psychology, communication, and management. However, it has been difficult to find outstanding evidence of the field's…

School Leadership Actions to Support Differentiated Instruction

Science.gov (United States)

Byars, Jennifer Pallon

2011-01-01

Schools are required to meet a range of students' learning needs and effective school leadership is needed for the implementation of pedagogical practices responsive to the challenges of increasing student diversity and academic accountability. Literature on differentiated instruction and its constituent elements suggests differentiation results…

Design Heuristics in Academic, Corporate, and Military Instruction: More Similar than Different

Science.gov (United States)

York, Cindy S.; Ertmer, Peggy A.

2013-01-01

Despite the fact that the practice of instructional design (ID) began in the U. S. military (Branson et al., 1975; Jeffrey & Bratton-Jeffrey, 2004; Reiser, 2102), there is little known regarding which design and development heuristics military instructional designers deem important to the ID process. The study reported in this article was…

Establishing a Multidimensional Interaction in Science Instruction: Usage of Mobile Technology

Science.gov (United States)

Yilmaz, Özkan; Sanalan, Vehbi Aytekin

2015-01-01

The aim of this study is to examine the effect of mobile technology use in university science instruction on students' academic achievement and self-regulation skills. An experimental study is conducted to test the use of mobile in-class interaction system (M-CIS) and to determine the change in students' academic achievement and self-regulation…

A Confirmatory Factor Analysis of the Academic Motivation Scale with Black College Students

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Cokley, Kevin

2015-01-01

The factor structure of the Academic Motivation Scale (AMS) was examined with a sample of 578 Black college students. A confirmatory factor analysis of the AMS was conducted. Results indicated that the hypothesized seven-factor model did not fit the data. Implications for future research with the AMS are discussed.

the influence of instructional materials on academic performance

African Journals Online (AJOL)

students' academic performance in senior secondary school Chemistry in Cross River State. ... the motivation on the teaching-learning process. ... Today advances in technology have ... retention. A truism often heard in teaching is that if you have not learnt, I have not taught. A .... resources have significant effect on students'.

LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START

Science.gov (United States)

Gershoff, Elizabeth

2015-01-01

Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657

Identifying Academic & Social Risk Factors of Baccalaureate Nursing Students Using the College Persistence Questionnaire

Science.gov (United States)

Betts, Kelly J.; Shirley, Janet A.; Kennedy, Robert

2017-01-01

Background: Student success in a baccalaureate nursing program is of utmost importance at a southern College of Nursing (CON).CON faculty wanted to understand better what academic/ social risk factors attributed to attrition in the first year of the nursing program. The purpose of this study was to determine academic and social risk factors…

Academic Failure and Child-to-Parent Violence: Family Protective Factors.

Science.gov (United States)

Ibabe, Izaskun

2016-01-01

A reduction in academic achievement over the course of adolescence has been observed. School failure is characterized by difficulties to teaching school goals. A variety of other behavioral problems are often associated with school failure. Child-to-parent violence has been associated with different school problems. The main objective of current study was to examine the contribution of family variables (parental education level, family cohesion, and positive family discipline) on academic failure and child-to-parent violence of adolescents from a community sample. Moreover, a goal was to explore if academic failure was a valid predictor of child-to-parent violence. To this end, it has been developed a comprehensive statistical model through Structural Equation Modeling (SEM). Participants were 584 children from eight secondary schools in the Basque Country (Spain) and aged between 12 and 18. Among other scales Conflict Tactics Scale and Family Environment Scale were administrated for measuring child-to-parent violence and family cohesion environment, respectively. The structural model revealed that parental education level is a relevant protective factor against academic failure. Positive family discipline (inductive discipline, supervision, and penalty) show a significant association with child-to-parent violence and academic failure. Disciplinary practices could be more efficient to prevent child-to-parent violence or school failure if children perceive a positive environment in their home. However, these findings could be explained by inverse causality, because some parents respond to child-to-parent violence or academic failure with disciplinary strategies. School failure had indirect effects on child-to-parent violence through family cohesion. For all that, education policies should focus on parental education courses for disadvantaged families in order to generate appropriate learning environments at home and to foster improvement of parent

The Effect of Individualized Instruction System on the Academic Achievement Scores of Students

Directory of Open Access Journals (Sweden)

Ferhat Bahçeci

2016-01-01

Full Text Available A web-based learning portal offering individualized learning was developed by utilizing rule-based knowledge representation and artificial intelligence techniques of expert systems in order to reduce the uncertainties of learning to minimum and to construct an intelligent tutoring system. This portal offers individualized learning content based on the individual’s level of cognitive knowledge. In order to determine the effects of the developed system on the student achievement, the system was tested in an 8-week-long study on the students of Software Engineering Department of Technology Faculty. The pretest-posttest control group experimental design was used in the study. The experimental group received education with Individualized Instruction Portal while the control group received education in traditional learning environment. Academic achievement test was used as the data collection tool. In order to test the research hypotheses, data obtained from the data collection tools were analysed in terms of frequency, percentages, and dependent-independent t-test with statistical software program. Based on the results, no significant differences were found between the groups in terms of the pretest. On the other hand, significant differences were found between experimental and control group in terms of the posttest. It was concluded that individualized learning portal had positive effect on the students’ learning when used in combination with traditional learning environment.

An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

Science.gov (United States)

Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

2016-01-01

The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

Science.gov (United States)

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Data-Mining Techniques in Detecting Factors Linked to Academic Achievement

Science.gov (United States)

Martínez Abad, Fernando; Chaparro Caso López, Alicia A.

2017-01-01

In light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental,…

Factors Influencing the Integration of Technology by Community College Adjunct Faculty

Science.gov (United States)

Paver, Jonathan David

2012-01-01

This research examined the factors that predict intention to integrate technology into instruction by community college adjunct faculty. For this study the integration of technology was defined as beyond simple occasional use, within the next academic year. The decomposed theory of planned behavior was tested for its predictive ability with this…

Librarians and Instructional Designers: Collaboration and Innovation

Science.gov (United States)

Eshleman, Joe; Moniz, Richard; Mann, Karen; Eshleman, Kristen

2016-01-01

With online education options more ubiquitous and sophisticated than ever, the need for academic librarians to be conversant with digital resources and design thinking has become increasingly important. The way forward is through collaboration with instructional designers, which allows librarians to gain a better understanding of digital resource…

The Value of Video in Online Instruction

Science.gov (United States)

Rudd, Denis P., II.; Rudd, Denis P.

2014-01-01

Online educational instruction has become more prevalent in American and international educational institutions and is increasingly the chosen format for many academic programs. The use of web conferencing, virtual classrooms, and computer-based training are becoming the common platform in which schools provide education in online teaching. This…

Graphic Novels in Academic Libraries: From "Maus" to Manga and beyond

Science.gov (United States)

O'English, Lorena; Matthews, J. Gregory; Lindsay, Elizabeth Blakesley

2006-01-01

This article addresses graphic novels and their growing popularity in academic libraries. Graphic novels are increasingly used as instructional resources, and they play an important role in supporting the recreational reading mission of academic libraries. The article will also tackle issues related to the cataloging and classification of graphic…

Impact of Antecedent Factors on Collaborative Technologies Usage among Academic Researchers in Malaysian Research Universities

Science.gov (United States)

Mohd Daud, Norzaidi; Zakaria, Halimi

2017-01-01

Purpose: The purpose of this paper is to investigate the impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities. Design/methodology/approach: Data analysis was conducted on data collected from 156 academic researchers from five Malaysian research universities. This study…

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

Science.gov (United States)

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…

Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

Science.gov (United States)

Li, Judy

2014-01-01

Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

Students' perceptions of a multimedia computer-aided instruction ...

African Journals Online (AJOL)

Objective. To develop an interactive muttimedia-based computer-aided instruction (CAI) programme, to detennine its educational worth and efficacy in a multicuttural academic environment and to evaluate its usage by students with differing levels of computer literacy. Design. A prospective descriptive study evaluating ...

Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

Science.gov (United States)

Sanborn, Stephen

Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

Attitudes of Academic Library Managers towards Factors Affecting Information Needs Assessment

Directory of Open Access Journals (Sweden)

Mohammad Reza Davarpanah

2014-10-01

Full Text Available A periodic information needs assessment in libraries and information centers will allow libraries to focus on providing access to the most appropriate resources for specific groups and increase users satisfaction and library effectiveness. The present research paper, which is an applied survey, focuses on the subjects’ attitude towards factors affecting information needs assessment in academic libraries. Research population included 190 subjects from 29 medical and non-medical academic libraries who were asked to fill-in a research-made questionnaire. The results showed that 70 percent of the surveyed libraries had never undertaken a systematic information needs assessment. Some of the significant factors affecting information needs assessment were: managerial commitment to identifying users’ information needs, postulation of user needs, managing s resistance to change, paying no attention to reality and policy. The tests showed meaningful differences among the subjects attitudes relating to their demographic variables; also the test indicated no significant differences between the attitudes towards the barriers of information needs assessment.

Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

Science.gov (United States)

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

Using Picturebooks to Promote Academic Literacy

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Ranck-Buhr, Wendy, Ed.

2013-01-01

The development of academic literacy requires students to think critically about multiple text types. Picturebooks can be rich and varied resources on which to base well-designed instruction that will facilitate thinking, discussions, connections, and problem solving in multiple content areas. From the Holocaust to ecology to grammar, picturebooks…

Supporting Academic Honesty in Online Courses

Directory of Open Access Journals (Sweden)

Patricia McGee

2013-01-01

Full Text Available Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.

Bullying and Victimization: Predictive Role of Individual, Parental, and Academic Factors

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Atik, Gökhan; Güneri, Oya Yerin

2013-01-01

This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The…

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

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Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

2011-01-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed. PMID:21863379

A prospective study of Mexican American adolescents' academic success: considering family and individual factors.

Science.gov (United States)

Roosa, Mark W; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A; Zeiders, Katherine H; Tein, Jenn-Yun; Knight, George P; Umaña-Taylor, Adriana

2012-03-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

Understanding Factors Leading to Participation in Supplemental Instruction Programs in Introductory Accounting Courses

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Goldstein, James; Sauer, Paul; O'Donnell, Joseph

2014-01-01

Although studies have shown that supplemental instruction (SI) programs can have positive effects in introductory accounting courses, these programs experience low participation rates. Thus, our study is the first to examine the factors leading to student participation in SI programs. We do this through a survey instrument based on the Theory of…

Factors relating to the attraction of talented early career academics in South African higher education institutions

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Dorcas L. Lesenyeho

2018-06-01

Full Text Available Orientation: South African higher education institutions (HEIs are facing significant challenges in attracting talents to academic positions. Research purpose: The main objective of this research was to determine factors that will attract early career academics to South African HEIs. Motivation for the study: Currently there exists limited research on factors that attract early career academics to HEIs as preferred employers. Research approach, design and method: A qualitative approach was adopted for this study; semi-structured interviews were conducted to gain data. The study participants comprised of 23 academic staff members from various merged South African HEIs. Main findings: The findings show that nine themes are related to the attraction of early career academics to HEIs: career development and advancement, opportunities to make a contribution, employer branding and prestige, job security, flexible working hours (work–life balance, intellectual stimulation, innovation, opportunity to apply skills and autonomy. Practical/managerial implications: The results also challenge HEIs to develop a superior employer brand with a strong employee value proposition (EVP that would attract, develop and reward early career academics for their work efforts. Contribution/value-add: The study provides important practical guidelines that could assist HEIs to attract talented early career academics and become an employer of choice.

Factors associated with academic success at Vienna Medical School: prospective survey.

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Frischenschlager, Oskar; Haidinger, Gerald; Mitterauer, Lukas

2005-02-01

To identify factors relating to students' success in the study of medicine at the Medical University of Vienna. In view of Austria's tradition of open access to higher education, which results large number of students, high dropout rate, long duration of studies, factors predicting success could be helpful for student counseling. In a prospective study, 674 freshmen (50.8% of students enrolled that year) responded to a questionnaire on their sociodemographic data, family background, performance in school, economic situation, living conditions, social integration and health, learning capacity, motivations related to studies and future profession, attitudes, and the ability to cope with stress. We used the results of the compulsory test of knowledge after the first year as an outcome measure of their success. By comparing two extremes of academic success, very successful students and students who twice failed the challenging first-year exam, we were able to identify three factors relevant in predicting academic success: male sex, German as mother tongue, and good performance in secondary school. Moreover, there is evidence that maturity and intrinsic motivational structure are linked to superior academic performance. The results of this study differ from or even contradict the findings of previous retrospective studies in Austria. We suggest that a more thorough examination of the effect of gender should be undertaken in future studies. We also hope that our work will lead to the improvement in the efficiency of the German courses for foreign students. Our findings confirm the importance of success in secondary school, but also clearly indicate that it should not be the only criterion for university admission.

Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

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Fleming, Allison R; Edwin, Mary; Hayes, Jeffrey A; Locke, Benjamin D; Lockard, Allison J

2018-02-01

Students with disabilities are a growing population on college campuses and have unique challenges that put them at risk for early departure, creating complexity in efforts to address their personal and academic needs. The purpose was to explore academic and other sources of distress among college students with disabilities to identify possible areas where enhanced supports might benefit this population. Research Method and Design: Researchers analyzed cross-sectional data from the Center for Collegiate Mental Health to compare subsamples of students with (n = 1,774) and without disabilities (n = 1,774) on presenting concerns, and to determine significant predictors of academic distress among students with disabilities. Results indicated that students with disabilities have many similar treatment concerns with their peers, but showed greater concerns in depression and self-harm; academic performance; anxiety and obsessions/compulsions; and fewer concerns in relationship problems. Significant predictors of academic distress for students with disabilities included attention deficit-hyperactivity disorder (ADHD), depression and self-harm, trauma or victimization, stress and academic performance, and social support from family and peers. These results suggest the importance of several factors in understanding the presenting concerns of treatment-seeking students with disabilities and mitigating academic distress for this population. Additional areas for research are presented. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Usefulness of Videotape Instruction in an Academic Department of Neurology.

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Kaufman, David M.; Kaufman, Rita G.

1983-01-01

Videotape instruction produced better performance in identification in only certain areas in a neurology clerkship: neuropsychologic phenomena, disorders with subtle or unique movements, and seizures. The choice and cost of equipment and some professional assurances are discussed. (Author/MLW)

Scholarly information discovery in the networked academic learning environment

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Li, LiLi

2014-01-01

In the dynamic and interactive academic learning environment, students are required to have qualified information literacy competencies while critically reviewing print and electronic information. However, many undergraduates encounter difficulties in searching peer-reviewed information resources. Scholarly Information Discovery in the Networked Academic Learning Environment is a practical guide for students determined to improve their academic performance and career development in the digital age. Also written with academic instructors and librarians in mind who need to show their students how to access and search academic information resources and services, the book serves as a reference to promote information literacy instructions. This title consists of four parts, with chapters on the search for online and printed information via current academic information resources and services: part one examines understanding information and information literacy; part two looks at academic information delivery in the...

Evaluating Effective Teaching in College Level Economics Using Student Ratings of Instruction: A Factor Analytic Approach

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Agbetsiafa, Douglas

2010-01-01

This paper explores the factors that affect students' evaluation of economic instruction using a sample of 1300 completed rating instruments at a comprehensive four-year mid-western public university. The study uses factor analysis to determine the validity and reliability of the evaluation instrument in assessing instructor or course…

Building a Peer-Learning Service for Students in an Academic Library

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O'Kelly, Mary; Garrison, Julie; Merry, Brian; Torreano, Jennifer

2015-01-01

Academic libraries are well lauded for offering supportive spaces for students' self-directed study, and significant resources are dedicated to librarian instruction in the classroom. What many academic libraries lack, however, is a middle ground, a routine way for students to help one another using best practices in peer-to-peer learning theory.…

A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities

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Whinnery, Stacie B.; Whinnery, Keith W.; Eddins, Daisy

2016-01-01

This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical…

Relating psychological and social factors to academic performance: A longitudinal investigation of high-poverty middle school students.

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Li, Yaoran; Allen, Jeff; Casillas, Alex

2017-04-01

We investigated the relations between middle school students' psychological factors (academic commitment and emotional control), social perceptions (family involvement and school climate), and academic performance over time. Gender differences in these relations were also examined. Based on a two-year longitudinal data set of 942 middle-school students from a high-poverty district in the United States, we found that all four factors measured in 6th grade were predictive of GPA at the end of the 7th grade above and beyond gender, race, and home intellectual materials. Among these factors, emotional control had the strongest relation with GPA, and the importance of family involvement increased over time, especially for female students. The results also revealed the indirect effects of the social factors on GPA through the psychological factors, and mostly through emotional control. These findings highlight the complex relation between the social-emotional factors and academic outcomes in early adolescence. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Individual, premigration and postsettlement factors, and academic achievement in adolescents from refugee backgrounds: A systematic review and model.

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Wong, Charissa W S; Schweitzer, Robert D

2017-01-01

We have limited understanding of the precursors of academic achievement in resettled adolescents from refugee backgrounds. To date, no clear model has been developed to conceptualise the academic trajectories of adolescents from refugee backgrounds at postsettlement. The current review had two aims. First, to propose an integrated adaptive model to conceptualise the impact of individual, premigration, and postsettlement factors on academic achievement at postsettlement; and second, to critically examine the literature on factors that predict academic achievement in adolescents from refugee backgrounds in relation to the proposed model and highlight issues deserving future exploration. Following the protocol of a systematic literature review, 13 studies were identified for full-text review. Gender, ethnicity, English proficiency, psychological distress, premigration trauma, premigration loss, postsettlement social support, and postsettlement school connectedness, were found to predict academic achievement in adolescents from refugee backgrounds.

The Effects of Blended Instruction on Oral Reading Performance and their Relationships to a Five-Factor Model of Personality

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Isao Miyaji

2010-09-01

Full Text Available In recent times, 'Blended Instruction' - an effective method of instructions utilizing e-Learning materials in English education - consists of an individual learning part, a collaborative learning part and a teacher instruction part. In the individual learning, students act out model dialogues in the WBT courseware which incorporated a high quantity of video and sound clips. In the collaborative learning, students perform the dialogues in pairs and assessed each other's performance. Our recent research in a high school showed that the skill of the students' oral reading was improved in most criteria of assessment through blended instruction. However, it is still not clear what kind of relationship exists between the development of the students' oral reading skills and their personalities. With this in mind, the authors have studied the effects of the blended instruction on the junior high school students' oral reading performance and their relationships to the five-factor model of personality. The result of the research shows that the skill of the students' oral reading was improved in most criteria of assessment and the blended instruction was effective for the personality group, 'Introverted unintelligent person' in the most categories of oral reading criteria as well as the personality group, 'Sociable hard-worker'. The important factor for that group in oral reading performance turned out to be 'Sense Reading'.

Factors Affecting Academic Dishonesty in the Space of Social Science Education (A Case Study of Public Universities in Tehran

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Masoumeh Qarakhani

2016-09-01

Full Text Available Academic Dishonesty is one of the important issues in the higher education system of Iran, and reducing or preventing it requires identifying the factors which have an impact on it. The present study has analyzed the perceptions and understandings of PhD students in social science fields, who have a wider experience of scientific socialization in the process of education, with the aim of identifying the factors influencing academic dishonesty in the space of social science in Iran. The findings of this research show that the factors influencing academic dishonesty in the space of social science education can be detected at two individual and structural levels. At the structural level, sources and rules, and at the individual level, academic dishonesty among three groups of actors in educational space, i.e. professors, students and managers (heads of departments and faculties, with reference to their individual and personality characteristics, have paved the way for academic dishonesty, or have resulted in its occurrence. In the framework of a combination of actor/structure in explaining social phenomena, the factors influencing academic dishonesty and non-conformity to the norms of the ethics of science in the educational space can be reduced neither to the role of the structure nor that of the actor. Dishonesty in the ethics of science in social science education and the factors affecting them can be explained in the light of a combination of structure and actor.

Effects of Cumulative Family Risk Factors on American Students' Academic Performance

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Dunst, Carl J.; Hamby, Deborah W.

2016-01-01

The relationships between cumulative family risk factors and American students' academic performance were examined in all 50 States and the District of Columbia. Data from the 2007 "American Community Survey" were used to ascertain the percent of birth to 18 year old children in the United States who experienced three or more risk…

Undergraduate Research and Academic Archives: Instruction, Learning and Assessment

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Krause, Magia G.

2010-01-01

Colleges and universities are increasingly investing resources to promote undergraduate research. Undergraduate research can be broadly defined to incorporate scientific inquiry, creative expression, and scholarship with the result of producing original work. Academic archives and special collections can play a vital role in the undergraduate…

An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

Science.gov (United States)

Tuck Bonner, Natalie Christine

A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization

The confounding factors leading to plagiarism in academic writing and some suggested remedies: A systematic review.

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Guraya, Salman Yousuf; Guraya, Shaista Salman

2017-05-01

There is a staggering upsurge in the incidence of plagiarism of scientific literature. Literature shows divergent views about the factors that make plagiarism reprehensible. This review explores the causes and remedies for the perennial academic problem of plagiarism. Data sources were searched for full text English language articles published from 2000 to 2015. Data selection was done using medical subject headline (MeSH) terms plagiarism, unethical writing, academic theft, retraction, medical field, and plagiarism detection software. Data extraction was undertaken by selecting titles from retrieved references and data synthesis identified key factors leading to plagiarism such as unawareness of research ethics, poor writing skills and pressure or publish mantra. Plagiarism can be managed by a balance among its prevention, detection by plagiarism detection software, and institutional sanctions against proven plagiarists. Educating researchers about ethical principles of academic writing and institutional support in training writers about academic integrity and ethical publications can curtail plagiarism.

How to make the fourth revolution: Human factors in the adoption of electronic instructional aids

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Demerath, N. J.; Daniels, L. A.

1973-01-01

The prospects and problems of getting higher education in the United States (high school and above) to more fully utilize electronic technologies are examined. Sociological, psychological, and political factors are analyzed to determine the feasibility of adopting electronic instructional techniques. Differences in organizations, attitudes, and customs of different kinds of students, teachers, administrators, and publics are crucial factors in innovation.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

Science.gov (United States)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

Individual and Contextual Factors Related to Secondary Special Education Teachers' Reading Instructional Practices

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Leko, Melinda M.; Chiu, Ming Ming; Roberts, Carly A.

2018-01-01

This article reports findings from an initial investigation of the impact multiple individual and contextual factors have on secondary special educators' reading instructional practices. Data from 577 special educators from 221 school districts in a large Midwestern state were collected via an online and paper survey and analyzed using…

Computer assisted instruction on "learning nutrition flags for deaf 5th grade and 6th grad students": effectiveness of instruction.

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Srisorachatr, Suwat; Huadong, Yotsinee; Hudthagosol, Chatrapa; Danthanavanich, Suksiri

2013-12-01

Deaf students are of a number of under privilege group for whom there are limited resources for their use, related to health including nutrition. The purpose of this research was to create computer-assisted instruction for "nutrition flags" for 5 and 6th grade students. The content of nutrition included the concept of a healthy balance diets and portion sizes of each food group. The content and pictures for computer-assisted instruction came from existing curriculum, and focused on nutritional content. The contents in this instruction were divided into three units according to students' learning capacity. The story boards were developed by staff including nutritionists, Thai sign language interpreters, and deaf students. Then, the contents and nutrition vocabulary were translated into Thai sign language. After recording the sign language on video, this material was merged with the contents and converted into a computer program. The computer assisted instruction was tested with students from Nakon Pathom School for the Deaf The first trial was conducted with three students, the second with five students, and the third with 15 students during the academic year 2009. The computer- assisted instruction was revised until it met the standard criteria of 80/80. Effectiveness testing was carried out with 36 students for five consecutive days. On the first day, the pre-test was completed, and on days 2-4, the students performed self-study and completed the exercises for units 1-3, with 50 minutes spent on each unit. The post-test was completed on the last day. The study was conducted during the 2010 academic year Data analysis was performed using the t-test. The results showed an effectiveness of 81.85/82.22, which was higher than the standard criteria of 80/80. The post-test average score was higher than the pre-test average score with a statistical significance level at p < 0.0001. Suggestions for instruction for the deaf are that the length of the instruction in each

A Path Analysis Model Pertinent to Undergraduates' Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

Science.gov (United States)

Kirikkanat, Berke; Soyer, Makbule Kali

2018-01-01

The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable--academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior…

Job satisfaction and its influential factors in dental academic members in tehran, iran.

Science.gov (United States)

Seraj, B; Ghadimi, S; Mirzaee, M; Ahmadi, R; Bashizadeh, H; Ashofteh-Yazdi, K; Sahebjamee, M; Kharazi, Mj; Jahanmehr, M

2014-03-01

Assessment of job satisfaction of the faculty members and its underlying factors may increase career fulfillment and raise the educational and research productivity, leading to higher quality of dental services at the community level, ultimately improving public oral health status. This study assessed job satisfaction and its influential factors in dental academic members in Tehran. The job satisfaction level of 203 faculty members was assessed using a Likert scale questionnaire from 0 to 4, with 4 representing very satisfied and 0 not at all satisfied. The analysis of variance was used to compare the responses among dental faculty members of three different universities. The impact of age, gender, academic rank, employment status and the date of employment on the overall faculty job satisfaction was identified by multiple linear regression analysis. The mean professional satisfaction score among faculty members was 1.5 (0.5) out of four. Among the studied underlying factors, only the date of employment was seen to have a statistically significant impact on the faculties' overall job satisfaction (P= 0.05). There was no difference in job compensation observed between the three dental faculties. Dissatisfying aspects of the academic work included educational and research policies, monetary strategies, quality of leadership and administration, promotion and tenure policies, job security, educational environment, equipments, and facilities. The only satisfying factor was the interaction between faculty colleagues and students. Faculty members of Tehran Dental Schools are dissatisfied with their work environments in Tehran Dental Schools. Issues such as salary and remuneration, facilities, equipments, promotion and tenure policies are strongly believed to account for the dissatisfaction.

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

OpenAIRE

Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

2011-01-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualis...

The Relationship between Academic Performance and Elementary Student and Teacher Attitudes towards Departmentalizing

Science.gov (United States)

Freiberg, Elizabeth J.

2014-01-01

In response to the continued pressure placed on American public schools to increase academic achievement, some schools have begun to reorganize instructional environments in an effort to improve student outcomes. The current study examined one such elementary school that implemented a departmentalized model of instruction in fourth and fifth-grade…

Academic Satisfaction Level and Academic Achievement among Students at Kermanshah University of Medical Sciences: Academic Year 2015-2016

OpenAIRE

Khadijeh Jamshidi; Babak Mohammadi; Zahra Mohammadi; Mohammad Karimi Parviz; Roghayeh Poursaberi; Mohammad Mehdi Mohammadi

2017-01-01

Background: Academic satisfaction is considered one of the most important factors affecting academic achievement among students. The purpose of the present study was to determine the relationship between academic satisfaction and academic achievement among students at Kermanshah University of Medical Sciences in Iran. Methods: The present cross-sectional study was conducted with 346 student participants using stratified random sampling. The research instrument included the Student Academic Sa...

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

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Lennart Visser

2018-05-01

Full Text Available Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22 with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6 was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students' Views on Factors Influencing Their Learning.

Science.gov (United States)

Visser, Lennart; Korthagen, Fred A J; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students' learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students ( N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students' levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students' learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

Science.gov (United States)

Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

Factor Structure of the Restricted Academic Situation Scale: Implications for ADHD

Science.gov (United States)

Karama, Sherif; Amor, Leila Ben; Grizenko, Natalie; Ciampi, Antonio; Mbekou, Valentin; Ter-Stepanian, Marina; Lageix, Philippe; Baron, Chantal; Schwartz, George; Joober, Ridha

2009-01-01

Background: To study the factor structure of the Restricted Academic Situation Scale (RASS), a psychometric tool used to assess behavior in children with ADHD, 117 boys and 21 girls meeting "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.; "DSM-IV") criteria for ADHD and aged between 6 and 12 years were recruited. Assessments were…

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

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Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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

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Mileidy Salcedo Barragán

2008-12-01

Full Text Available 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 Educational History, and a very weak relationship between performance in Science and Mathematics in High School and performance in College.

Relationship between Academic Performance with Physical, Psychosocial, Lifestyle, and Sociodemographic Factors in Female Undergraduate Students.

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Dubuc, Marie-Maude; Aubertin-Leheudre, Mylène; Karelis, Antony D

2017-01-01

The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO 2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Significant correlations were observed between GPA with estimated VO 2 max ( r = 0.32), intrinsic motivation toward knowledge ( r = 0.23), intrinsic motivation toward accomplishment ( r = 0.27) and external regulation ( r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance ( P breakfast explained 28.5 % of the variation in the GPA in our cohort. Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students.

Quality Instruction as a Motivating Factor in Higher Education

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Sogunro, Olusegun A.

2017-01-01

The importance of quality instruction in motivating students in higher education cannot be overemphasized. Without quality instruction, students' motivation to learn recedes. Five focus groups of graduate students aided the data collection for this study. More than one-third of the 119 participating graduate students involved in this study claimed…

Parental Characteristics, Ecological Factors, and the Academic Achievement of African American Males

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Hines, Erik M.; Holcomb-McCoy, Cheryl

2013-01-01

Parental characteristics, ecological factors, and the academic achievement of African American male high school students were examined. One hundred fifty-three 11th and 12th grade African American males completed the Parenting Style Index (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and a demographic questionnaire. Results…

Comparing Four Instructional Techniques for Promoting Robust Knowledge

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Richey, J. Elizabeth; Nokes-Malach, Timothy J.

2015-01-01

Robust knowledge serves as a common instructional target in academic settings. Past research identifying characteristics of experts' knowledge across many domains can help clarify the features of robust knowledge as well as ways of assessing it. We review the expertise literature and identify three key features of robust knowledge (deep,…

Analysis of the Sheltered Instruction Observation Protocol Model on Academic Performance of English Language Learners

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Ingram, Sandra W.

This quantitative comparative descriptive study involved analyzing archival data from end-of-course (EOC) test scores in biology of English language learners (ELLs) taught or not taught using the sheltered instruction observation protocol (SIOP) model. The study includes descriptions and explanations of the benefits of the SIOP model to ELLs, especially in content area subjects such as biology. Researchers have shown that ELLs in high school lag behind their peers in academic achievement in content area subjects. Much of the research on the SIOP model took place in elementary and middle school, and more research was necessary at the high school level. This study involved analyzing student records from archival data to describe and explain if the SIOP model had an effect on the EOC test scores of ELLs taught or not taught using it. The sample consisted of 527 Hispanic students (283 females and 244 males) from Grades 9-12. An independent sample t-test determined if a significant difference existed in the mean EOC test scores of ELLs taught using the SIOP model as opposed to ELLs not taught using the SIOP model. The results indicated that a significant difference existed between EOC test scores of ELLs taught using the SIOP model and ELLs not taught using the SIOP model (p = .02). A regression analysis indicated a significant difference existed in the academic performance of ELLs taught using the SIOP model in high school science, controlling for free and reduced-price lunch (p = .001) in predicting passing scores on the EOC test in biology at the school level. The data analyzed for free and reduced-price lunch together with SIOP data indicated that both together were not significant (p = .175) for predicting passing scores on the EOC test in high school biology. Future researchers should repeat the study with student-level data as opposed to school-level data, and data should span at least three years.

Parental and Related Factors Affecting Students' Academic Achievement in Oyo State, Nigeria

OpenAIRE

Oladele K. Ogunsola; Kazeem A. Osuolale; Akintayo O. Ojo

2015-01-01

Many factors influence the educational outcome of students. Some of these have been studied by researchers with many emphasizing the role of students, schools, governments, peer groups and so on. More often than not, some of these factors influencing the academic achievement of the students have been traced back to parents and family; being the primary platform on which learning not only begins but is nurtured, encouraged and developed which later transforms to the perfor...

Psychopathological factors that can influence academic achievement in early adolescence: a three-year prospective study.

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Voltas, Núria; Hernández-Martínez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

2014-12-30

This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children's Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = -.130, p = .001; phase 1 + phase 2 B = -.187, p anxiety symptoms (phase 1 + phase 2 B = -1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.

Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

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Kumi-Yeboah, Alex; Dogbey, James; Yuan, Guangji

2018-01-01

The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high…

Student Academic Optimism: A Confirmatory Factor Analysis

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Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.

2013-01-01

Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic…

Screen-Capture Instructional Technology: A Cognitive Tool for Blended Learning

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Smith, Jeffrey George

2012-01-01

Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional…

On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature between 2001 and 2010

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Dawson, Phillip; van der Meer, Jacques; Skalicky, Jane; Cowley, Kym

2014-01-01

Supplemental instruction (SI)--variously known as peer-assisted learning, peer-assisted study sessions, and other names--is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of…

the influence of cartoons as instructional medium on secondary ...

African Journals Online (AJOL)

Global Journal

This study examined the influence of cartoon strips as instructional medium on the academic performance of secondary school students in Cross River State. The instrument used was a structured. Achievement Test in Fine Arts (SATFA). The sample used consisted of 46 Junior Secondary School two students. SATFA was ...

The influence of cartoons as instructional medium on secondary ...

African Journals Online (AJOL)

This study examined the influence of cartoon strips as instructional medium on the academic performance of secondary school students in Cross River State. The instrument used was a structured Achievement Test in Fine Arts (SATFA). The sample used consisted of 46 Junior Secondary School two students. SATFA was ...

A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

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Hamidreza Babaee

2017-04-01

Full Text Available The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students’ listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students’ practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internet-oriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students’ needs.

Exploring factors related to college student expertise in digital games and their relationships to academics

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Hamlen Karla R.

2017-06-01

Full Text Available Digital game play is a common pastime among college students and monopolizes a great deal of time for many students. Researchers have previously investigated relationships between subject-specific game play and academics, but this study fulfills a need for research focusing on entertainment game strategies and how they relate to strategies and success in other contexts. Utilizing a survey of 191 undergraduate students, the goal was to investigate students’ digital game play habits, strategies, and beliefs that predict gaming expertise, and to determine if these relate to academic success. Factor analysis revealed three latent variables that predict expertise: dedication, solo mastery, and strategic play. Multiple regression analysis was used to determine whether these three components could also predict academic outcome variables. Findings point to the absence of a relationship between these variables and academic GPA, but to the presence of a tentative relationship between confidence in game play and confidence in personal control over academic success.

Correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences, Iran

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hamid Asayesh

2016-09-01

Full Text Available Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic characteristics checklist, academic burnout questionnaire, and academic stress scale were used to gather data, and grade point average was considered to be the indicator of academic performance. Linear regression analysis was used to analyze the data. The level of significance was considered to be p<0.05. Results: The mean score for students' academic burnout was 28.52±15.84. Univariate regression analysis showed that the students' employment, years of education, academic performance, and all academic stress subscales had a significant correlation with academic burnout. According to multivariate regression analysis, having a field of study-related occupation was a protective factor and academic stress a risk factor for academic burnout. Conclusion: The findings of this study showed that a large proportion of students experienced academic burnout, and students with higher levels of stress experienced more severe academic burnout and had poorer performance. Therefore, training ways to cope with stress can cause reduction in academic burnout and improvement of performance.

Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

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Wanjala, Martin M. S.; Aurah, Catherine M.; Symon, Koros C.

2015-01-01

The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple…

Toward a Typology of Implementation Challenges Facing English-Medium Instruction in Higher Education: Evidence from Japan

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Bradford, Annette

2016-01-01

Higher education is becoming increasingly internationalized, and the use of English as a medium of instruction for academic content has become commonplace in countries where English is not the native language. However, concerns are growing that the trend toward English-medium instruction (EMI) has accelerated without sufficient thought to the…

Learning physics: A comparative analysis between instructional design methods

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Mathew, Easow

The purpose of this research was to determine if there were differences in academic performance between students who participated in traditional versus collaborative problem-based learning (PBL) instructional design approaches to physics curricula. This study utilized a quantitative quasi-experimental design methodology to determine the significance of differences in pre- and posttest introductory physics exam performance between students who participated in traditional (i.e., control group) versus collaborative problem solving (PBL) instructional design (i.e., experimental group) approaches to physics curricula over a college semester in 2008. There were 42 student participants (N = 42) enrolled in an introductory physics course at the research site in the Spring 2008 semester who agreed to participate in this study after reading and signing informed consent documents. A total of 22 participants were assigned to the experimental group (n = 22) who participated in a PBL based teaching methodology along with traditional lecture methods. The other 20 students were assigned to the control group (n = 20) who participated in the traditional lecture teaching methodology. Both the courses were taught by experienced professors who have qualifications at the doctoral level. The results indicated statistically significant differences (p traditional (i.e., lower physics posttest scores and lower differences between pre- and posttest scores) versus collaborative (i.e., higher physics posttest scores, and higher differences between pre- and posttest scores) instructional design approaches to physics curricula. Despite some slight differences in control group and experimental group demographic characteristics (gender, ethnicity, and age) there were statistically significant (p = .04) differences between female average academic improvement which was much higher than male average academic improvement (˜63%) in the control group which may indicate that traditional teaching methods

Bilingual Academic Computer and Technology Oriented Program: Project COM-TECH. Evaluation Section Report. OREA Report.

Science.gov (United States)

Berney, Tomi D.; Plotkin, Donna

Project COM-TECH offered bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole-speaking students with varying levels of English and native language proficiency and academic preparation. The program provided supplementary instruction in English as a Second Language (ESL); Native Language Arts (NLA); and…

Teaching Children with Autism in Small Groups with Students Who Are At-Risk for Academic Problems: Effects on Academic and Social Behaviors

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Ledford, Jennifer R.; Wehby, Joseph H.

2015-01-01

Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction…

Effect of Tutorial Mode of Computer-Assisted Instruction on Students ...

African Journals Online (AJOL)

This study investigated the effect of Tutorial Mode of Computer- Assisted Instruction (CAI) on students' academic performance in practical geography in Nigeria, However, the sample population of eighty (80) Senior Secondary School Two geography students that were randomly selected from two privately owned secondary ...

Physically active academic lessons in elementary children.

Science.gov (United States)

Bartholomew, John B; Jowers, Esbelle M

2011-06-01

Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

Motivation Factors as Indicators of Academic Achievement: A Comparative Study of Student-Athletes and Non-Athletes Academic and Social Motivation

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Pedescleaux, Jonell

2010-01-01

The purpose of this study was to investigate non-cognitive motivational factors as indicators of academic achievement of male athletes and male non-athletes as measured by a secondary data analysis of the College Student Inventory (CSI) from Fall 2003 to Fall 2005. Deci and Ryan's (2000) self-determination theory provided the conceptual framework…

Culturally Responsive Social Skills Instruction for Adolescent Black Males

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Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Keyes, Starr

2011-01-01

The cultural disconnect between black males and the school environment has been correlated with poor academic achievement and high discipline rates for Black males. Instructional strategies that draw upon the learner?s cultural background hold promise as one means for intervention. This paper addresses the social skills needs of black adolescent…

Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

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Markova, Ivana

2017-01-01

This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

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Reimer, Lynn Christine

First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for

[Factors associated with academic success of medical students at Buenos Aires University].

Science.gov (United States)

Borracci, Raúl A; Pittaluga, Roberto D; Álvarez Rodríguez, Juan E; Arribalzaga, Eduardo B; Poveda Camargo, Ricardo L; Couto, Juan L; Provenzano, Sergio L

2014-01-01

The aim of this study was to identify common factors relating to the academic success of medical students who were distinguished with honors at the Buenos Aires University. In 2011, 142 graduates were surveyed; the questionnaire included 59 questions on their sociodemographic environment, living conditions and social integration, motivation to study, learning capacity and health quality during their career. Compared to other students, these distinguished students more often lived in the city, far from their families; had been educated at private or universitary high schools, their economic needs were financed by their parents, who were on the whole professionals. Most of them were single and childless. The possibility of future employment oportunities (work) did not influence their choice of a medical career, academic success was important to them and they believed that success depended largely on personal effort; they knew how to handle anxiety, were sociable but independent and preferred solid experience to abstract conceptuality in order to obtain information. Our conclusion, within the current system of candidate selection, these results serve to calculate the covert self-selection mechanisms during the career, or in a more restrictive regime, to select those likely to reach academic success due to their privileged ambience. The analysis of demographic factors indicates some degree of inequality for socially disadvantaged students. Perhaps, a selection system based only on intellectual abilities would help identify and support the best candidates regardless of their social context.

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

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Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

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Wilder Yesid Escobar Alméciga

2014-10-01

Full Text Available The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings presented through a triangulated needs analysis. Through promoting awareness of international standards of writing as well as fostering an understanding of the inherent structures of academic texts, a methodology intended to increase academic writing proficiency was explored. The study suggests that mentor texts and the coding of academic writing structures can have a positive impact on the production of students’ academic writing.

Contributing Factors to Older Teen Mothers' Academic Success as Very Young Mothers

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Hernandez, Jennifer; Abu Rabia, Hazza M.

2017-01-01

This qualitative study explores the factors contributed to 13 older teen mothers' academic success as very young mothers. The participants were older teen mothers who were pregnant and gave birth at the age of 16 years old or younger, and who have achieved a college degree from an accredited college or university while they raised their…

Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes.

Science.gov (United States)

Scherer, Ronny; Nilsen, Trude; Jansen, Malte

2016-01-01

Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes

Directory of Open Access Journals (Sweden)

Ronny eScherer

2016-02-01

Full Text Available Students’ perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling, which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics. On the basis of the Programme for International Student Assessment (PISA 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students, we find support for the distinction between three factors of individual students’ perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students’ perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

Review article Homebound instruction for students with chronic illness: reducing risk outside of the box

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Steven R. Shaw

2014-05-01

Full Text Available Students with chronic illness are at risk for a host of academic and social problems. The risk is exacerbated when students are unable to attend school short term or long term due to medical problems. Educators may be able to reduce academic and social risk for students with chronic illness through effective homebound instruction. However, there remain many barriers to effective homebowund instruction. Effective interdisciplinary and community coordination, development of policies, teacher support, inclusion of families, and use of technology can be combined to overcome these barriers and create effective homebound programs and policies. The result is reduced risk for the large and vulnerable population of students with chronic illness.

Students' Appraisal of the Quality of Instruction in Clothing and ...

African Journals Online (AJOL)

FIRST LADY

value of the quality of instruction in the teaching of Clothing and Textiles in ... Nigerian educational system althoughArubayi's (2003) research findings revealed that ... assessments, ratings or evaluation of academic staff in Nigeria, have either .... The design of this research work was ex-post facto and descriptive in nature.

Instructional Leadership and Schools Effectiveness

Science.gov (United States)

Hung, Daisy Kee Mui; Ponnusamy, Premavathy

With the influx of information technology through the Internet and the use of ICT in our daily lives, our future generation has traversed from a mere change of era to a dynamic era of change. Thus, the role of school leaders is becoming more challenging than ever. They need to make greater strides to ensure that they are able to make adjustments and readjustments in instructional practices to cater for the changing elements in their organization. In brief, the school leaders have to be creative, innovative with entrepreneurial drive in order to steer their subordinates (teachers) towards school excellence. Leadership of principal is therefore considered as a main criterion to create successful schools in country's educational advancement. Besides, the school effectiveness plays a crucial role in country's academic advancement. This paper focuses on a comprehensive review of literature on the relationship between instructional leadership and school effectiveness.

Eliminating traditional reference services in an academic health sciences library: a case study

Science.gov (United States)

Schulte, Stephanie J

2011-01-01

Question: How were traditional librarian reference desk services successfully eliminated at one health sciences library? Setting: The analysis was done at an academic health sciences library at a major research university. Method: A gap analysis was performed, evaluating changes in the first eleven months through analysis of reference transaction and instructional session data. Main Results: Substantial increases were seen in the overall number of specialized reference transactions and those conducted by librarians lasting more than thirty minutes. The number of reference transactions overall increased after implementing the new model. Several new small-scale instructional initiatives began, though perhaps not directly related to the new model. Conclusion: Traditional reference desk services were eliminated at one academic health sciences library without negative impact on reference and instructional statistics. Eliminating ties to the confines of the physical library due to staffing reference desk hours removed one significant barrier to a more proactive liaison program. PMID:22022221

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

Science.gov (United States)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

An Empirical Study of Hospitality Management Student Attitudes toward Group Projects: Instructional Factors and Team Problems

Science.gov (United States)

Choi, Youngsoo; Ro, Heejung

2012-01-01

The development of positive attitudes in team-based work is important in management education. This study investigates hospitality students' attitudes toward group projects by examining instructional factors and team problems. Specifically, we examine how the students' perceptions of project appropriateness, instructors' support, and evaluation…

Relationship between academic performance with physical, psychosocial, lifestyle, and sociodemographic factors in female undergraduate students

Directory of Open Access Journals (Sweden)

Marie-Maude Dubuc

2017-01-01

Full Text Available Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old. All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA, handgrip strength, estimated maximal oxygen consumption (VO2max (Bruce Protocol and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2max (r = 0.32, intrinsic motivation toward knowledge (r = 0.23, intrinsic motivation toward accomplishment (r = 0.27 and external regulation (r = -0.30, P = 0.002. In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P < 0.05. Finally, a stepwise linear regression analysis showed that external regulation, intrinsic motivation toward accomplishment, VO2max levels and eating a daily breakfast explained 28.5 % of the variation in the GPA in our cohort. Conclusions: Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students.

Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

Science.gov (United States)

Nurmi, Jari-Erik; Kiuru, Noona

2015-01-01

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

STUDY REGARDING STUDENTS- SATISFACTION WITH INSTRUCTIONAL PROCESS AS A DIMENSION OF ACADEMIC PERFORMANCE OF INSTITUTIONS OF HIGHER EDUCATION

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Chis Alexandru

2011-07-01

Full Text Available Economic education in Romania has gone through many changes in recent years, in order to modernize and adapt to the requirements of the economy based on knowledge. But, regardless of the stage, students satisfaction is a key criterion for assessing the relevance and the accomplishment of the mission of universities in society. The highest satisfaction should be a constant concern for managers of higher education institutions. In order to achieve this goal, it is very important to periodically determine which are the most significant factors for students, how satisfied are they and which is the performance of the higher education for these attributes. The knowledge transfer process and the degree to which we can speak of a modern university tailored to the needs of the business environment and focused on increasing the relevance of the educational process for the labour market can be appreciated taking into consideration the content of the educational activities. The objective of this research is to identify relationships between the importance, satisfaction and performance of the instructional process in the process of improvement of the university management and the creation of better university programs. Our analysis was based on an empirical research conducted in a major Romanian faculty in the field: Faculty of Economics and Business Administration of Cluj-Napoca. The research was carried out by means of the survey method using quota sampling. Findings have revealed a significant positive contribution of the assessed factors to the increase of the quality of educational process. Also the factors that characterize the instructional process are correlated. The results revealed students concern to acquire practical knowledge. There is also a significant difference between students' expectations and students satisfaction regarding the quality of the content of teaching activity. Unfortunately, in case of all factors the performance of

Current status of information literacy instruction practices in medical libraries of Pakistan.

Science.gov (United States)

Ullah, Midrar; Ameen, Kanwal

2014-10-01

The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan. A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff. The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used. IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction. Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.

[Socio-economic and psycho-affective factors and their influence on academic performance of residents in Obstetrics and Gynecology].

Science.gov (United States)

Manterola Álvarez, David

2015-03-01

Academic performance is the mean objective of the teaching-learning process, but there are many other variables or factors outside the OB/GYN resident involved in this process, such as those related to the environment in which they operate, teachers, interaction with their peers, family, society, and many other factors contained individually, such as learning styles, motivation, study habits, personality traits, among others. Identify which are the main socio-economic and psycho-affective factors that influence on academic performance of residents in Obstetrics and Gynecology. Observational, cross-sectional quantitative, correlational and non-experimental study in Obstetrics and Gynecology residents of a public general hospital tertiary care. A type survey to obtain data and deepen personal and socioeconomic status of each resident instrument was designed. Females predominated with 15 cases and only 5 were male. Sixteen of medical residents claimed that having a good habit of sleep helps improve their academic performance and their performance in academic and healthcare activities. Fifteen felt that work much better with peers of the opposite sex. Ten felt that developing a type of self-directed learning contributes greatly to improve their performance and 19 felt that having a mentor during residency contributes to improve their academic performance. Fifteen reported being victim of abuse or discrimination from their peers. Sixteen claimed to have been very sad or depressed at some point during residency. Eight consumed alcohol and seven used tobacco to relax.

Factors that Determine Academic Versus Private Practice Career Interest in Radiation Oncology Residents in the United States: Results of a Nationwide Survey

International Nuclear Information System (INIS)

Chang, Daniel T.; Shaffer, Jenny L.; Haffty, Bruce G.; Wilson, Lynn D.

2013-01-01

Purpose: To determine what factors US radiation oncology residents consider when choosing academic or nonacademic careers. Methods and Materials: A 20-question online survey was developed and sent to all US radiation oncology residents to assess factors that influence their career interest. Residents were asked to rate their interest in academics (A) versus private practice (PP) on a 0 (strong interest in A) to 100 (strong interest in PP) scale. Responses were classified as A (0-30), undecided (40-60), and PP (70-100). Residents were also asked to rank 10 factors that most strongly influenced their career interest. Results: Three hundred thirty-one responses were collected, of which 264 were complete and form the basis for this analysis. Factors that correlated with interest in A included having a PhD (P=.018), postgraduate year level (P=.0006), research elective time (P=.0003), obtaining grant funding during residency (P=.012), and number of publications before residency (P=.0001), but not number of abstracts accepted in the past year (P=.65) or publications during residency (P=.67). The 3 most influential factors for residents interested in A were: (1) baseline interest before residency; (2) academic role models; and (3) research opportunities during residency. The 3 most influential factors for residents interested in PP were: (1) baseline interest before residency; (2) academic role models; and (3) academic pressure and obligations. Conclusions: Interest in A correlated with postgraduate year level, degree, and research time during residency. Publications before but not during residency correlated with academic interest, and baseline interest was the most influential factor. These data can be used by residency program directors to better understand what influences residents' career interest

Experimental Research on How Instructing Students to Use Lecture Capture (Podcasting) Technology Affects Student Learning in Higher Education

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Hall, William A., Jr.

2012-01-01

Students' use of new technology is prevalent. Many of them own mobile phones, laptop computers, and various entertainment devices. However, they are seldom taught how to maximize these technologies for academic purposes. This experimental study examined whether students who received instructions on how to use podcasts for academic purposes…

The Role of Librarians in Academic Success

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Claudia J. Dold

2013-04-01

Full Text Available Librarians address all levels of information needs for the university: its acquisition, its production, its storage, and instruction for its safe and gainful use. Most of today's college students have a high degree of computer literacy but are weak in their abilities to determine the quality of the information that is so readily available. Students need to be taught to find, evaluate, and use information in an academically-oriented manner in order to solve complex problems. Good library skills are integral to academic success. In conjunction with research and teaching faculty, librarians create a framework for knowledge acquisition in the evolving university education.

Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

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Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

2018-01-01

The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the…

Correlation among academic performance, recurrent abdominal pain and other factors in Year-6 urban primary-school children in Malaysia.

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Boey, C C M; Omar, A; Arul Phillips, J

2003-07-01

The present study aimed to investigate the extent to which recurrent abdominal pain and other factors were associated with academic achievement among Year-6 (12 years of age) schoolchildren. The present study was a cross-sectional survey conducted from September to November 2001. Schoolchildren were recruited from primary schools that were selected randomly from a list of all primary schools in Petaling Jaya, Malaysia, using random sampling numbers. Information concerning recurrent abdominal pain, socio-economic status, life events, demographic and other details was obtained using a combination of questionnaires and interviews. Academic achievement was assessed using a score based on the Malaysian Primary School Achievement Examination. An overall score at or above the mean was taken to indicate high academic achievement while a score below the mean indicated poor academic achievement. A total of 1971 children were studied (958 boys and 1013 girls: 1047 Malays, 513 Chinese and 411 Indians). Of these children, 456 (23.1%) fulfilled the criteria for recurrent abdominal pain. Using the method of binary logistic regression analysis, the following factors were found to be independently associated with poor academic performance: a low socio-economic status (odds ratio (OR) 1.30; 95% confidence interval (CI) 1.25-1.35); male sex (OR 1.61; 95% CI 1.26-2.05); the death of a close relative (OR 2.22; 95% CI 1.73-2.85); the divorce or separation of parents (OR 3.05; 95% CI 1.73-5.40); the commencement of work by the mother (OR 1.34; 95% CI 1.02-1.76); hospitalization of the child in the 12 months prior to the study (OR 1.83; 95% CI 1.12-3.01); lack of health-care consultation (OR 1.80; 95% CI 1.36-2.36); missing breakfast (OR 1.47; 95% CI 1.07-2.02); and lack of kindergarten education (OR 1.35; 95% CI 1.04-1.75). Many factors, such as socio-economic status and recent life events, were associated with poor academic performance. Recurrent abdominal pain did not correlate

Teacher change in beliefs and practices in science and literacy instruction with English language learners

Science.gov (United States)

Lee, Okhee

2004-01-01

This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

The English proficiency and academic language skills of Australian bilingual children during the primary school years.

Science.gov (United States)

Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

2016-04-01

Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

Beyond (F)utilitarianism: English "as" Academic Purpose.

Science.gov (United States)

Pennycook, Alastair

1994-01-01

A discussion of the teaching of English for academic purposes (EAP) focuses on criticism that the content of such courses is thin and that they are offered as a service to other disciplines. It is proposed that the emphasis of EAP instruction be shifted to the role English plays as a medium for conveying meaning to the ways in which English is…

Electronic Mail in Academic Settings: A Multipurpose Communications Tool.

Science.gov (United States)

D'Souza, Patricia Veasey

1992-01-01

Explores possible uses of electronic mail in three areas of the academic setting: instruction, research, and administration. Electronic mail is defined, the components needed to get started with electronic mail are discussed, and uses and benefits of electronic mail in diverse educational environments are suggested. (12 references) (DB)

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

OpenAIRE

Simpson Steele, Jamie

2016-01-01

Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school? This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or ...

Factors influencing the academic motivation of individual college students.

Science.gov (United States)

Yoshida, Masahiro; Tanaka, Masaaki; Mizuno, Kei; Ishii, Akira; Nozaki, Kumi; Urakawa, Ayako; Cho, Yuki; Kataoka, Yosky; Watanabe, Yasuyoshi

2008-10-01

Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.

Investigating the factors that contribute to the academic underachievement of grade 9 learners / Uys R.M.

OpenAIRE

Uys, Riza Mari

2011-01-01

Academic underachievement potentially redirects the future of adolescents. The specific sample for this research was Grade nine learners. Grade nine is when subject choices are made and the last year of compulsory education. Academic underachievement during Grade nine becomes a barrier to career enhancing subject choices. Subject choice is a first step to greater specialisation of skills and a future career path. This study focused on the investigation of factors that could possibly contribut...

CRITICAL THINKING AND ITS AFFECTING FACTORS

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S Slameto

2017-09-01

Full Text Available The objectives of this research were to measure the success rate achieved by the alumni of Open/Distance Learning (O/DL, the Bachelor Education In-service Teachers Program (BEITP, Staya Jacana Christian University(SWCU, Salatiga in their critical thinking habit that lead to their success, and to find factors which determined their critical thinking habit. The factors concerned were student factor (learning motivation, alumni’s readiness to enter ICT community, prerequisite or teacher factor (teacher’s ability in creating and using a new instructional context. This quantitative research belongs to the causality ex-post facto research. The data source was one class of O/ DL, the BEITP, SWCUstudents, who were chosen out of four classes, as many as 32 alumni in the academic year 2015/2016. Data were screened using a self-rating scale, which consisted of 40 items tested valid and reliable, and then reduced to 5 variablas. The BEITP, SWCU Salatiga had graduated most of its alumni who owned critical thinking habit at a high rate. The critical thinking habit was affected by the instructional contexts which enabled a new situation (Model 1, alumni’s readiness to enter the ICT community (Model 2, pre-requisite, i.e., mastery of previous lecture materials (Model 3, and student’s learning motivation (Model 4 to reach 81%. The alumni’s critical thinking habit of 51.20% was determined by the teacher’s role in developing instructional contexts which made a new situation possible. This finding was useful for educational quality management for the effectiveness and productivity of higher education, which should have been focused on the teacher in developing an instructional strategy based on context, alumni readiness to enter the ICT community, prerequisite, and student’s learning motivation.

Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction

Science.gov (United States)

Demircioglu, Tuba; Ucar, Sedat

2015-01-01

The aim of this study is to investigate the effect of argument-driven inquiry (ADI) based laboratory instruction on the academic achievement, argumentativeness, science process skills, and argumentation levels of pre-service science teachers in the General Physics Laboratory III class. The study was conducted with 79 pre-service science teachers.…

A Half-Built Bridge: The Unfinished Work of Bibliographic Instruction.

Science.gov (United States)

Jacobson, Trudi E.; Vallely, John R.

1992-01-01

Discussion of bibliographic instruction (BI) in academic libraries focuses on a search of the literature in nonlibrary journals that was conducted to determine the significance of BI to those outside the library profession, especially faculty. The need for library-faculty cooperation is discussed, and the authorship of BI articles is examined. (23…

Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

Science.gov (United States)

Forst, Kimberly A

Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

Science.gov (United States)

Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

2012-01-01

Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

An Exploratory Analysis of the Relationship between Cardiometabolic Risk Factors and Cognitive/Academic Performance among Adolescents

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Ting-Kuang Yeh

2015-01-01

Full Text Available This exploratory study examines the relationship between cardiometabolic risk factors (blood pressure, waist circumference, BMI, and total cholesterol and cognitive/academic performance. In this study, 1297 Taiwanese tenth-grade volunteers are recruited. Scores from the Basic Competency Test, an annual national competitive entrance examination, are used to evaluate academic performance. Cognitive abilities are accessed via the Multiple Aptitude Test Battery. The results indicate that systolic blood pressure is significantly, negatively associated with academic performance, both in male and female subjects. BMI and waist circumference are associated with verbal reasoning performance with an inverse U-shaped pattern, suggesting that both low and high BMI/waist circumference may be associated with lower verbal reasoning performance.

Assessing the Student-Instructional Setting Interface Using an Eco-Behavioral Observation System.

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Hendrickson, Jo M.

1992-01-01

An eco-behavioral observation system was developed for use with students with behavior disorders or emotional disturbances. Discussed are the ecosystem definition, the student-instructional setting interface, and the assessment procedure, including evaluation of the quality of academic responding, program evaluation, staff development, and…

Challenges of using Hospital Information Systems by nurses: comparing academic and non-academic hospitals.

Science.gov (United States)

Ahmadian, Leila; Dorosti, Nafise; Khajouei, Reza; Gohari, Sadrieh Hajesmaeel

2017-06-01

Hospital Information Systems (HIS) are used for easy access to information, improvement of documentation and reducing errors. Nonetheless, using these systems is faced with some barriers and obstacles. This study identifies the challenges and the obstacles of using these systems in the academic and non-academic hospitals in Kerman. This is a cross-sectional study which was carried out in 2015. The statistical population in this study consisted of the nurses who had been working in the academic and non-academic hospitals in Kerman. A questionnaire consisting of two sections was used. The first section consisted of the demographic information of the participants and the second section comprised 34 questions about the challenges of HIS use. Data were analyzed by the descriptive and statistical analysis (t-test, and ANOVA) using SPSS 19 software. The most common and important challenges in the academic hospitals were about human environment factors, particularly "negative attitude of society toward using HIS". In the non-academic hospitals, the most common and important challenges were related to human factors, and among them, "no incentive to use system" was the main factor. The results of the t-test method revealed that there was a significant relationship between gender and the mean score of challenges related to the organizational environment category in the academic hospitals and between familiarity with HIS and mean score of human environment factors (pinformation systems are the factors related to the human environment and the human factors. The results of this study can bring a good perspective to the policy makers and the managers regarding obstacles of using HISs from the nurses' perspective, so that they can solve their problems and can successfully implement these systems.

Librarian instruction-delivery modality preferences for professional continuing education.

Science.gov (United States)

Lynn, Valerie A; Bose, Arpita; Boehmer, Susan J

2010-01-01

Attending professional continuing education (CE) is an important component of librarianship. This research study identified librarians' preferences in delivery modalities of instruction for professional CE. The study also identified influential factors associated with attending CE classes. Five instruction-delivery modalities and six influential factors were identified for inclusion in an online survey. The survey completed by members of the American Library Association (ALA), Special Libraries Association (SLA), and Medical Library Association (MLA) provided the data for analysis of librarian preferences and influential factors. The majority of respondents were MLA members, followed by ALA and SLA members. Librarians from all three library associations preferred the face-to-face instructional modality. The most influential factor associated with the decision to attend a professional CE class was cost. All five instruction-delivery modalities present useful structures for imparting professional CE. As librarians' experience with different modalities increases and as technology improves, preferences in instruction delivery may shift. But at present, face-to-face remains the most preferred modality. Based on the results of this study, cost was the most influential factor associated with attending a CE class. This may change as additional influential factors are identified and analyzed in future studies.

Connections, Productivity and Funding: An Examination of Factors Influencing Scientists' Perspectives on the Market Orientation of Academic Research

Science.gov (United States)

Ronning, Emily Anne

2012-01-01

This study examines scientists' perceptions of the environment in which they do their work. Specifically, this study examines how academic and professional factors such as research productivity, funding levels for science, connections to industry, type of academic appointment, and funding sources influence scientists' perceptions of the…

You Get to Choose! Motivating Students to Read through Differentiated Instruction

Science.gov (United States)

Servilio, Kathryn L.

2009-01-01

One way to improve motivation and engagement for students with disabilities in academic areas is to teach at their level and increase their interest in the instruction and activities. Embedding these interests through offering students options within the curriculum can motivate students who were previously having difficulty or not interested in…

Segmentation Techniques for Expanding a Library Instruction Market: Evaluating and Brainstorming.

Science.gov (United States)

Warren, Rebecca; Hayes, Sherman; Gunter, Donna

2001-01-01

Describes a two-part segmentation technique applied to an instruction program for an academic library during a strategic planning process. Discusses a brainstorming technique used to create a list of existing and potential audiences, and then describes a follow-up review session that evaluated the past years' efforts. (Author/LRW)

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

Science.gov (United States)

Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

Relationship between Academic Performance with Physical, Psychosocial, Lifestyle, and Sociodemographic Factors in Female Undergraduate Students

Science.gov (United States)

Dubuc, Marie-Maude; Aubertin-Leheudre, Mylène; Karelis, Antony D.

2017-01-01

Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2 max (r = 0.32), intrinsic motivation toward knowledge (r = 0.23), intrinsic motivation toward accomplishment (r = 0.27) and external regulation (r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P academic performance in female undergraduate students. PMID:28479964

Evaluación de las condiciones iniciales de alumnos de la Diplomatura en Fisioterapia y su relación con el rendimiento académico Evaluation of prior factors potentially related to academic progress in Physiotherapy students

Directory of Open Access Journals (Sweden)

Josefa Larrán López

2004-06-01

Full Text Available La importancia de realizar un diagnóstico sobre la situación inicial de los alumnos que comienzan un nuevo curso es de sobras conocida. Los resultados del proceso de enseñanza-aprendizaje dependen en gran medida del estado inicial de preparación y motivaciones de los alumnos. Por tanto, la identificación de factores que se relacionen con el rendimiento académico es un tema a tener en cuenta en el proceso de mejora de la calidad de la enseñanza universitaria. En el presente trabajo presentamos datos obtenidos a partir de la evaluación inicial realizada a los alumnos de la asignatura troncal Biología Celular y Tisular Humana de primer curso de la Diplomatura en Fisioterapia. Como instrumento utilizamos un cuestionario de respuesta abierta que nos proporciona información sobre distintas variables como: sexo, modalidad de acceso a la Universidad, motivaciones, aspiraciones, conocimientos previos relacionados con la asignatura, etc. Presentamos, igualmente, la calificación final obtenida por los alumnos (evaluación sumativa. Realizamos un análisis descriptivo de las variables iniciales, relacionándolas entre sí y con las calificaciones finales con objeto de identificar factores indicadores del rendimiento académico. Entre los resultados obtenidos observamos que los conocimientos previos relacionados con la asignatura son, en general, insuficientes y/o confusos, observándose una mejor preparación previa en los alumnos procedentes de COU/Bachillerato con respecto a los de Formación Profesional. Entre las variables analizadas son estos conocimientos previos los que muestran una relación estadísticamente significativa y directamente proporcional con las calificaciones finales.The importance of evaluating prior academic knowledge possessed by students beginning a new course is well known. The results of the teaching-learning process depend to a large extent on students’ previous level of instruction and motivation. Therefore

Gender Inequalities in Transnational Academic Mobility and the Ideal Type of Academic Entrepreneur

Science.gov (United States)

Leemann, Regula Julia

2010-01-01

Based on a study on academic career paths of PhD graduates in Switzerland, this paper is concerned with the individual and institutional factors that affect transnational academic mobility in the postdoctoral period. It will be argued that the institutionalisation of geographic mobility in academic career paths through research funding…

Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

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Ana Kavčič Pucihar

2017-12-01

Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

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van Compernolle, Rémi A.; Henery, Ashlie

2014-01-01

In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect…

The Effects of Music Instruction on Learning in the Montessori Classroom

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Harris, Maureen

2008-01-01

The value of music in educating the young child is not being recognized, particularly in the area of mathematics. Despite the amount of literature available regarding the effects of music instruction on academic achievement, little has been written on different Montessori music pedagogies and their effects on students' math scores. This article…

Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?

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Lindgren, Jeffrey D.

2013-01-01

The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and…

Reviewing Instructional Studies Conducted Using Video Modeling to Children with Autism

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Acar, Cimen; Diken, Ibrahim H.

2012-01-01

This study explored 31 instructional research articles written using video modeling to children with autism and published in peer-reviewed journals. The studies in this research have been reached by searching EBSCO, Academic Search Complete, ERIC and other Anadolu University online search engines and using keywords such as "autism, video modeling,…

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

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Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

25 CFR 36.20 - Standard V-Minimum academic programs/school calendar.

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2010-04-01

..., physical education, music, etc.) which are directly related to or affect student instruction shall provide....20 Section 36.20 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

Investigating the management information needs of academic Heads of Department: a Critical Success Factors approach

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Francis Green

1996-01-01

Full Text Available This paper describes a research project in the Department of Information Studies at the University of Sheffield. With funding from the British Library Research and Development Department a critical success factors-based investigation of the management information needs of academic Heads of Department in an number of English universities was undertaken in 1994/1995, following publication of the results of a pilot study byPellow and Wilson (1993. Senior academic staff, university administrators and librarians in sixteen universities were interviewed between December, 1994 and March, 1995. Collation of data and analysis of results have been completed

Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

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Smith, Bethany

The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability.

Instructional Strategy: Administration of Injury Scripts

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Schilling, Jim

2016-01-01

Context: Learning how to form accurate and efficient clinical examinations is a critical factor in becoming a competent athletic training practitioner, and instructional strategies differ for this complex task. Objective: To introduce an instructional strategy consistent with complex learning to encourage improved efficiency by minimizing…

An Evaluation of Factors That Influence Children's Instruction Following

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Sy, Jolene R.; Donaldson, Jeanne M.; Vollmer, Timothy R.; Pizarro, Eliana

2014-01-01

Behavior that resembles instruction following might sometimes be under stimulus control of extraneous variables. We evaluated the effects of some of these variables (i.e., presence of relevant objects, associations between instructions and object sets) with 3 children with intellectual disabilities. In Experiment 1, we assessed whether subjects…

Effect of "U-Pace" Instruction on Academic Success, Learning, and Perceptions in Younger and Older Undergraduates

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Fleming, Raymond; Barth, Dylan; Weber, Nicole; Pedrick, Laura E.; Kienzler, Sarah E.; Reddy, Diane M.

2018-01-01

A randomized controlled trial was conducted to determine the efficacy of "U-Pace" instruction for older undergraduates, ages 25 and older, and younger undergraduates, ages 18 to 24. Additionally, change in learner perceptions across the semester, an outcome not reported in the literature on "U-Pace" instruction, was…

Teaching the Whole Student: Perceived Academic Control in College Art Instruction

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Lavender, Randall; Nguyen-Rodriguez, Selena T.; Spruijt-Metz, Donna

2010-01-01

While college art instructors strive to respond to the current generation of students, educational psychologists stress the importance of teachers' focusing on students' cognitive-affective makeup in addition to conveying course content. Attribution theory--and more specifically, student perceptions of control over academic outcomes--can serve to…

Assessment of academic/non-academic factors and extracurricular activities influencing performance of medical students of faculty of medicine, Universiti Sultan Zainal Abidin, Malaysia

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Mainul Haque

2018-01-01

Full Text Available Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academic performance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing the performance of medical students in Universiti Sultan Zainal Abidin (UniSZA. Materials and Methods: This was a cross-sectional study conducted on medical students at the Faculty of Medicine, UniSZA, Terengganu, Malaysia. A sample size of 300 respondents were recruited from Year I to V medical students. The questionnaire was adopted, modified and validated from a similar study in Saudi Arabia. Results: Majority of the students enjoy medical education are self-motivated, have a good command of English, non-smokers and have a sufficient sleep. Conclusion: University medical students possess good QOL within the optimum educational environment.

Factors affecting nurse retention at an academic Magnet® hospital.

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Buffington, Annsley; Zwink, Jennifer; Fink, Regina; Devine, Deborah; Sanders, Carolyn

2012-05-01

: The aim of this study was to examine the factors affecting the retention of registered nurses (RNs) and validate the revised Casey-Fink Nurse Retention Survey (2009). : Creating an organizational culture of retention may reduce nurse turnover. Focusing on why nurses leave and identifying factors why nurses stay are essential. : A descriptive survey design gathered data from RNs with 1 or more years of experience providing direct patient care and employed in inpatient/ambulatory settings in an acute care, academic, Magnet hospital. : There were no statistically significant relationships between nurse respondents' perceptions of work environment/support/encouragement and age or years of experience. However, there were significant differences between inpatient and ambulatory nurse responses in several key areas including job satisfaction, mentorship, and educational support. Overall, nurses reported feeling a lack of support and recognition from managers. Results provide evidence to support improved strategies to foster nurse retention.

Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

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Senler, Burcu; Sungur-Vural, Semra

2013-01-01

The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

Instructional strategies in science classrooms of specialized secondary schools for the gifted

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Poland, Donna Lorraine

This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

Academic entitlement in pharmacy education.

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Cain, Jeff; Romanelli, Frank; Smith, Kelly M

2012-12-12

The constructs of academic entitlement and student consumerism refer to students' attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students.

Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities

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Parrish, Polly R.; Stodden, Robert A.

2009-01-01

This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard…

Transportability of Equivalence-Based Programmed Instruction: Efficacy and Efficiency in a College Classroom

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Fienup, Daniel M.; Critchfield, Thomas S.

2011-01-01

College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A…

The Impact of the Supplemental Instruction Leader on Student Performance in Introductory Accounting

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Jones, Jefferson P.

2013-01-01

This study explores the association between a supplemental instruction (SI) program and student performance in an introductory accounting course. SI is a proactive academic support program that is aimed at improving student learning in traditionally "high-risk" college courses by integrating learning and critical thinking strategies with…

An exploration of the impact of reform-based science instruction on second graders' academic achievement

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Ellis, Valeisha Michelle

The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original study, six teachers and two graduate assistants taught two science units designed based upon constructivist principles and reform-based practices. Using the 5-E Learning Cycle (Bybee, 1997), reading and science were integrated into each lesson. Videotapes were made of all lessons and science and reading achievement data were collected. For the current study, dependent achievement variables were science achievement measured by the Iowa Science Test; reading comprehension, by the Woodcock Passage Comprehension; and vocabulary, by the Iowa Vocabulary. Pre- and post-tests scores on the dependent measures were available for 96 children from the original study. Quality of instruction was measured using the Reformed Teaching Observation Protocol (RTOP) (Sawanda & Piburn, 2000). Videotapes of 24 science lessons from the larger study were analyzed using the RTOP. Reliability of ratings for the RTOP in the study was determined to be .96. No significant results were found for relations between instructional quality (RTOP) and any of the achievement variables although significant pre to post increases on all three measures were observed. No differences by race or gender were found. This latter finding was noteworthy given the research in science identifying both gender and race differences in science achievement. Recommendations for future research and teacher education are discussed.

The Effect of Instructional Quality on Low- and High-Performing Students

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Stipek, Deborah; Chiatovich, Tara

2017-01-01

The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses…

A Study of Validity and Reliability on the Instructional Capacity Scale

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Yalçin, Mehmet Tufan; Eres, Figen

2018-01-01

The aim of this study is to develop a valid and reliable measurement tool that can determine the instructional capacity, according to teacher opinions. In the academic year of 2016-2017, 1011 teachers working in the public high schools and vocational technical schools in Ankara participated in the study. The total number of items on the scale was…

The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Kevin R. Clark

2015-01-01

Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

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Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

2017-11-01

Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

Gender Disparities in Faculty Rank: Factors that Affect Advancement of Women Scientists at Academic Medical Centers

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Cristina M. López

2018-04-01

Full Text Available While a significant portion of women within academic science are employed within medical schools, women faculty in these academic medical centers are disproportionately represented in lower faculty ranks. The medical school setting is a critical case for both understanding and advancing women in basic sciences. This study highlights the findings from focus groups conducted with women faculty across Assistant, Associate, and Full Professor ranks (n = 35 in which they discussed barriers and facilitators for advancement of women basic scientists at an academic medical center. Qualitative analysis demonstrated several emergent themes that affect women’s advancement, including gendered expectation norms (e.g., good citizenship, volunteerism, work-life balance, mentorship/sponsorship, adoption of a team science approach, tenure process milestones, soft money research infrastructure, institution specific policies (or lack thereof, and operating within an MD-biased culture. These findings are compared with the extant literature of women scientists in STEM institutions. Factors that emerged from these focus groups highlight the need for evidence-based interventions in the often overlooked STEM arena of academic medical centers.

Teaching and Learning the Language of Science: A Case Study of Academic Language Acquisition in a Dual Language Middle School

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Gose, Robin Margaretha

English language learners (EL) are the fastest growing sub-group of the student population in California, yet ELs also score the lowest on the science section of the California Standardized Tests. In the area of bilingual education, California has dramatically changed its approach to English learners since the passage of Proposition 227 in 1998, which called for most EL instruction to be conducted in English (Cummins, 2000; Echevarria, Vogt, & Short, 2008). In reality, this means that EL students are often placed in programs that focus on basic language skills rather than rigorous content, meaning that they are not getting access to grade level science content (Lee & Fradd, 1998). As a result, many EL students exit eighth grade without a strong foundation in science, and they continue to score below their English-speaking peers on standardized achievements. While the usefulness of the academic language construct remains controversial (Bailey, 2012), the language used in science instruction is nevertheless often unfamiliar to both EL and English proficient students. The discourse is frequently specialized for discipline-specific interactions and activities (Bailey, 2007; Lemke, 1990). This qualitative case study examined academic language instruction in three middle school science classrooms at a dual language charter school. The goal was to understand how teachers integrate academic language and content for linguistically diverse students. The findings fom this study indicate that targeting language instruction in isolation from science content instruction prohibits students from engaging in the "doing of science" and scientific discourse, or the ability to think, reason, and communicate about science. The recommendations of this study support authentically embedding language development into rigorous science instruction in order to maximize opportunities for learning in both domains.

The Effect of Cluster-Based Instruction on Mathematic Achievement in Inclusive Schools

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Gunarhadi, Sunardi; Anwar, Mohammad; Andayani, Tri Rejeki; Shaari, Abdull Sukor

2016-01-01

The research aimed to investigate the effect of Cluster-Based Instruction (CBI) on the academic achievement of Mathematics in inclusive schools. The sample was 68 students in two intact classes, including those with learning disabilities, selected using a cluster random technique among 17 inclusive schools in the regency of Surakarta. The two…

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

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Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Re-contextualising academic writing in English

DEFF Research Database (Denmark)

Larsen, Sanne

six focal students’ challenges in re-contextualising themselves as writers in English in a new university environment, data were generated from regular interviews with the participants over one semester, supplemented by questionnaires, documentary evidence, and observational data. Analyses building......’ experiences as writers of English, manifested in three main areas of concern: ideational, linguistic, and interpersonal. These writing concerns were embedded in more global processes of establishing academic continuity and in managing English-mediated instruction and learning in the English...

Dilemmas of a Newly Recruited Academic Qualified Professor: A Case

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Agrawal, Anand

2015-01-01

This case describes the situation of a newly recruited academic professor who volunteered to teach a course on Research Methods to first-term MBA students in a practitioner-oriented case method Business School. Research Methods is a unique course due to its relevance not only in business but also across all graduate programs. Instructional and…

Understanding the role of organizational factors in shaping the research careers of women academics in higher education

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Georgeta Ion

2014-07-01

Full Text Available This paper represents an attempt to make a theoretical contribution to its knowledge base through an analysis of the group factors which contribute to the success of women academics engaged in research within the area of social sciences. The data were obtained through a series of in-depth interviews carried out at public universities in Catalonia, with women academics –all of whom were the heads of research groups recognized by the Generalitat [Regional Government] of Catalonia. The findings indicate that research groups provide a supportive and effective environment for female researchers enabling them to develop their academic careers, as measured by such key performance indicators as the number of publications and successful applications for research funding.

[Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education].

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Lee, Soon Ok; Lee, Sang Yeoup; Baek, Sunyong; Woo, Jae Seok; Im, Sun Ju; Yune, So Jung; Lee, Sun Hee; Kam, Beesung

2015-06-01

We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

[Academic and psycho-socio-familiar factors associated to anxiety and depression in university students. Reliability and validity of a questionnaire].

Science.gov (United States)

Balanza Galindo, Serafín; Morales Moreno, Isabel; Guerrero Muñoz, Joaquín; Conesa Conesa, Ana

2008-01-01

The high frequency of anxiety and depression in university students is related to social, family factors and academic stress. The aim of this research is to determine the internal consistency and validity of a questionnaire on socio-familiar and academic situations which may be related to psychopathological situations in university students. The research was carried out at the Universidad Católica San Antonio de Murcia with 700 students, to whom a questionnaire made by the researchers was given. This questionnaire included items which evaluated academic and socio-familiar aspects. Variables regarding various stressful situations amongst students, and the Goldbergs level of anxiety and depression scale were used as independent facts of research in order to measure the validity of the questionnaire. The reliability of the questionnaire was shown after obtaining an intraclass correlation coefficient of 0.819. The original questionnaire with 19 items was reduced to 15 items after the homogeneity analysis, obtaining a Cronbach alpha of 0.758. The validity of constructio was evaluated with the factor analysis of the questionnaire, with a result of two factors which represented academic aspects and socio-familiar aspects. Those students with a positive anxiety and depression test were the ones who obtained the higher score on the global questionnaire and in both factors, proving the validity of the criteria. The research questionnaire is an agile and easy to use tool for the assessment and early detection of anxiety and depression in university students.

Learning Through Quests and Contests: Games in Information Literacy Instruction

OpenAIRE

Maura A Smale

2011-01-01

Games-based learning is an innovative pedagogical strategy employed at all levels of education, and much research in education, psychology, and other disciplines supports its effectiveness in engaging and motivating students, as well as increasing student learning. Many libraries have incorporated games into their collections and programming. College and university libraries have begun to use games for information literacy and library instruction. Academic librarians use commercially-produ...

Assessment of readability, understandability, and completeness of pediatric hospital medicine discharge instructions.

Science.gov (United States)

Unaka, Ndidi I; Statile, Angela; Haney, Julianne; Beck, Andrew F; Brady, Patrick W; Jerardi, Karen E

2017-02-01

The average American adult reads at an 8th-grade level. Discharge instructions written above this level might increase the risk of adverse outcomes for children as they transition from hospital to home. We conducted a cross-sectional study at a large urban academic children's hospital to describe readability levels, understandability scores, and completeness of written instructions given to families at hospital discharge. Two hundred charts for patients discharged from the hospital medicine service were randomly selected for review. Written discharge instructions were extracted and scored for readability (Fry Readability Scale [FRS]), understandability (Patient Education Materials Assessment Tool [PEMAT]), and completeness (5 criteria determined by consensus). Descriptive statistics enumerated the distribution of readability, understandability, and completeness of written discharge instructions. Of the patients included in the study, 51% were publicly insured. Median age was 3.1 years, and median length of stay was 2.0 days. The median readability score corresponded to a 10th-grade reading level (interquartile range, 8-12; range, 1-13). Median PEMAT score was 73% (interquartile range, 64%-82%; range, 45%-100%); 36% of instructions scored below 70%, correlating with suboptimal understandability. The diagnosis was described in only 33% of the instructions. Although explicit warning signs were listed in most instructions, 38% of the instructions did not include information on the person to contact if warning signs developed. Overall, the readability, understandability, and completeness of discharge instructions were subpar. Efforts to improve the content of discharge instructions may promote safe and effective transitions home. Journal of Hospital Medicine 2017;12:98-101. © 2017 Society of Hospital Medicine.

(Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

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Jayantilal, Kumar; O'Leary, Nick

2017-01-01

The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

Science.gov (United States)

Elizondo, Antonio

The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

Academic [Activities]: Looking for Symbols in the Built Landscape; What Is Service?

Science.gov (United States)

Charney, Len; Sims, Cheryl

1999-01-01

Describes two experiential, academic activities for middle and high school students. Includes target group, group size, time and space requirements, activity level, props/preparation, and instructions. The activities enable students to identify the symbolic value of community places and architecture or raise student awareness about the…

Mastering the Content- The Challenges of an Academic Course Design

Directory of Open Access Journals (Sweden)

Eleonora Baca

2016-01-01

There should be high academic standards for all students, but to expect everyone, regardless oftheir ability (and disability to meet those standards simultaneously, is inadequate and inherentlyunfair. Just as they learn differently, students test differently. In order to respect these social,emotional and cognitive differences, instruction needs to be differentiated, apart from beingrelevant in terms of content.

Factors moderating blocking in human place learning: the role of task instructions.

Science.gov (United States)

Hardt, Oliver; Hupbach, Almut; Nadel, Lynn

2009-02-01

Cognitive map theory assumes that novel environmental information is automatically incorporated into existing cognitive maps as a function of exploration. Reports of blocking in place learning cast doubt on this claim. In these studies, subjects were first trained to find a place, using a set of landmarks (Set A). Then novel landmarks (Set B) were added for additional trials. Subsequent removal of the Set A landmarks showed that the novel landmarks alone were insufficient for successful navigation. We investigated whether instructing human subjects to explore the environment can moderate blocking. First, we demonstrated that blocking is absent in a computer implementation of the Morris water maze (MWM) in which subjects are instructed to explore. We then studied why others found blocking in a different MWM implementation, in which the task instructions did not suggest exploration. In experiments that faithfully replicated this MWM variant, we found that subjects did not acquire cognitive maps and that blocking was attenuated when instructions were provided that encouraged exploration. Together, these findings indicate that blocking in human place learning may reflect a performance deficit, not a learning deficit, and that instructions can moderate blocking. Our results thus support the automatic update assumption of cognitive map theory.

Evaluation of the Big Two-Factor Theory of Academic Motivation Orientations: An Evaluation of the Jingle-Jangle Fallacies.

Science.gov (United States)

Marsh, Herbert W.; Craven, Rhonda G.; Hinkley, John W.; Debus, Raymond L.

2003-01-01

Collected test-retest data from 606 students in grades 3 through 6 in Australia to evaluate a Big Two-Factor Theory of academic motivation orientation. Findings provide reasonable support for the Big Two-Factor theory but suggest it is still useful to collect data from different motivation scales. (SLD)

Motivational Factors for Participating in Basic Instruction Programs

Science.gov (United States)

Hardin, Robin; Andrew, Damon P. S.; Koo, Gi-Yong; Bemiller, Jim

2009-01-01

Enrollment trends in Basic Instruction Programs (BIPs) have shown a gradual decrease during the past four decades. This trend is significant because of the numerous studies that have declared Americans as unfit, inactive and leading unhealthy lifestyles. College and university BIPs are a means in which adults can be introduced to healthy…

Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Science.gov (United States)

Uslu, Öner

2018-01-01

Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers' instructional abilities…

Strategies for Improving Maintenance and Generalization of Academic Skills--So Students "Don't Leave Class without It."

Science.gov (United States)

Gable, Robert A.; And Others

1992-01-01

An instructional process for facilitating maintenance and generalization of academic skills is presented, using the ABCD'S (Antecedent Events, Behavior, Consequent Events, Data, and Setting Events) Generalization Intervention Model. (JDD)

Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

Science.gov (United States)

Carr, Bruce Henry

The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified

Gender inequalities in transnational academic mobility and the ideal type of academic entrepreneur

OpenAIRE

Leemann, Regula Julia

2010-01-01

Based on a study on academic career paths of PhD graduates in Switzerland, this paper is concerned with the individual and institutional factors that affect transnational academic mobility in the postdoctoral period. It will be argued that the institutionalisation of geographic mobility in academic career paths through research funding institutions and universities have gendering and stratifying effects. Complex formations related to gender, partnership, children, and dual-career constellatio...

The Instructional Use of CAI in the Education of the Mentally Retarded.

Science.gov (United States)

Winters, John J., Jr.; And Others

Computer assisted instruction (CAI) studies with the mentally retarded in the United States and Canada reveal that the retarded benefit from CAI in academic and social skills. Their learning is enhanced to the same extent as that of the nonretarded. CAI can be cost-effective, especially with the reduced costs of mini and micro-computers; however,…

Stimulating students’ academic language : Opportunities in instructional methods in elementary school mathematics

NARCIS (Netherlands)

Dokter, Nanke; Aarts, Rian; Kurvers, J.J.H.; Ros, Anje; Kroon, Sjaak

2017-01-01

Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at

Stimulating students’ academic language : opportunities in instructional methods in elementary school mathematics

NARCIS (Netherlands)

Rian Aarts; Jeanne Kurvers; Sjaak Kroon; Anje Ros; Nanke Dokter

2017-01-01

Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at

Applying Cognitive Load Theory Principles to Library Instructional Guidance

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Pickens, Kathleen E.

2017-01-01

If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used…

Study of the Relationship between Study Habits and Academic Achievement of Students: A Case of Spicer Higher Secondary School, India

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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…

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature

Science.gov (United States)

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-01-01

Background The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. Objectives To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. Design This study employed a scoping review method. Three reviewers separately assessed whether the articles found fit the inclusion criteria. Data sources PubMed, Scopus, Web of Science and Google Scholar (1991–2015). Article selection The review encompassed a broad search of English language studies published anytime up to November 2015. All articles were eligible for inclusion, including research papers employing either quantitative or qualitative methods, as well as editorials and other summary articles. Data extraction Data extracted from included publications were charted according to author(s), sample population, study design, key findings, country of origin and year of publication. Results Our review identified 6 key influences: intrinsic motivation, work–life balance, inclusiveness, work environment, mentorship and availability of funding. It also detected significant gaps within the literature about these influences. Conclusions Three key steps are proposed to help support postdoctoral trainee clinical academics. These focus on ensuring that researchers feel encouraged in their workplace, involved in collaborative dialogue with key stakeholders and able to access reliable information regarding their chosen career pathway. Finally, we highlight recommendations for future research. PMID:27798036

Teaching science to English Language Learners: Instructional approaches of high school teachers

Science.gov (United States)

Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

Principals' Instructional Leadership within a Teacher Performance Appraisal System: Enhancing Students' Academic Success

Science.gov (United States)

Ovando, Martha N.; Ramirez, Alfredo, Jr.

2007-01-01

The purpose of this study was to identify principals' instructional leadership actions within a comprehensive teacher evaluation system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed a multiple case study approach. Participants included six school administrators within the same…

Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

Science.gov (United States)

Escobar Alméciga, Wilder Yesid; Evans, Reid

2014-01-01

The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings…

Reflective Peer Mentoring: Evolution of a Professional Development Program for Academic Librarians

Directory of Open Access Journals (Sweden)

Janet L. Goosney

2014-06-01

Full Text Available For librarians engaged in teaching and learning, reflection has the potential to create opportunities to examine one’s instructional practice, identify and address challenges, and find new instructional pathways. It can also lead to a deeper understanding of one’s teaching. As valuable as it is, it can be challenging for librarians to find time to deeply contemplate instruction experiences. In the fast-paced environment of academic libraries, reflection is too often passed over as we rush from one teaching experience to the next. Recognizing the value of reflective practice, a team of academic librarians at Memorial University created a peer mentoring program for librarians involved in information literacy and other forms of teaching. The goal was to create an inviting and collaborative environment for exploring and developing instructional self-awareness by working with librarian colleagues. The resulting Reflective Peer Mentoring (RPM program requires minimal librarian time yet offers satisfying opportunities for brainstorming, problem solving, and reflection by bringing colleagues together into small co-mentored learning communities. This paper explores the successful evolution of this peer-based, collegial approach to reflection. It describes the inspiration and experimentation that led to the eventual creation of the RPM model, including Reflective Teaching & Observation (RTO, an earlier program founded on peer observation and collaborative exploration. It also describes the foundational principles that form the basis for the RPM program as well as the three-step framework on which it is structured. Finally, the article examines the information gathered and lessons learned from assessment of the program during the first year of implementation.

Instructor's Perceptions towards the Use of an Online Instructional Tool in an Academic English Setting in Kuwait

Science.gov (United States)

Erguvan, Deniz

2014-01-01

This study sets out to explore the faculty members' perceptions of a specific web-based instruction tool (Achieve3000) in a private higher education institute in Kuwait. The online tool provides highly differentiated instruction, which is initiated with a level set at the beginning of the term. The program is used in two consecutive courses as…

Higher Education Marketing Strategies Based on Factors Impacting the Enrollees' Choice of a University and an Academic Program

Science.gov (United States)

Kalimullin, Aydar M.; Dobrotvorskaya, Svetlana G.

2016-01-01

The relevance of studying the stated problem is due to the fact that for increasing the efficiency of higher education marketing it is necessary to take into account several factors, namely, factors that impact the choice of a university and an academic program by enrollees, as well as socio-psychological characteristics of the latter, while…

Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

Science.gov (United States)

Ramos, Kathleen Ann

2015-01-01

The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

Assessing the Readability of College Textbooks in Public Speaking: Attending to Entry Level Instruction

Science.gov (United States)

Schneider, David E.

2011-01-01

More research is needed that examines textbooks intended for the entry level college classroom. This study offers valuable information to academics that adopt a public speaking textbook for instruction as well as objective feedback to the collective authors. Readability levels of 22 nationally published textbooks, based on McGlaughlin's (1969)…

Academic Integrity and Student Plagiarism: Guided Instructional Strategies for Business Communication Assignments

Science.gov (United States)

Okoro, Ephraim A.

2011-01-01

Maintaining academic integrity is critical to the sustainability of a civil society and to the democratic process. Educators across the disciplines are growing increasingly disturbed by the level of plagiarism on university campuses. The author contends that developing supportive ways of empowering students to become more independent writers in…

The effects of different types of video modelling on undergraduate students’ motivation and learning in an academic writing course

Directory of Open Access Journals (Sweden)

Mariet Raedts

2017-02-01

Full Text Available This study extends previous research on observational learning in writing. It was our objective to enhance students’ motivation and learning in an academic writing course on research synthesis writing. Participants were 162 first-year college students who had no experience with the writing task. Based on Bandura’s Social Cognitive Theory we developed two videos. In the first video a manager (prestige model elaborated on how synthesizing information is important in professional life. In the second video a peer model demonstrated a five-step writing strategy for writing up a research synthesis. We compared two versions of this video. In the explicit-strategy-instruction-video we added visual cues to channel learners’ attention to critical features of the demonstrated task using an acronym in which each letter represented a step of the model’s strategy. In the implicit-strategy-instruction-video these cues were absent. The effects of the videos were tested using a 2x2 factorial between-subjects design with video of the prestige model (yes/no and type of instructional video (implicit versus explicit strategy instruction as factors. Four post-test measures were obtained: task value, self-efficacy beliefs, task knowledge and writing performances. Path analyses revealed that the prestige model did not affect students’ task value. Peer-mediated explicit strategy instruction had no effect on self-efficacy, but a strong effect on task knowledge. Task knowledge – in turn – was found to be predictive of writing performance.

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

Science.gov (United States)

Treble-Barna, Amery; Schultz, Hanna; Minich, Nori; Taylor, H Gerry; Yeates, Keith Owen; Stancin, Terry; Wade, Shari L

2017-07-01

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Investigating the Effect of Academic Procrastination on the Frequency and Variety of Academic Misconduct: A Panel Study

Science.gov (United States)

Patrzek, Justine; Sattler, Sebastian; van Veen, Floris; Grunschel, Carola; Fries, Stefan

2015-01-01

In prior studies, academic procrastination has been discussed as an influencing factor of academic misconduct. However, empirical studies were conducted solely cross-sectionally and investigated only a few forms of academic misconduct. This large scale web-based study examined the responses of between 1359 and 2207 participants from different…

Measuring Change in Academic Self-Concept Resulting from Curricular and Instructional Innovations

Science.gov (United States)

Anderson, Lorin W.

1977-01-01

The Rasch Model was applied to the results of an academic self-concept test administered to junior high school students, and some items were eliminated. The resulting scale possessed several properties permitting its use in the measurement of school-induced change in self-concept. The questionnaire is appended. (Author/MV)

Factors influencing effective learning in instructional skill training for vocational instructors : learning for change : a case of Training Institute for Technical Instruction (TITI), Bhaktapur, Nepal

NARCIS (Netherlands)

Neupane, S.K.

2008-01-01

This study was based on Instructional Skills (IS) training module which was imparted by Training Institute for Technical Instruction (TITI) Nepal to improve the performance of vocational instructors. Instructional skill training is a three months training course split in to three modules; each

The Changing Roles of Vocational and Academic Education in Future High Schools.

Science.gov (United States)

Pucel, David J.

Both the rapid movement to the knowledge/imagination age and a more thorough understanding of how problem-solving skills are developed challenge traditional education to change and adopt a new set of goals. Academic and vocational education are modifying their goals and instructional procedures, and they are blending together. As technology has…

Passing the NBCOT Examination: Preadmission, Academic, and Fieldwork Factors

Directory of Open Access Journals (Sweden)

Sharon D. Novalis

2017-10-01

Full Text Available All occupational therapy students are required to successfully complete the certification examination administered by the National Board for Certification in Occupational Therapy (NBCOT before they can practice independently. The need to repeat the examination can result in stress, anxiety, and financial hardship. This paper explores the relationship of preadmission factors, academic and fieldwork performance, and demographic variables to successful first-time attempts on the certification examination for occupational therapists. Data were gathered from 144 student files in a Master of Occupational Therapy (MOT Program at a single university. Of the sample, 82% passed and 18% failed their first NBCOT test trial. Considered independently, preadmission recommendation letters and writing sample scores, graduate MOT program GPA, lack of MOT program difficulty, fieldwork self-reports, and gender predicted NBCOT certification examination outcomes. When considered together in logistic regression models predicting outcome, this combination of factors correctly predicted 86.2% of student outcomes (or 20% to 32% of the variance in certification examination success, with OT program GPA and preadmission recommendation scores predicting unique outcome variance. This information may be helpful to admissions committees as well as to occupational therapy faculty as they identify strategies and practices to facilitate first-time test taking success on the NBCOT certification examination

An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

Science.gov (United States)

Erdogan, Yavuz

2016-01-01

This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey…

Transaction Analysis of Interactions at the Reference Desk of a Small Academic Library

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Heather Empey

2011-01-01

Full Text Available As discussions continue about the changing nature of reference service in academic libraries, the Geoffrey R. Weller Library determined that more detailed information on what was happening at the Reference Desk was needed. During the 2006/07 academic year, transactions at the Reference Desk were analyzed to determine when they occurred (both during the week and during the academic year, the length of time the transactions took, the categories of the transactions, what sources were used and whether or not instruction was provided as part of the transaction. Another round of data was gathered in September 2009 to determine if use patterns had changed. Transactions at the Reference Desk were generally conducted in person, took either <1 min. or between 1-5 min. to answer, and occurred most often on Mon-Thurs between 11am-5pm. Between September 2006 and September 2009, specific title and research categories of questions decreased by 6% and directional and technical help categories of questions increased by 9%. There was also a decrease in the level of instruction being given. As a result of this research, service hours have been reduced and the on-going data collection at the Reference Desk has become more detailed to allow for ongoing analysis.

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature.

Science.gov (United States)

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-10-21

The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. This study employed a scoping review method. Three reviewers separately assessed whether the articles found fit the inclusion criteria. PubMed, Scopus, Web of Science and Google Scholar (1991-2015). The review encompassed a broad search of English language studies published anytime up to November 2015. All articles were eligible for inclusion, including research papers employing either quantitative or qualitative methods, as well as editorials and other summary articles. Data extracted from included publications were charted according to author(s), sample population, study design, key findings, country of origin and year of publication. Our review identified 6 key influences: intrinsic motivation, work-life balance, inclusiveness, work environment, mentorship and availability of funding. It also detected significant gaps within the literature about these influences. Three key steps are proposed to help support postdoctoral trainee clinical academics. These focus on ensuring that researchers feel encouraged in their workplace, involved in collaborative dialogue with key stakeholders and able to access reliable information regarding their chosen career pathway. Finally, we highlight recommendations for future research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Promoting Academic Achievement in the Middle School Classroom: Integrating Effective Study Skills Instruction

Science.gov (United States)

Thorpe, Christin

2010-01-01

This study aimed to discover what study skills are most useful for middle school students, as well as strategies for integrating study skills instruction into the four main content area classrooms (English, math, science, and social studies) at the middle school level. Twenty-nine in-service middle school teachers participated in the study by…

Bibliographic Instruction and the Development of Online Catalogs.

Science.gov (United States)

McDonald, David R.; Searing, Susan E.

1983-01-01

Discusses the definition of an online library catalog; five factors to be considered by the online catalog designer; user-computer communication (error messages, help screens, prompts, unnatural language); online tutorials and offline instruction offered by bibliographic instruction librarians; and the current situation. Nine references are…

Optimizing classroom instruction through self-paced learning prototype

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Romiro Gordo Bautista

2015-09-01

Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

Latino Immigrant Parents' Financial Stress, Depression, and Academic Involvement Predicting Child Academic Success

Science.gov (United States)

Gilbert, Lauren R.; Spears Brown, Christia; Mistry, Rashmita S.

2017-01-01

The current study examines Mexican-heritage immigrant parents' financial stress, English language fluency, and depressive symptoms as risk factors for parental academic involvement and child academic outcomes. Participants were 68 Latino immigrant (from Mexico) third and fourth graders and their parents. Results from a structural equation model…

Delaying Academic Tasks? Predictors of Academic Procrastination among Asian International Students in American Universities

Science.gov (United States)

Kim, Eunyoung; Alhaddab, Taghreed A.; Aquino, Katherine C.; Negi, Reema

2016-01-01

Existing body of research indicates that both cognitive and non-cognitive factors contribute to college students' tendency of academic procrastination. However, little attention has been paid to the likelihood of academic procrastination among Asian international college students. Given the need for empirical research on why Asian international…

The Academic Effect of Homelessness: An Important Role for School Social Workers

Science.gov (United States)

Hendricks, George E.; Barkley, William M.

2011-01-01

No published studies using statewide end-of-grade (EOG) scores have compared the academic achievement of homeless and normally housed students. This preliminary quasi-experimental study used archival records from the North Carolina Department of Public Instruction of more than 57,000 grade six students in 2006 and more than 94,000 grade six…

Faking the desire to learn: a clarification of the link between mastery goals and academic achievement.

Science.gov (United States)

Dompnier, Benoît; Darnon, Céline; Butera, Fabrizio

2009-08-01

Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals--namely, to garner teachers' appreciation (social desirability) or to succeed at university (social utility). First-year psychology students completed a mastery-goal scale in a standard format, with social-desirability instructions and social-utility instructions. Participants' grades on academic exams were recorded later in the semester. Results indicated that students' perceptions of both social desirability and social utility related to mastery goals moderated the relationship between the endorsement of mastery goals and final grades. This relationship was reduced by the increase of perceived social desirability of mastery goals, and strengthened by the increase of perceived social utility of these goals.

Improving the Effectiveness of English as a Medium of Instruction in Sub-Saharan Africa

Science.gov (United States)

Clegg, John; Simpson, John

2016-01-01

Most academic discussion on the role of language in education in sub-Saharan Africa (SSA) supports the extended use of African languages as media of instruction (MoI), while most practice preserves a monolingual role for European languages. Many ministries of education maintain the belief that African languages are not appropriate as MoIs beyond…

Expatriate academics

DEFF Research Database (Denmark)

Selmer, Jan; Lauring, Jakob

2011-01-01

Purpose – The literature on business expatriates has been increasing rapidly, but research on expatriate academics has remained scant, despite the apparent increasing globalisation of the academic world. Therefore, more research is needed on the latter group of expatriates. This paper aims to fill...... some of the gaps. Design/methodology/approach – A questionnaire was directed electronically towards expatriate academics occupying regular positions in science faculty departments in universities in northern Europe. Findings – Results showed that job clarity was the dominating job factor with strong...... relationships with all of the five investigated work outcome variables, work adjustment, work performance, work effectiveness, job satisfaction, and time to proficiency. Job conflict and job freedom had an association with some of the work outcome variables but not with all of them. Neither workload nor job...

“Spanglish”: Bringing the academic debate into the classroom. Towards critical pedagogy in Spanish heritage instruction

Directory of Open Access Journals (Sweden)

Lina M. Reznicek-Parrado

2015-12-01

Full Text Available The academic debate that seeks to categorize Spanish spoken in the United States is controversial. The North American Spanish Language Academy publication Hablando bien se entiende la gente, a reference guide for U.S. Spanish speakers, was the catalyst for a series of debates by academics holding one of two main stances: a that Spanish in the United States is a universal language which should be devoid of excessive influence of English (Piña-Rosales, Covarrubias, Dumitrescu, & ANLE, 2014; and b that Spanish in the United States is the reflection of its coexistence with English (Lynch & Potowski, 2014. While this academic conversation is important to the field, the debate has to be brought to the speakers themselves. This study presents a quantitative analysis of a judgment task completed by young heritage speakers of Spanish and a qualitative analysis of short-answer surveys. Results show that, despite participants’ high reported use of “Spanglish,” they vehemently reject its use in the academic context. This strong disconnect between practice and attitude raises serious concerns and has significant implications for pedagogy.

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

Science.gov (United States)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom

Impact factor of medical education journals and recently developed indices: Can any of them support academic promotion criteria?

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Azer, S A; Holen, A; Wilson, I; Skokauskas, N

2016-01-01

Journal Impact Factor (JIF) has been used in assessing scientific journals. Other indices, h- and g-indices and Article Influence Score (AIS), have been developed to overcome some limitations of JIF. The aims of this study were, first, to critically assess the use of JIF and other parameters related to medical education research, and second, to discuss the capacity of these indices in assessing research productivity as well as their utility in academic promotion. The JIF of 16 medical education journals from 2000 to 2011 was examined together with the research evidence about JIF in assessing research outcomes of medical educators. The findings were discussed in light of the nonnumerical criteria often used in academic promotion. In conclusion, JIF was not designed for assessing individual or group research performance, and it seems unsuitable for such purposes. Although the g- and h-indices have demonstrated promising outcomes, further developments are needed for their use as academic promotion criteria. For top academic positions, additional criteria could include leadership, evidence of international impact, and contributions to the advancement of knowledge with regard to medical education.

Instructional decision making of high school science teachers

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Carver, Jeffrey S.

The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

Unraveling the Impact of the Big Five Personality Traits on Academic Performance: The Moderating and Mediating Effects of Self-Efficacy and Academic Motivation

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De Feyter, Tim; Caers, Ralf; Vigna, Claudia; Berings, Dries

2012-01-01

The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning…

GUIDED USE OF WRITING PROMPTS TO IMPROVE ACADEMIC WRITING IN COLLEGE STUDENTS

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Lina Marcela Trigos Carrillo

2011-12-01

Full Text Available The paper presents empirical data supporting the hypothesis that the systematic and guided use of academic writing prompts is a successful instructional strategy to improve the academic writing in Spanish of college students, mainly during their first semesters. A combined methodology, with pre- and post-tests, was used in this research project conducted from July 2009 to June 2010. The participants were freshmen students of different disciplines of the Human Sciences in a private university in Bogota, Colombia. The aim of this research project was twofold. First, it sought to identify the difficulties students faced in the writing process of academic texts when they are related to real communicative contexts. Second, it involved the design and application of the guided and systematic use of writing prompts for academic writing in a sequence called "The Cognitive Pedagogical Model of Writing for Higher Education". The results show empirical evidence supporting the use of writing prompts designed with specific academic purposes to improve the academic writing level of college students in their first stages of study. However, further research is needed to consolidate the results presented here.

Motivation of Academics: An Empirical Assessment of Herzberg's Theory

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Saglam, Aycan Cicek

2007-01-01

This study examined academics' viewpoints according to sex, academic title, and professional seniority to establish how much the university presented to its staff hygiene and motivation factors and to find out the effect of these factors in motivating the staff. The findings show that there is not a statistical difference among the academics'…

Effect of student engagement on multimedia-assisted instruction

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Hsiu-Ping Yueh

2012-09-01

Full Text Available This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.

Instructive role of the vascular niche in promoting tumour growth and tissue repair by angiocrine factors.

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Butler, Jason M; Kobayashi, Hideki; Rafii, Shahin

2010-02-01

The precise mechanisms whereby anti-angiogenesis therapy blocks tumour growth or causes vascular toxicity are unknown. We propose that endothelial cells establish a vascular niche that promotes tumour growth and tissue repair not only by delivering nutrients and O2 but also through an 'angiocrine' mechanism by producing stem and progenitor cell-active trophogens. Identification of endothelial-derived instructive angiocrine factors will allow direct tumour targeting, while diminishing the unwanted side effects associated with the use of anti-angiogenic agents.

The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

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Vogler, Kenneth E.

The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

USING GOOGLE+ FOR INSTRUCTION

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Kevin YEE

Full Text Available Introduced in July, 2011 in a beta test of invited users only, the new social media service Google+ (or G+ quickly spread by word of mouth, and Google leader Larry Page (2011 blogged that within sixteen days it had 10 million users. By August, it had 25 million users (Cashmore, 2011. Even with slower growth ahead (still with no marketing budget, the service looks likely to crest 100 million users perhaps as early as ten months, a feat that took Facebook three years. Other social networks, most notably Facebook and Twitter, have been used increasingly as instructional tools, since they are platforms with which students are already familiar (Maloney, 2007; McLoughlin & Lee, 2007. Selwyn (2009 found that students often eschew official channels for communication in favor of less formal community-based formats such as Facebook, implying a growing need for instructional communication tools that will be used willingly by students. The question is whether Google+ can be used like Twitter or Facebook to augment instruction, or even, perhaps, to improve upon those predecessors for academic purposes. Google+ is like Twitter in that anyone can follow a given user’s posts. There is no direct “friend” relationship required to read the posts written by others. However, it also approximates some features of Facebook. Rather than friends sorted into “lists” like in Facebook, Google+ allows users to place feeds into one or more “circles,” the better to monitor (or control the flow of information to and from different audiences. Circles are more intuitive, and more central to the experience, than the Facebook lists. They provide an explicit organizational structure, compared to the less-obvious listing functionality, which feels like an afterthought, found in Facebook.

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project.

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Watson, Charles S; Kidd, Gary R; Homer, Douglas G; Connell, Phil J; Lowther, Andrya; Eddins, David A; Krueger, Glenn; Goss, David A; Rainey, Bill B; Gospel, Mary D; Watson, Betty U

2003-01-01

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.

Internal Factors of Academic Entrepreneurship: the Case of Four Malaysian Public Research Universities

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Mohar Yusof

2012-01-01

Full Text Available His paper focused on academic entrepreneurship, an emerging phenomenon in Malaysian public research universities. The research demonstrated that academic entrepreneurship produced positive impact on research commercialization and university technology transfer for these public research universities. Academic entrepreneurship was also found to be one of the missing gaps in fulfilling the complete process of research and development up to commercialization. This study provided evidence of the appropriateness of using an organizational framework of academic entrepreneurship to measure the influence of the internal environment in stimulating the level of academic entrepreneurship. The results demonstrated that control systems, organizational culture, human resource management systems and entrepreneurial leadership behaviour were key predictors of academic entrepreneurship in these universities.

Laying a Foundation for Comparing Departmental Structures between Reference and Instructional Services: Analysis of a Nationwide Survey.

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Johnson, Kristin; Fountain, Kathleen Carlisle

2002-01-01

Describes a survey of midsized academic libraries that measured the departmental relationship between librarians who provide reference services and librarians who provide instructional services. Discusses satisfaction levels with various organizational arrangements as well as pros and cons of integrated or separate reference and instruction…

Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

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Lucero, Audrey

2015-01-01

This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning

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Santicola, Craig F.

2015-01-01

The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the…

Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

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Martin, Andrew J.

2014-01-01

Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

Using Adobe Connect to Deliver Online Library Instruction to the RN to BSN Program

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Carlson, Kathleen

2011-01-01

This paper takes a look at how one academic health sciences librarian brought mediated literature searching to the distance RN to BSN nursing students. It takes a look at why Adobe Connect was the webinar software that was selected to deliver online instruction to the students. The article explains how students participated in a pre-class survey…

An Analysis of the Impact of Federated Search Products on Library Instruction Using the ACRL Standards

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Cox, Christopher

2006-01-01

Federated search products are becoming more and more prevalent in academic libraries. What are the implications of this phenomenon for instruction librarians? An analysis of federated search products using the "Information Literacy Competency Standards for Higher Education" and a thorough review of the literature offer insight concerning whether…

Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching

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Saraç, Hatice Sezgi

2018-01-01

In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation…

Antecedent Factors Affecting Academic Performance of Graduate Students at the Nairobi Evangelical Graduate School of Theology

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Mbogo, Rosemary Wahu

2016-01-01

This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on…

Factors Influencing Academic Failure of University Students

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Khan, Yousaf Ali; Ahamad, Zahoor; Kousar, Sadia

2013-01-01

There was a close link between education and development. Education played a vital role in human capital formation. Academic failure from university was a problem that had became a serious concern for higher education institutions. This study presented the result of a recent investigation at the University of Gujrat that attempted to identify the…

Involving Nepali academics in health research

DEFF Research Database (Denmark)

Neupane, Dinesh; van Teijlingen, E; Khanal, V

2013-01-01

Many academics from Nepal do not involve in research activities. There are several factors hindering the involvement such as inadequate human resources and lack of financial resources. Despite limited human and financial resources, we believe it is still possible to attract many Nepali academics...... in health research. This paper purposes some ideas to increase involvement of Nepali academics in health research....

Long multiplication by instruction sequences with backward jump instructions

NARCIS (Netherlands)

Bergstra, J.A.; Middelburg, C.A.

2013-01-01

For each function on bit strings, its restriction to bit strings of any given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. Backward jump instructions

The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes

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Visser, Yusra Laila

This study compared the effect of lecture-based instruction to that of problem-based instruction on learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of problem solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem-based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between self-regulatory skills scores and problem solving performance scores in the problem

The Impact of Home Environment Factors on Academic Performance of Senior Secondary School Students in Garki Area District, Abuja - Nigeria

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L. T. Dzever

2015-01-01

The study examined the impact of home environment factors on the academic performance of public secondary school students in Garki Area District, Abuja, Nigeria. The stratified sampling technique was used to select 300 students from six public schools, while the simple random sampling technique was used to administer the questionnaire. The study utilized a descriptive survey research design for the study. Also, data on student’s academic performance was obtained from student’s scores in four ...

Embedded librarianship what every academic librarian should know

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Russo, Michael F

2013-01-01

Is the embedded librarian an equal partner in the course, or is the librarian perceived as a "value-added" extra? What is the place of technology in this effort? Is there a line librarians should not cross? Taking into account both theory and practice to discuss multiple facets of the subject, Embedded Librarianship: What Every Academic Librarian Should Know thoroughly examines these questions and more from the perspectives of experienced embedded librarian contributors who have worked in higher education settings. The chapters illuminate the benefits and challenges of embedding, explain the planning required to set up an embedded course, identify the different forms of embedding, and consider information literacy instruction in various contexts. Readers who will benefit from this work include not only academic librarians but any professor who wants their students to be able to do better research in their fields.

The Impact of Home Environment Factors on Academic Performance of Senior Secondary School Students in Garki Area District, Abuja - Nigeria

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L. T. Dzever

2015-12-01

Full Text Available The study examined the impact of home environment factors on the academic performance of public secondary school students in Garki Area District, Abuja, Nigeria. The stratified sampling technique was used to select 300 students from six public schools, while the simple random sampling technique was used to administer the questionnaire. The study utilized a descriptive survey research design for the study. Also, data on student’s academic performance was obtained from student’s scores in four selected school subjects. Data obtained was analyzed using descriptive and inferential statistical techniques; Pearson Product Moment Correlation and Multiple regression analysis (ANOVA. The results result revealed a positive and significant relationship between permissive patenting style with academic performance (p0.05. Also, the result from the study identified income, educational background and occupational level as well as permissive parenting style as the main predictive variables influencing students’ academic performance.

Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners

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Cavanaugh, Gary Scott

2017-01-01

Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math…

Academic Risk Factors and Deficits of Learned Hopelessness: A Longitudinal Study of Hong Kong Secondary School Students

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Au, Raymond C. P.; Watkins, David A.; Hattie, John A. C.

2010-01-01

The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…

FACTORES ACADÉMICOS EN LA TRANSICIÓN DE LA PRIMARIA A LA SECUNDARIA: MOTIVACIÓN, RENDIMIENTO ACADÉMICO Y DISCIPLINA (ACADEMIC FACTORS IN THE TRANSITION FROM ELEMENTARY SCHOOL TO MIDDLE SCHOOL: MOTIVATION, ACADEMIC PERFORMANCE AND DISCIPLINE

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Castro Pérez Marianella

2010-12-01

Full Text Available Resumen:Este artículo nace de la investigación titulada “Factores de éxito en la transición de sexto a grado a sétimo de secundaria”, realizada en el marco del Programa de investigación del decanato del CIDE titulado Perfiles, Dinámicas y Desafíos de la Educación Formal Costarricense. El artículo analiza la motivación, el rendimiento académico y la disciplina como factores que influyen en la transición de la primaria a la secundaria desde la vivencia de 1671 estudiantes que cursan el sétimo y octavo nivel y que pertenecen a 10 zonas diferentes del país. Los datos obtenidos permiten concluir que el factor motivación en el estudiante es determinante para que la disciplina hacia el estudio y el rendimiento académico no declinen durante el proceso de transición y por tanto, este proceso pueda ser superado por la gran mayoría de alumnos y no se convierta en un elemento de deserción y reprobación.Abstract: This article comes from the research on "Success Factors in the transition from sixth to seventh grade performed under the research program entitled Dynamics and Challenges of Education in Costa Rica. The article discusses the motivation, discipline and academic performance as factors affecting the transition from primary to secondary from the experience of 1671 students attending the seventh and eighth level and belonging to 10 different areas of the country. The data obtained show that the motivation factor in students determinies the decline of discipline to study and academic performance during the transition process, therefore, this process can be overcome by the vast majority of pupils and this will not become an element of failure.

The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries

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Sawetrattanasatian, Oranuch

2014-01-01

Web 2.0 technology has drawn much attention recently as a fascinating tool for Information Literacy Instruction (ILI), especially in academic libraries. This research was aimed to investigate the implementation of Web 2.0 technology for ILI in Thai university libraries, in terms of information literacy skills being taught, types of Web 2.0…

Effects of an App Incorporating Systematic Instruction to Teach Spelling to Students with Developmental Delays

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Ault, Melinda Jones; Baggerman, Melanie A.; Horn, Channon K.

2017-01-01

This study used a multiple probe (conditions) design across behaviors to investigate the effects of an app for the tablet computer to teach spelling of academic content words to four students with developmental disabilities. The app delivered instruction using a model-lead-test format and students typed on the on-screen keyboard. The study also…

Factors Related to Taiwanese Adolescents' Academic Procrastination, Time Management, and Perfectionism

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Shih, Shu-Shen

2017-01-01

There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their…

Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program.

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Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A

2015-12-01

Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pimprovement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

Comparative Effectiveness on Cognitive Asthma Outcomes of the SHARP Academic Asthma Health Education and Counseling Program and a Non-Academic Program

Science.gov (United States)

Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.

2018-01-01

Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pasthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

Scaffolded instruction: promoting biliteracy for second language learners with language/learning disabilities

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Lorri M. Johnson-Perrodin

1998-04-01

Full Text Available For culturally and linguistically diverse learners, scaffolded instruction is important for not only content learning but for second language learning. In this case study of two bilingual education teachers and their third grade students, we expand the traditional concept of scaffolded instruction (e.g., experts, tools, routines to include Krashen's notion of comprehensible input (1982 as a scaffold for acquiring a second language yielding an effective transfer of first language (L1 academic language development to second language (L2 academic language development. A variety of scaffolds were used as multiple support systems that facilitated the biliteracy learning process for the students. Peer interactions, expert/ novice groupings, and literacy tools and routines were some of the scaffolds used to facilitate biliteracy instruction. Key to transfer from L1 to L2 was the teaching the tools and routines in the students' L1 prior to biliteracy instruction. Considerations for students with language/learning disabilities (LLD were included in this case study. Results suggest that by scaffolding for L2 development using previously acquired knowledge from first language (L1 instruction, students including those with LLD efficiently transferred cognitive academic skills from L1 to L2. Educational implications are discussed. Para alumnos cultural y linguisticamente diversos, la instrucción basada en el andamiaje es importante no unicamente para el contenido del aprendizaje sino para el aprendizaje de un segundo idioma. En este estudio de caso de dos profesores bilingües y sus alumnos de tercer curso, ampliamos el tradicional concepto de instrucción mediante andamiaje (e.g.,expertos, herramientas, rutinas incluyendo la noción de Krashen de entrada comprensiba (1982 como un apoyo para adquirir un segundo lenguaje produciendo un transfer efectivo del primer idioma desarrollado academicamente (L1 al segundo (L2. Una gran variedad de andamiajes fueron

Academic integration of university students as a determining factor of student dropout in the short term. An analysis of the distance education system in Ecuador

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Luis Fabian Moncada Mora

2014-06-01

Full Text Available This study addresses the problem of the abandonment (dropout of university students from the point of view of their level of integration. This approach is used with the aim of locating the factor(s that provide(s the greatest amount of information regarding the decision to continue or to abandon one’s studies. The theoretical characterization of this phenomenon has become one of the underlying factors that are used to explain the theory behind students dropping out of their courses. Based on this theory, we can determine the incidence of student drop out, and determine the (high incidence, where immediate results serve as a means of measuring academic integration and the decision to continue or to quit one’s studies. Statistical information is grouped in such a way that it is possible to follow the guidelines and expectations outlined in the theory and also helps us to understand typical characteristics of this phenomenon. To generate empirical evidence, we worked with data from 6,715 students, who belonged to the April-August 2012 group at the Universidad Técnica Particular de Loja,  which represents 82% of the student population of Ecuador enrolled in the distance learning system. Evidence for this study was obtained from the following sources: first, there was a description of the data and an application of the characterization process. In this phase, it was determined that 40.6% of students dropped out for academic reasons; 8.9% dropped out for non-academic reasons; 32.6% stayed for academic reasons; and 17.5% remained for non-academic reasons. Second, we estimated probabilistic models that confirmed the negative relationship between the immediate results (calculated as an average of academic integration and factors concerning the decision to quit one’s studies.

Etnic background and academic performance in Colombia

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Andrés Sanchez-Jabba

2011-12-01

Full Text Available In Colombia, students from an ethnic group have a lower academic achievement with respect totheir non-ethnic peers in standardized test scores on math and language. This gap is persistentat a state level, especially in high ethnic density states. Using information from the state academictest (SABER 11, this study corroborates the existence of an academic gap between ethnicand non-ethnic students and, additionally, decomposes it in factors related to observable characteristics,such as family and school; and non-observable factors. The methodology proposed byBlinder and Oaxaca applied to quantile regression is used in order to determine the existence oftest score gaps throughout the distribution of academic performance. Results indicate that forstates where there is a statistically significant gap, a sizeable portion of it is attributed to nonobservablefactors. Nonetheless, at distinct levels of academic performance, the gap size and theextent to which it can be attributed non-observable factors vary according to the state

Preparing for the changing role of instructional technologies in medical education.

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Robin, Bernard R; McNeil, Sara G; Cook, David A; Agarwal, Kathryn L; Singhal, Geeta R

2011-04-01

As part of an international faculty development conference in February 2010, a working group of medical educators and physicians discussed the changing role of instructional technologies and made recommendations for supporting faculty in using these technologies in medical education. The resulting discussion highlighted ways technology is transforming the entire process of medical education and identified several converging trends that have implications for how medical educators might prepare for the next decade. These trends include the explosion of new information; all information, including both health knowledge and medical records, becoming digital; a new generation of learners; the emergence of new instructional technologies; and the accelerating rate of change, especially related to technology. The working group developed five recommendations that academic health leaders and policy makers may use as a starting point for dealing with the instructional technology challenges facing medical education over the next decade. These recommendations are (1) using technology to provide/support experiences for learners that are not otherwise possible-not as a replacement for, but as a supplement to, face-to-face experiences, (2) focusing on fundamental principles of teaching and learning rather than learning specific technologies in isolation, (3) allocating a variety of resources to support the appropriate use of instructional technologies, (4) supporting faculty members as they adopt new technologies, and (5) providing funding and leadership to enhance electronic infrastructure to facilitate sharing of resources and instructional ideas. © by the Association of American Medical Colleges.

Academic Failure and Child-to-Parent Violence: Family Protective Factors

OpenAIRE

Ibabe, Izaskun

2016-01-01

A reduction in academic achievement over the course of adolescence has been observed. School failure is characterized by difficulties to teaching school goals. A variety of other behavioral problems are often associated with school failure. Child-to-parent violence has been associated with different school problems. The main objective of current study was to examine the contribution of family variables (parental education level, family cohesion, and positive family discipline) on academic fai...

English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia.

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Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

2015-01-01

All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level.

Poor academic performance among adolescents with epilepsy in ...

African Journals Online (AJOL)

Background. Adolescents with epilepsy experience significant academic difficulties. However, little is known about the effects of epilepsy on the academic performance of adolescents with the disorder in Northern Nigeria. Objective. To assess the academic performance of adolescents with epilepsy and factors associated ...

An investigation of mathematics and science instruction in English and Spanish for English language learners

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Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

Effect of yoga on academic performance in relation to stress

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Kauts Amit

2009-01-01

Full Text Available Background: Academic performance is concerned with the quantity and quality of learning attained in a subject or group of subjects after a long period of instruction. Excessive stress hampers students′ performance. Improvement in academic performance and alertness has been reported in several yogic studies. Aims and Objectives: The main objective of the study was to assess the effect of yoga on academic performance in relation to stress. Materials and Methods: The study started with 800 adolescent students; 159 high-stress students and 142 low-stress students were selected on the basis of scores obtained through Stress Battery. Experimental group and control group were given pre test in three subjects, i.e., Mathematics, Science, and Social Studies. A yoga module consisting of yoga asanas, pranayama, meditation, and a value orientation program was administered on experimental group for 7 weeks. The experimental and control groups were post-tested for their performance on the three subjects mentioned above. Results: The results show that the students, who practiced yoga performed better in academics. The study further shows that low-stress students performed better than high-stress students, meaning thereby that stress affects the students′ performance.

Attentional Focusing Instructions and Force Production

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David C Marchant

2011-01-01

Full Text Available Research progress assessing the role of attentional focusing instructions on skill acquisition and performance has lead researchers to apply this approach to force production tasks. Initial converging evidence indicates that force production tasks are sensitive to verbal instruction; externally focused instructions (onto movement outcomes, or onto the object force is being exerted against are shown to be more beneficial than internally focused instructions (focusing attention onto the movements being executed. These benefits are observed for maximal and accurate force production, as well as the maintenance of force production in prolonged tasks. A range of mechanisms are identified supporting the proposal that an external focus promotes movement efficiency in line with energy and effort conservation. Future research is required to assess how this developing body of work interacts with the broader understanding of psychological and physiological factors implicated in the effective production, maintenance and limitation of maximal or sub-maximal forces.

THE COMPARISON OF STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT INSTRUCTION BETWEEN USING STAD AND JIGSAW TECHNIQUE AT DIFFERENT READING FREQUENCY AT THE FIRST GRADE OF SMA N 1 RUMBIA ACADEMIC YEAR 2012/2013

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Didik Firnadi -

2014-04-01

Full Text Available Reading as one of the four skills has always been as a part of the syllabus in English instruction. Based on the Pra survey, reading comprehension of the students of the first grade of SMA N 1 Rumbia is still low, most of them still lack structure knowledge and vocabulary, and their reading frequency in reading is still low. There are two techniques presented as a solution in this research. They are STAD Technique and Jigsaw technique. The objective of this research is to find out the difference result of using STAD and Jigsaw technique toward students’ reading comprehension in recount text at different high and low reading frequency and to find out there is significant interaction and comparison of reading comprehension in recount text, learning technique, and different reading frequency at the first grade students of SMA N 1 Rumbia academic year 2012/2013. The method of investigation is held through quantitative research. The researcher uses true experimental research. In this experiment, the the researcher applies factorials design. The research is conducted at the first grade of SMA N 1 Rumbia in academic year 2012/2013. The population in this research is 180 students. It consisted 6 classes and each class consist 30 students. The researcher takes 52 students from total population as the sample, 26 students as experiment class and 26 as control class that match based on classification of student level. The researcher uses cluster random sampling as technique sampling. To analyze data, the researcher uses ANOVA TWO WAYS formula. The researcher got the result of Fhit is 18, 2 and Ftable  is 7, 14. It means that Fhit > Ftable. And the criterion of Ftest is Ha accepted if Fhit  > Ftable. So, there is any difference result of students’ Reading comprehension in recount text using STAD and Jigsaw, and STAD technique is more effective technique than Jigsaw technique toward students Reading comprehension at different reading frequency at the

Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

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Suwono, Hadi; Wibowo, Agung

2018-01-01

Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

Dynamic Synchronization of Teacher-Students Affection in Affective Instruction

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Zhang, Wenhai; Lu, Jiamei

2011-01-01

Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching,…

Parental support, self-concept, motivational orientaions and teacher-student relationship, and academic competnece: an exploratory analysis

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Muhammad Tariq Bhatti

2011-12-01

Full Text Available This study examined the relationship among academic competence, Grade Point Averages (GPAs and factors responsible for students’ academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and post-graduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students’ scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and post-graduate level. An integrated framework that is related to students’ academic competence and that promotes other related factors is suggested.

Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

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Kimberly Miller

2017-09-01

Full Text Available A Review of: Rivera, E. (2017. Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1, 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000, Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

OpenAIRE

Özkan KIRMIZI

2015-01-01

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept wa...

An evaluation of the California Instructional School Garden Program.

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Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri

2012-02-01

California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. California. Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %). In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.

Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis

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Surastina; Dedi, Fransisca S. O.

2018-01-01

Motivation determines students' success in academic writing. The current study adopted 28 items of the academic writing motivation questionnaire by Payne (2012) translated into Indonesian language to explore students' motivation in academic writing. This study involved 120 prospective Indonesian language teachers at STKIP PGRI Bandar Lampung that…

The Effects of Technology Instruction on the Academic Achievement of Fifth Grade Students

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Davis, Karen Cortina

2012-01-01

A digital native is an individual born between 1981 and 2001, and children born after 2001 are called millennials. Educators are expected to meet the needs of today's technologically savvy students. Some researchers assert that an academic "moral panic" is taking place that lacks the empirical and theoretical knowledge to support…

Longitudinal Study: Efficacy of Online Technology Tools for Instructional Use

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Uenking, Michael D.

2011-01-01

Studies show that the student population (secondary and post secondary) is becoming increasingly more technologically savvy. Use of the internet, computers, MP3 players, and other technologies along with online gaming has increased tremendously amongst this population such that it is creating an apparent paradigm shift in the learning modalities of these students. Instructors and facilitators of learning can no longer rely solely on traditional lecture-based lesson formals. In order to achieve student academic success and satisfaction and to increase student retention, instructors must embrace various technology tools that are available and employ them in their lessons. A longitudinal study (January 2009-June 2010) has been performed that encompasses the use of several technology tools in an instructional setting. The study provides further evidence that students not only like the tools that are being used, but prefer that these tools be used to help supplement and enhance instruction.

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

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Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Cutting edge technology to enhance nursing classroom instruction at Coppin State University.

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Black, Crystal Day; Watties-Daniels, A Denyce

2006-01-01

Educational technologies have changed the paradigm of the teacher-student relationship in nursing education. Nursing students expect to use and to learn from cutting edge technology during their academic careers. Varied technology, from specified software programs (Tegrity and Blackboard) to the use of the Internet as a research medium, can enhance student learning. The authors provide an overview of current cutting edge technologies in nursing classroom instruction and its impact on future nursing practice.

Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale

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Dalia Bedewy

2015-07-01

Full Text Available The development of a scale to measure perceived sources of academic stress among university students. Based on empirical evidence and recent literature review, we developed an 18-item scale to measure perceptions of academic stress and its sources. Experts ( n  = 12 participated in the content validation process of the instrument before it was administered to ( n  = 100 students. The developed instrument has internal consistency reliability of 0.7 (Cronbach’s alpha, there was evidence for content validity, and factor analysis resulted in four correlated and theoretically meaningful factors. We developed and tested a scale to measure academic stress and its sources. This scale takes 5 minutes to complete.

Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria

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AbdulRaheem, Yusuf; Yusuf, Hamdallat T.; Odutayo, Adesegun O.

2017-01-01

Peer tutoring has generated a great deal of scholarly interest in the field of education. It is viewed as an essential instructional strategy for inclusive education because it constitutes one of the strongholds of cooperative learning. This study examines the effect of peer tutoring and the moderating effect of gender on the academic performance…

History-Based Instruction Enriched with Various Sources of Situational Interest on the Topic of the Atom: the Effect on Students' Achievement and Interest

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Pekdağ, Bülent; Azizoğlu, Nursen

2018-05-01

This study examines the effect of history-based instruction on the topic of the atom on students' academic achievement and their interest in the history of science, investigating as well the relationship between student interest and academic achievement. The sample of the study consisted of two groups of freshman students from an undergraduate elementary science teachers program. The same chemistry instructor taught the groups, which were randomly assigned as an experimental and a control group. The students in the control group received traditional teacher-centered instruction, while the experimental group students were taught the topic of the atom using history-based instruction enriched with various sources of situational interest such as novelty, autonomy, social involvement, and knowledge acquisition (NASK). Data gathering instruments were the Atom Achievement Test and the History of Science Interest Scale, administered to both of the groups before and after the instruction. The data were analyzed with the independent-samples t test, the paired-samples t test, and one-way ANCOVA statistical analysis. The results showed that the history-based instruction including NASK was more effective than traditional instruction in improving the students' learning of the subject of the atom as well as in stimulating and improving students' interest in the history of science. Further, students with high interest displayed significantly better achievement than students with low interest. The better learning of the topic of the atom was more pronounced in the case of students with a high interest in the history of science compared to students with moderate or low interest.

Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

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Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

2015-01-01

This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

Using Interactive Video Instruction To Enhance Public Speaking Instruction.

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Cronin, Michael W.; Kennan, William R.

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

Modeling and Analyzing Academic Researcher Behavior

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Phuc Huu Nguyen

2016-12-01

Full Text Available Abstract. This paper suggests a theoretical framework for analyzing the mechanism of the behavior of academic researchers whose interests are tangled and vary widely in academic factors (the intrinsic satisfaction in conducting research, the improvement in individual research ability, etc. or non-academic factors (career rewards, financial rewards, etc.. Furthermore, each researcher also has his/her different academic stances in their preferences about academic freedom and academic entrepreneurship. Understanding the behavior of academic researchers will contribute to nurture young researchers, to improve the standard of research and education as well as to boost collaboration in academia-industry. In particular, as open innovation is increasingly in need of the involvement of university researchers, to establish a successful approach to entice researchers into enterprises’ research, companies must comprehend the behavior of university researchers who have multiple complex motivations. The paper explores academic researchers' behaviors through optimizing their utility functions, i.e. the satisfaction obtained by their research outputs. This paper characterizes these outputs as the results of researchers' 3C: Competence (the ability to implement the research, Commitment (the effort to do the research, and Contribution (finding meaning in the research. Most of the previous research utilized the empirical methods to study researcher's motivation. Without adopting economic theory into the analysis, the past literature could not offer a deeper understanding of researcher's behavior. Our contribution is important both conceptually and practically because it provides the first theoretical framework to study the mechanism of researcher's behavior. Keywords: Academia-Industry, researcher behavior, ulrich model’s 3C.

Burnout and Its Contributing Factors Among Midlevel Academic Nurse Leaders.

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Flynn, Linda; Ironside, Pamela M

2018-01-01

Amid concerns regarding administrator shortages, a survey conducted by the American Association of Colleges of Nursing indicates that 10% of all vacant faculty positions are those that include administrative responsibilities. This study was designed to determine the frequency, predictors, and potential retention consequences of burnout among midlevel academic nurse leaders, such as assistant deans, associate deans, and others. The sample consisted of 146 midlevel academic nurse leaders from 29 schools of nursing. Burnout was measured by the emotional exhaustion subscale of the Maslach Burnout Inventory. Logistic regression models were estimated to determine effects of study variables on burnout and intent to leave. Dissatisfaction with workload, dissatisfaction with work-life balance, and hours typically worked per week increased odds of burnout. Burnout was associated with intent to leave. High workloads and long work weeks are increasing the odds of burnout among midlevel academic nurse leaders. [J Nurs Educ. 2018;57(1):28-34.]. Copyright 2018, SLACK Incorporated.

The Work-Related Attitudes of Australian Accounting Academics

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Pop-Vasileva, Aleksandra; Baird, Kevin; Blair, Bill

2014-01-01

This study examines the work-related attitudes of Australian accounting academics. A survey of 350 academics provides an insight into the specific organisational and institutional factors associated with the dissatisfaction, stress levels, and propensity to remain of academics. Of particular concern is the lower level of satisfaction and…

Computational Linguistic Assessment of Genre Differences Focusing on Text Cohesive Devices of Student Writing: Implications for Library Instruction

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Wang, Xin; Cho, Kwangsu

2010-01-01

This study examined two major academic genres of writing: argumentative and technical writing. Three hundred eighty-four undergraduate student-produced texts were parsed and analyzed through a computational tool called Coh-Metrix. The results inform the instructional librarians that students used genre-dependent cohesive devices in a limited way…

Instruction of hematopoietic lineage choice by cytokine signaling

Energy Technology Data Exchange (ETDEWEB)

Endele, Max; Etzrodt, Martin; Schroeder, Timm, E-mail: timm.schroeder@bsse.ethz.ch

2014-12-10

Hematopoiesis is the cumulative consequence of finely tuned signaling pathways activated through extrinsic factors, such as local niche signals and systemic hematopoietic cytokines. Whether extrinsic factors actively instruct the lineage choice of hematopoietic stem and progenitor cells or are only selectively allowing survival and proliferation of already intrinsically lineage-committed cells has been debated over decades. Recent results demonstrated that cytokines can instruct lineage choice. However, the precise function of individual cytokine-triggered signaling molecules in inducing cellular events like proliferation, lineage choice, and differentiation remains largely elusive. Signal transduction pathways activated by different cytokine receptors are highly overlapping, but support the production of distinct hematopoietic lineages. Cellular context, signaling dynamics, and the crosstalk of different signaling pathways determine the cellular response of a given extrinsic signal. New tools to manipulate and continuously quantify signaling events at the single cell level are therefore required to thoroughly interrogate how dynamic signaling networks yield a specific cellular response. - Highlights: • Recent studies provided definite proof for lineage-instructive action of cytokines. • Signaling pathways involved in hematopoietic lineage instruction remain elusive. • New tools are emerging to quantitatively study dynamic signaling networks over time.

Role of Social Well-Being and Academic Vitality in Predicting the Academic Motivation in Nursing Students

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Abbasi M.

2016-02-01

Full Text Available Aims: Due to the studentship stressful factors and challenging clinical conditions and internship, the nursing students undergo emotional exhaustion and academic burnout. The outcomes might, also, negatively affect their academic engagement and functions. The aim of this study was to explain the academic motivation of the nursing students based on the social welfare and vitality.  Instrument & Methods: In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests. Findings: The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001 and the subscales including emotional motivation (r=0.103; p<0.048 and cognitive motivation (r=0.154; p<0.003. Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation. Conclusion: The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role. 

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

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Sansgiry, Sujit S.; Ukwe, Chinwe V.

2015-01-01

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

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

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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.

Effects of an instruction method in thinking skills with students from compulsory secondary education.

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de Acedo Lizarraga, María Luisa Sanz; de Acedo Baquedano, María Teresa Sanz; Pollán Rufo, Milagros

2010-05-01

The purpose of this study was to assess the effects caused by the instruction method "Think actively in academic contexts, TAAC", an adaptation of Wallace and Adams' (1993) method of thinking skills, creativity, self-regulation, and academic learning, with students from the second grade of Compulsory Secondary Education (CSE). We used a pretest-intervention-posttest design with control group. The sample was made up of 110 participants, aged between 13 and 15 years, 58 of them in the experimental group and 52 in the control group. Six assessment instruments were administered before and after applying the method in order to measure the dependent variables. The method, divided into eight stages, was used in all the didactic units of the syllabus content of Natural Sciences, Social Sciences, and Language, during one academic course, and allowed the conjoint teaching of thinking skills and the syllabus content. The results of the analyses of variance indicate positive impact of the intervention, as the experimental subjects improved significantly in thinking skills and academic achievement. Some interesting reflections for research and education are derived from this study.

The Use of Concrete Experiences in Early Childhood Mathematics Instruction.

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Baroody, Arthur J

2017-01-01

Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile if they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction-external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors. © 2017 Elsevier Inc. All rights reserved.

Data Collection Management. A Supporting Report of the Instructional Dimensions Study, 1976-1977.

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Peterson, Morris

This report is one of 8 volumes which describe the findings and procedures of the Instructional Dimensions Study, an in-depth assessment of the relationships between selected instructional constructs and students' achievement. These constructs include individualization, opportunity to learn, motivational factors, instructional events, and teacher…

Factors affecting the academic performance of optometry students in Mozambique.

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Shah, Kajal; Naidoo, Kovin; Bilotto, Luigi; Loughman, James

2015-06-01

The Mozambique Eyecare Project is a higher education partnership for the development, implementation, and evaluation of a model of optometry training at UniLúrio in Mozambique. There are many composite elements to the development of sustainable eye health structures, and appropriate education for eye health workers remains a key determinant of successful eye care development. However, from the first intake of 16 students, only 9 students graduated from the program, whereas only 6 graduated from the second intake of 24 students. This low graduation rate is attributable to a combination of substandard academic performance and student dropout. The aim of this article was to identify factors affecting the academic performance of optometry students in Mozambique. Nine lecturers (the entire faculty) and 15 students (9 from the first intake and 6 from the second) were recruited to the study. Clinical competency assessments were carried out on the students, semistructured individual interviews were conducted with the course lecturers, and a course evaluation questionnaire was completed by students. The results were combined to understand the complexities surrounding the optometry student training and performance. One student out of nine from the first intake and three students out of six from the second were graded as competent in all the elements of the refraction clinical competency examination. Analysis of data from the interviews and questionnaire yielded four dominant themes that were viewed as important determinants of student refraction competencies: student learning context, teaching context, clinic conditions and assessment, and the existing operating health care context. The evaluations have helped the university and course partners to better structure the teaching and adapt the learning environments by recommending a preparatory year and a review of the curriculum and clinic structure, implementing more transparent entry requirements, increasing awareness of

The Emotional Impact Nursing Faculty Experience in Relationship to Student Academic Dishonesty and the Social and Political Factors That Influence Their Decision to Report Dishonesty

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Scebold, Jody L.

2016-01-01

The purpose of the study was to explore the emotional impact nursing faculty experience in relationship to nursing student academic dishonesty and the social and political factors that influence their decision to report suspected acts of academic dishonesty. The study was based on Fontana's 2009 study titled "Nursing Faculty Experiences of…

Effective Multicultural Instruction

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Franklin T. Thompson

2014-02-01

Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

Academic Skills in Children with Early-Onset Type 1 Diabetes: The Effects of Diabetes-Related Risk Factors

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Hannonen, Riitta; Komulainen, Jorma; Riikonen, Raili; Ahonen, Timo; Eklund, Kenneth; Tolvanen, Asko; Keskinen, Paivi; Nuuja, Anja

2012-01-01

Aim: The study aimed to assess the effects of diabetes-related risk factors, especially severe hypoglycaemia, on the academic skills of children with early-onset type 1 diabetes mellitus (T1DM). Method: The study comprised 63 children with T1DM (31 females, 32 males; mean age 9y 11mo, SD 4mo) and 92 comparison children without diabetes (40…

Using English as a medium of instruction at university level in Denmark

DEFF Research Database (Denmark)

Werther, Charlotte; Denver, Louise; Jensen, Christian

2014-01-01

-Piekkari, Welch, and Welch for their recommendations for managing English as a corporate language, the literature review in the present paper discusses university language management under the headings of staff selection, training and development, international assignments and performance appraisal. The insights......More than 25% of the master's degrees in Denmark are taught using English as a medium of instruction (EMI), but not all university lecturers feel they have the appropriate academic English proficiency to meet the standard required. Based on interviews conducted at the Copenhagen Business School...... (CBS), this article sheds light on the challenges faced by a selection of these lecturers. The interviews formed part of the projectStudents' Perceptions of the English of Academics, which examines the use of EMI at CBS. Audio recordings were made of 33 lecturers. Questionnaires were distributed...

ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

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Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

2013-06-01

In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

Using narratives to understand the motivational factors and experience of being a self-initiated academic expatriate in South Africa

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Tinashe T. Harry

2017-08-01

Full Text Available Orientation: A growing movement of foreign nationals is settling in South Africa. Given this, there is a need to understand not only those factors influencing foreign nationals to settle in South Africa but also their lived experiences as a basis for individual career development. Research purpose: To investigate the expatriation motivational factors and experiences of selfinitiated academic expatriates in South Africa. Motivation for the study: Calls have been made within the careers literature for more empirical focus on understanding career development using some of the neglected sample groups. Research approach, design and method: The interpretive paradigm was adopted to understand the main purpose of the study. Guided by study objectives, unstructured interviews were conducted using a sample of foreign academics working in South Africa (n = 25. Main findings: Individual stories and narratives highlighted that academics relocated for the following reasons: (1 individual preference, (2 economic meltdown and (3 political conditions. Furthermore, the lived experiences of the expatriates reflected discrimination within the workplace and the community of residences in South Africa. Practical and managerial implications: Research findings indicate that the human resources (HR function can come up with interventions that positively influence the lived experience and career development of foreign academics working in South Africa. Contribution: The expatriate experience framed in this study provides a picture of the career development processes of neglected sample groups in the extant literature. Such an understanding is key in advancing literature and proposing interventions. All this is important given the global trend on labour and skills movement added to the role South Africa plays in the international arena.

The Academic ‘Patras’ of the Arab World: Creating a Climate of Academic Apartheid

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Ramzi N. Nasser

2007-01-01

Full Text Available This paper discusses factors that are contributing to the rise of what we refer to as an ethos of “academic apartheid” in Arab institutions of higher education. The paper examines the failure of these institutions to overcome their alienation from indigenous epistemology, to emancipate the education they provide from its colonial past, and to move towards the modern information age. The difficult position of Arab academics striving to rediscover, reintegrate and reorganize an epistemological framework to serve the indigenous world is also discussed. Current institutional approaches have deleterious effects on the performance of Arab academics, including arresting the process of transition to development. The paper concludes that Arab academics have a range of choices in determining how to establish a course of corrective action.

The Impact of Mass and Universal Higher Education on Curriculum and Instruction: Case Studies of China and Japan

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Huang, Futao

2017-01-01

Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities--between a mass and a universal higher education system. Major findings from the APA…

Teachers’ Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation

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Jaweria Aftab

2015-12-01

Full Text Available Students in today’s mixed ability classrooms come from diverse backgrounds with needs. In such a scenario, differentiated instructions are of prime importance for teachers to deal with in mixed ability classrooms. The teaching experiences and academic life mould perceptions of teachers which effects their teaching style; therefore, it is important to know teachers’ beliefs and perceptions regarding teaching in a mixed ability classroom at middle school level so as to guide educators and heads inside and outside the institution. For this study, quantitative research method was used to explore and understand the beliefs and perceptions of the teachers of middle schools regarding implementing differentiated instructions. The sample size included 120 teachers who were sent a survey questionnaire through online Google form and was constructed by customizing the questionnaire from Ballone and Czerniak (2001. The analysis of quantitative inquiry revealed that there is a positive association between teachers’ beliefs about their intentions and stakeholders’ expectations to implement differentiated instruction. It was highlighted that all stakeholders wanted teachers to implement differentiated strategies; however, the teachers were found to be short of planning and instructional time for differentiation.

Academic or community practice? What is driving decision-making and career choices.

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Goudreau, Bernadette J; Hassinger, Taryn E; Hedrick, Traci L; Slingluff, Craig L; Schroen, Anneke T; Dengel, Lynn T