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1

Academic Readiness for College: The Role of School Administrators  

ERIC Educational Resources Information Center

The study utilized the National Education Longitudinal Study of 1988 (NELS:88) to identify which characteristics of academically effective high schools are key determinants of students' academic readiness for college. A multilevel analysis shows that high school characteristics affect student preparation for college in four core subject areas:…

Lee, Chul; Kim, Eunyoung

2010-01-01

2

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

ERIC Educational Resources Information Center

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

Joe, Emanique M.; Davis, James Earl

2009-01-01

3

Kindergarten Readiness Skills: Predictors of Academic Potential  

ERIC Educational Resources Information Center

The purpose of this study was to determine the relationship between school readiness skills as measured by the Missouri KIDS and academic potential in reading and math as measured by the scores on the CTP4 in grades 2-4 in a private, independent school. This study identified which school readiness skills most accurately predict the need for…

Rawlings, Jennifer

2011-01-01

4

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

ERIC Educational Resources Information Center

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

Magnuson, Katherine A.; McGroder, Sharon M.

5

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

ERIC Educational Resources Information Center

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

Furlong, Michael; Quirk, Matthew

2011-01-01

6

The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families  

PubMed Central

This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage. PMID:20411025

Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

2010-01-01

7

Children's School Readiness in the ECLS-K: Predictions to Academic, Health, and Social Outcomes in First Grade  

ERIC Educational Resources Information Center

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at…

Hair, Elizabeth; Halle, Tamara; Terry-Humen, Elizabeth; Lavelle, Bridget; Calkins, Julia

2006-01-01

8

Young Children's Emotional Development and School Readiness  

Microsoft Academic Search

The current emphasis on children's academic preparedness continues to overshadow the importance of children's social and emotional development for school readiness (Raver & Zigler, 1997). Research, however, indicates that young children's emotional adjustment matters—children who are emotionally well adjusted have a significantly greater chance of early school success, while children who experience serious emotional difficulty face grave risks of early

C. Cybele Raver; ERIC DIGEST

9

Development of Test of Academic Readiness  

ERIC Educational Resources Information Center

The purpose of this study was to develop a test of academic readiness for first grade instruction in Thailand. Test of Academic Readiness (TAR) consists of six domains: verbal, visual, memory, math, logical, and general knowledge. Two pilot studies were carried out and a main study tested items in those domains. Rasch model was used to assess the…

Kasintorn, Tanachit

2009-01-01

10

Promoting School Readiness in Oklahoma  

ERIC Educational Resources Information Center

The results of the research, conducted on Oklahoma's universal Pre-kindergarten (Pre-k) program, on children of Tulsa Public Schools (TPS), the largest school district in the state to increase the school readiness are presented.

Gormley, William T., Jr.; Gayer, Ted

2005-01-01

11

School Readiness Begins in Infancy  

ERIC Educational Resources Information Center

New discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old. Many of the skills needed to succeed in school are shaped during a baby's interactions with his or her caregivers. Unfortunately, the level of support and resources provided for new mothers and their…

Lally, J. Ronald

2010-01-01

12

Forty Years of School Readiness Research: What Have We Learned?  

ERIC Educational Resources Information Center

The issue of children's school readiness concerns parents and teachers worldwide. Kindergarten teachers have reported that approximately one-third of U.S. children entering school are ill-prepared to achieve success. Experts also warn that many children are entering school lacking the fundamental skills to achieve academic success. It is…

Winter, Suzanne M.; Kelley, Michael F.

2008-01-01

13

Genetic Differences and School Readiness  

ERIC Educational Resources Information Center

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

Dickens, William T.

2005-01-01

14

School Readiness: Are There Social Prerequisites?  

ERIC Educational Resources Information Center

The position advocated within this article is that the construct of "school readiness" has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from…

Ladd, Gary W.; Herald, Sarah L.; Kochel, Karen P.

2006-01-01

15

Controlled Drawing Observation for Assessing a Child’s Readiness for School and Predicting Academic Achievement at the End of the First Grade  

Microsoft Academic Search

Controlled Drawing Observation (CDO) was developed by Tove Krogh and it has been used in Denmark, Finland and Estonia for assessing a child’s readiness for school. CDO is a group test, it gives information about a child’s functioning in an educational setting and it serves as a starting point for later individual assessment. The goal of the study was to

Pille Häidkind; Eve Kikas; Helen Henno; Terje Peets

2011-01-01

16

Children Entering School Ready to Learn: 2010-2011 Maryland Model for School Readiness  

ERIC Educational Resources Information Center

The report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children: statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Some of the highlights are: (1) The percentage of Maryland kindergarteners fully ready to start school

Maryland State Department of Education, 2009

2009-01-01

17

Linking Ready Kids to Ready Schools: A View from Pennsylvania  

ERIC Educational Resources Information Center

Pennsylvania is one of a handful of states that are leading the way in ensuring children receive a continuum of care starting at birth and extending throughout childhood so that they can move seamlessly from home to child care to preschool to school, and then from grade to grade. That means children have to be ready for school. It also means that…

W. K. Kellogg Foundation, 2008

2008-01-01

18

Skills for School Readiness--and Life.  

ERIC Educational Resources Information Center

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

Texas Child Care, 2002

2002-01-01

19

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

ERIC Educational Resources Information Center

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

Belfield, Clive; Garcia, Emma

2014-01-01

20

Graduate School Academic Policies  

E-print Network

· Grade Changes #12;Grad School Basics Memorize the following information: Your class code Your programGraduate School Academic Policies ******************************* Kent Marks, Assistant Dean 631 School and when do I get to go there? · Missing Documents · Retroactive Registration/Withdrawal · Add

21

Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline  

ERIC Educational Resources Information Center

Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item…

Komarraju, Meera; Ramsey, Alex; Rinella, Virginia

2013-01-01

22

College readiness for all: the challenge for urban high schools.  

PubMed

Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have increased dramatically over the past several decades, significant disparities remain in college readiness and enrollment. The authors emphasize the need for researchers and policy makers to be explicit about precisely which sets of knowledge and skills shape college access and performance and about how best to measure those skills. They identify four essential sets of skills: content knowledge and basic skills; core academic skills; non-cognitive, or behavioral, skills; and "college knowledge," the ability to effectively search for and apply to college. High schools, they say, must stress all four. The authors also examine different ways of assessing college readiness. The three most commonly recognized indicators used by colleges, they say, are coursework required for college admission, achievement test scores, and grade point averages. Student performance on all of these indicators of readiness reveals significant racial and ethnic disparities. To turn college aspirations into college attainment, high schools and teachers need clear indicators of college readiness and clear performance standards for those indicators. These standards, say the authors, must be set at the performance level necessary for high school students to have a high probability of gaining access to four-year colleges. The standards must allow schools and districts to assess where their students currently stand and to measure their progress. The standards must also give clear guidance about what students need to do to improve. College readiness indicators can be developed based on existing data and testing systems. But districts and states will require new data systems that provide information on the college outcomes of their graduates and link their performance during high school with their college outcomes. PMID:21141710

Roderick, Melissa; Nagaoka, Jenny; Coca, Vanessa

2009-01-01

23

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

Microsoft Academic Search

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

Suzanne M. Winter; Daniel A. Sass

2011-01-01

24

E-Learning Readiness in the Academic Sector of Thailand  

ERIC Educational Resources Information Center

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

Laohajaratsang, Thanomporn

2009-01-01

25

University Graduate School Academic Bulletin  

E-print Network

535 University Graduate School 2009-2010 Academic Bulletin Statistics University Graduate School [*] denotes membership in the University Graduate School faculty with the endorsement to direct doctoral also general University Graduate School requirements.) Master of Science in Applied Statistics

Indiana University

26

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

ERIC Educational Resources Information Center

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

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

2014-01-01

27

Health Disparities and Gaps in School Readiness  

ERIC Educational Resources Information Center

The author documents pervasive racial disparities in the health of American children and analyzes how and how much those disparities contribute to racial gaps in school readiness. She explores a broad sample of health problems common to U.S. children, such as attention deficit hyperactivity disorder, asthma, and lead poisoning, as well as maternal…

Currie, Janet

2005-01-01

28

University Graduate School Academic Bulletin  

E-print Network

also general University Graduate School requirements.) Master of Arts in Linguistics Admission of recommendation, and (4) undergraduate exposure to linguistics and related course work. Students not satisfying362 University Graduate School 2009-2010 Academic Bulletin Linguistics University Graduate School

Indiana University

29

University Graduate School Academic Bulletin  

E-print Network

169 University Graduate School 2009-2010 Academic Bulletin Criminal Justice University Graduate in the University Graduate School faculty with the endorsement to direct doctoral disser- tations.) Professors Ellen consortium. Special Departmental Requirements (See also general University Graduate School requirements

Indiana University

30

University Graduate School Academic Bulletin  

E-print Network

249 University Graduate School 2009-2010 Academic Bulletin General Science University Graduate in the University Graduate School faculty with the endorsement to direct doctoral disser- tations.) Professor Robert Requirements (See also general University Graduate School requirements.) Admission Requirements Bachelor

Indiana University

31

University Graduate School Academic Bulletin  

E-print Network

540 University Graduate School 2009-2010 Academic Bulletin Telecommunications University Graduate in the University Graduate School faculty with the endorsement to direct doctoral disser- tations.) Professors) Special Departmental Requirements (See also general University Graduate School requirements.) Master

Indiana University

32

University Graduate School Academic Bulletin  

E-print Network

449 University Graduate School 2008-2009 Academic Bulletin Political Science University Graduate membership in the University Graduate School faculty with the endorsement to direct doctoral disser- tations of Philosophy Special Departmental Requirements (See also general University Graduate School requirements

Indiana University

33

University Graduate School Academic Bulletin  

E-print Network

370 University Graduate School 2009-2010 Academic Bulletin Mathematical Physics University Graduate asterisk [*] denotes membership in the University Graduate School faculty with the endorsement to direct. Special Program Requirements (See also general University Graduate School requirements.) Doctor

Indiana University

34

A Partnership for School Readiness.  

ERIC Educational Resources Information Center

To better prepare students for kindergarten, the Lafayette County School District in Oxford, Mississippi, provided cost-effective professional development seminars to local day-care workers. Three-day seminars several times a summer for 3 years were offered to all day-care workers and preschool teachers in the county including Head Start staff,…

Freeman, Gregory D.; King, Janet L.

2003-01-01

35

University Graduate School Academic Bulletin  

E-print Network

11 University Graduate School 2009-2010 Academic Bulletin Academic Regulations University Graduate-time work must be taken in University Graduate School degree-granting units on the Bloomington, Fort Wayne information, contact the University Graduate School office. Auditing Students may register for courses

Indiana University

36

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

ERIC Educational Resources Information Center

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

Maloney, Catherine; Lopez, Omar

2012-01-01

37

University Graduate School Academic Bulletin  

E-print Network

188 University Graduate School 2009-2010 Academic Bulletin Economics University Graduate School in the University Graduate School faculty with the endorsement to direct doctoral disser- tations.) Distinguished with the Kelley School of Business) Special Departmental Requirements (See also general University Graduate School

Indiana University

38

University Graduate School Academic Bulletin  

E-print Network

5 University Graduate School 2009-2010 Academic Bulletin Mission and History of The University Graduate School University Graduate School Kirkwood Hall 111 Indiana University Bloomington, IN 47405 (812 of The University Graduate School The mission of The University Graduate School is to promote and support excellence

Indiana University

39

University Graduate School Academic Bulletin  

E-print Network

224 University Graduate School 2009-2010 Academic Bulletin Fine Arts University Graduate School.fa.indiana.edu Graduate Faculty (An asterisk [*] denotes membership in the University Graduate School faculty of Philosophy (History of Art) Special School Requirements (See also general University Graduate School

Indiana University

40

University Graduate School Academic Bulletin  

E-print Network

411 University Graduate School 2009-2010 Academic Bulletin Neuroscience University Graduate School in the University Graduate School faculty with the endorsement to direct doctoral disser- tations.) Chancellor University Graduate School requirements.) Doctor of Philosophy Degree The program leading to the Ph.D. degree

Indiana University

41

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

ERIC Educational Resources Information Center

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

Panter, Janet E.; Bracken, Bruce A.

2009-01-01

42

Raising a School-Ready Child: A Family Guide  

ERIC Educational Resources Information Center

School-ready children are children who are prepared to learn successfully in school. These children show growth over time in their physical, social and emotional, language, and cognitive development. They also show increasing interests in new experiences and in mastering new skills. Getting "school-ready" starts long before the weeks or months…

Fong, G.; Hisatake,T.; Chang, W.; Choy, A.; Nemoto, M.; Yuen, S.

2010-01-01

43

Reactive Attachment Disorder: Implications for School Readiness and School Functioning  

ERIC Educational Resources Information Center

School readiness and functioning in children diagnosed with Reactive Attachment Disorder (RAD) are important issues due to the dramatic impact RAD has on multiple areas of development. The negative impact of impaired or disrupted early relationships, characterized by extreme neglect, abuse, parental mental illness, domestic violence, and repeated…

Schwartz, Eric; Davis, Andrew S.

2006-01-01

44

Preliminary Development of a Kindergarten School Readiness Assessment for Latino Students  

ERIC Educational Resources Information Center

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

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

2011-01-01

45

Motivation as a Facet of School Readiness in a Head Start Sample  

ERIC Educational Resources Information Center

The EZ-Yale Personality Motivation Questionnaire (EZPQ) was used to measure motivation as a facet of school readiness in a sample of 133 children during the spring of their final year of Head Start. Three motivational constructs assessed by the EZPQ, academic mastery motivation, negative reaction tendency, and outerdirectedness, were associated…

Henrich, Christopher C.; Wheeler, Crista M.; Zigler, Edward F.

2005-01-01

46

University Graduate School Academic Bulletin  

E-print Network

24 University Graduate School 2009-2010 Academic Bulletin Degree Conferral The University Graduate seeking a master's degree, an application for the degree must be filed with the University Graduate School to the University Graduate School of the bound copies of the master's thesis (if required for degree). For doctoral

Indiana University

47

University Graduate School Academic Bulletin  

E-print Network

University Graduate School 2008-2009 Academic Bulletin Biomolecular Imaging and Biophysics Graduate.medicine.iu.edu Graduate Faculty (An asterisk [*] denotes membership in the University Graduate School faculty School of Science at Indianapolis. Graduate training in the program is ori- ented primarily toward

Indiana University

48

University Graduate School Academic Bulletin  

E-print Network

64 University Graduate School 2009-2010 Academic Bulletin Apparel Merchandising and Interior Design University Graduate School Kirkwood Hall 111 Indiana University Bloomington, IN 47405 (812) 855-8853 Contact membership in the University Graduate School faculty with the endorsement to direct doctoral disser- tations

Indiana University

49

University Graduate School Academic Bulletin  

E-print Network

22 University Graduate School 2009-2010 Academic Bulletin Student Financial Aid Fellowships A number of fellowships are available to students enrolled in the University Graduate School. Among them are University Graduate School fellowships, fee scholarships, and various privately and federally funded awards

Indiana University

50

University Graduate School Academic Bulletin  

E-print Network

336 University Graduate School 2009-2010 Academic Bulletin Landscape Studies University Graduate asterisk [*] denotes membership in the University Graduate School faculty with the endorsement to direct School Kirkwood Hall 111 Indiana University Bloomington, IN 47405 (812) 855-8853 Contact: grdschl

Indiana University

51

University Graduate School Academic Bulletin  

E-print Network

16 University Graduate School 2009-2010 Academic Bulletin General Requirements for Advanced Degrees University Graduate School Kirkwood Hall 111 Indiana University Bloomington, IN 47405 (812) 855-8853 Contact Graduate School. Profes- sional graduate degrees are also available at Indiana University (such

Indiana University

52

University Graduate School Academic Bulletin  

E-print Network

369 University Graduate School 2009-2010 Academic Bulletin Mass Communications University Graduate in the University Graduate School faculty with the endorsement to direct doctoral disser- tations.) Professors James also general University Graduate School requirements.) Doctor of Philosophy Degree See "Doctor

Indiana University

53

University Graduate School Academic Bulletin  

E-print Network

8 University Graduate School 2009-2010 Academic Bulletin Admission Undergraduate Requirements The University Graduate School will consider applications from students holding baccalaureate degrees from. If more than a year's work is deficient, students should apply to the University Graduate School

Indiana University

54

University Graduate School Academic Bulletin  

E-print Network

113 University Graduate School 2009-2010 Academic Bulletin Central Eurasian Studies University Graduate School Kirkwood Hall 111 Indiana University Bloomington, IN 47405 (812) 855-8853 Contact: grdschl [*] denotes membership in the University Graduate School faculty with the endorsement to direct doctoral

Indiana University

55

University Graduate School Academic Bulletin  

E-print Network

405 University Graduate School 2009-2010 Academic Bulletin Near Eastern Languages and Cultures University Graduate School Kirkwood Hall 111 Indiana University Bloomington, IN 47405 (812) 855-8853 Contact asterisk [*] denotes membership in the University Graduate School faculty with the endorsement to direct

Indiana University

56

University Graduate School Academic Bulletin  

E-print Network

404 University Graduate School 2009-2010 Academic Bulletin Mythology Studies University Graduate* Interdepartmental Graduate Committee on Mythology Studies Professors Raymond DeMallie* (Anthropology), Hasan El Studies), William Hansen* (Emeritus, Classical Studies, Folklore and Ethnomusicology), Robert Ivie

Indiana University

57

School Readiness for Infants and Toddlers? Really? Yes, Really!  

ERIC Educational Resources Information Center

If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…

Petersen, Sandra

2012-01-01

58

Michigan School Readiness Program Product Evaluation Report, 1995-96.  

ERIC Educational Resources Information Center

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-old children from the inner city. Its goal is to provide an environment that develops school readiness skills in seven areas: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community…

Claus, Richard N.; Quimper, Barry E.

59

Kindergarten School Readiness and Fourth-Grade Literacy and Numeracy Outcomes of Children with Special Needs: A Population-Based Study  

ERIC Educational Resources Information Center

In British Columbia, Canada, two population-based databases have been linked at the level of the individual child: the "Early Development Instrument", a Kindergarten school readiness measure; and the "Foundation Skills Assessment", a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and…

Lloyd, Jennifer E. V.; Irwin, Lori G.; Hertzman, Clyde

2009-01-01

60

Immediate Effects of a School Readiness Intervention for Children in Foster Care  

PubMed Central

Research findings School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children’s early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School (KITS). Using a randomized controlled trial design, 192 children in foster care were assigned to either an intervention or services as usual comparison condition. Multimethod, multiagent assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant, positive effects on early literacy and self-regulatory skills. Practice An efficacious, short-term, readily scalable, theoretically-based intervention targeted at specific vulnerabilities for children in foster care may help to improve their school readiness and eventual school adjustment. PMID:24015056

Pears, Katherine C.; Fisher, Philip A.; Kim, Hyoun K.; Bruce, Jacqueline; Healey, Cynthia V.; Yoerger, Karen

2013-01-01

61

University Graduate School Academic Bulletin  

E-print Network

that students will have an undergraduate back- ground that includes course work in allied sciences/mathemat- ics, biology, mathematics, and environmental sciences), or, under certain conditions, in geochemistry257 University Graduate School 2009-2010 Academic Bulletin Geological Sciences University Graduate

Indiana University

62

University Graduate School Academic Bulletin  

E-print Network

-related discipline (e.g., communication and culture, rhetoric, film, media studies, etc.) or other liberal arts (e-related discipline (e.g., rheto- #12;154 ric, communication and culture, film, media studies, etc.) or its equivalent153 University Graduate School 2009-2010 Academic Bulletin Communication and Culture University

Indiana University

63

College Readiness: Benefits of a High School Core Curriculum. A Joint Report by the Council of the Great City Schools and ACT  

ERIC Educational Resources Information Center

This report focuses on the role of the college-preparatory curriculum in improving the academic achievement and college readiness of students from high schools in the member districts of the Council of the Great City Schools. Specifically, the report addresses the following questions: (1) Is taking a core college-preparatory curriculum and…

Council of the Great City Schools, 2007

2007-01-01

64

Minnesota School Readiness Year Three Study: Developmental Assessment at Kindergarten Entrance, Fall 2004--Promoting School Readiness in Local Communities with a Strategic Sample of School Districts  

ERIC Educational Resources Information Center

This report summarizes Year One and Year Two study findings and describes findings from Year Three of the assessment of school readiness with a strategic sample of children entering kindergarten in fall 2004. It is the intent of the Minnesota School Readiness Studies to use results to inform school administrators and teachers; parents; early…

Minnesota Department of Education, 2005

2005-01-01

65

Kindergarten teachers’ views of children’s readiness for school  

Microsoft Academic Search

The purpose of this study was to examine perceptions of children’s readiness for school held by kindergarten teachers who had different training experiences and who are within different school contexts (e.g., geographic region, school types, etc.). Participants were 3,305 kindergarten teachers from the Early Childhood Longitudinal Study—Kindergarten cohort in the 1998–1999 school year. A theoretical model was constructed, tested and

Huey-Ling Lin; Frank R Lawrence; Jeffrey Gorrell

2003-01-01

66

Balancing Career and Technical Education with Academic Coursework: The Consequences for Mathematics Achievement in High School  

ERIC Educational Resources Information Center

Federal legislation has attempted to move career and technical education (CTE) from a segregated component of the high school curriculum to an integrated element that jointly improves both academic and career readiness. However, concerns remain about the ability of CTE to improve academic learning. Using a nationally representative sample of high…

Bozick, Robert; Dalton, Benjamin

2013-01-01

67

School Readiness: Starting Your Child Off Right. Program Services Paper.  

ERIC Educational Resources Information Center

Noting that kindergarten entry is an exciting time requiring adjustments for children and their parents, this Smart Start brochure gives parents ideas on how to help their children be successful in school and what to expect when school starts. The brochure defines readiness and offers suggestions for parents to help their children develop in the…

Wynn, Lucy

68

Revisiting School Readiness: Washington County, Oregon, Summer 2007  

ERIC Educational Resources Information Center

Purpose and Methods: This report is the second benchmark study to assess the system of supports for school readiness. The data for this study was collected in the fall of 2006 on 537 entering kindergarten children and their families in eight representative schools across the County. The ecological model and methods from the first study, which was…

Severeide, Rebecca

2007-01-01

69

College Readiness for All: The Challenge for Urban High Schools  

ERIC Educational Resources Information Center

Melissa Roderick, Jenny Nagaoka, and Vanessa Coca focus on the importance of improving college access and readiness for low-income and minority students in urban high schools. They stress the aspirations-attainment gap: although the college aspirations of all U.S. high school students, regardless of race, ethnicity, and family income, have…

Roderick, Melissa; Nagaoka, Jenny; Coca, Vanessa

2009-01-01

70

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

ERIC Educational Resources Information Center

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

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

2012-01-01

71

Hawaii State School Readiness Assessment State Results, School Year 2004-2005. [Hawaii State Summary, Fall 2004.  

ERIC Educational Resources Information Center

The Hawaii State School Readiness Assessment is a critical component of the School Readiness Task Force's strategy to improve school readiness and student achievement. This tool provides annual school and system level accountability for Hawaii's investments in early childhood programs and services. This profile offers aggregated school level…

State of Hawaii Department of Education, 2004

2004-01-01

72

Readiness and Adjustments to School for Children with Intrauterine Growth Restriction (IUGR): An Extreme Test Case Paradigm  

ERIC Educational Resources Information Center

This long-term, prospective study evaluated repeatedly school readiness and adjustment at kindergarten and first grade of children with extreme intrauterine growth restriction (IUGR; n = 20) in relation to controls (n = 19). Methods included individual testing of cognitive competence, self-perception, motivation, loneliness and academic

Geva, Ronny; Yosipof, Rina; Eshel, Rina; Leitner, Yael; Valevski, Aviva Fattal; Harel, Shaul

2009-01-01

73

Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas. NCPR Brief  

ERIC Educational Resources Information Center

Nationwide, about 40 percent of college students take at least one remedial course to prepare for college-level coursework. One cause of this high rate of remedial enrollment is the misalignment of high school graduation standards and college academic expectations. College readiness partnership programs attempt to address this problem by…

Barnett, Elisabeth A.; Corrin, William; Nakanishi, Aki; Bork, Rachel Hare; Mitchell, Claire; Sepanik, Susan

2012-01-01

74

School Readiness among Low-Income, Latino Children Attending Family Childcare versus Centre-Based Care  

ERIC Educational Resources Information Center

Latino children often struggle in school. Early childhood education programmes are seen as critical for fostering children's school readiness. Latino families often choose family childcare (FCC) over centre-based childcare (CBC), yet little is known about the school readiness of Latino children attending FCC. We compared school readiness over the…

Ansari, Arya; Winsler, Adam

2012-01-01

75

Community Readiness for Self-Managed School  

ERIC Educational Resources Information Center

The concept of Self-managing schools involving local community members, teachers and parents with the formation of School Management Committee is gaining ground in Nepal after the world conference on education for all (WCEFA) held in Jomtien, Thailand in the year 1990. Transferring the management of public schools in the hand of willing community…

Rajbhandari, Mani Man Singh

2007-01-01

76

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

Microsoft Academic Search

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

François Trudeau; Roy J Shephard

2008-01-01

77

Aurora City Schools Kindergarten Math Readiness Course of Study.  

ERIC Educational Resources Information Center

The program goals and objectives for Kindergarten mathematics readiness in Aurora City Schools are listed and described. Consideration of Kindergarten Philosophy, the diverse population of students, the organizational design of adopted textbooks, child development and learning styles, are all assessed in establishing scope and sequence. The…

Aurora City Schools, OH.

78

African American Father Involvement and Preschool Children's School Readiness  

ERIC Educational Resources Information Center

A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father involvement and children's school readiness were also investigated. Eighty-five African American…

Downer, Jason T.; Mendez, Julia L.

2005-01-01

79

Home Environments and Young Latino Children's School Readiness  

ERIC Educational Resources Information Center

This exploratory study examined the relations among characteristics of children's home environments and two school readiness skills: their oral language and social functioning. Low SES Latino mothers of 122 (65 girls; 57 boys) preschoolers (39-49 months (M=45.00; S.D.=5.40) completed questionnaires about their family demography, their home…

Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Lonigan, Christopher J.

2006-01-01

80

Perceptions of Teachers' and Parents' regarding School Readiness  

ERIC Educational Resources Information Center

In order to investigate the teachers and parents' perceptions of school readiness, 218 parents and 370 teachers were surveyed. Based on the areas of "physical well-being and motor development", "social and emotional development", "approaches to learning", "language use", "cognition and general knowledge" and "family", the study attempts to examine…

Zhang, Xiangkui; Sun, Lei; Gai, Xiaosong

2008-01-01

81

UW SCHOOL OF PHARMACY ACADEMIC PLANNING COUNCIL  

E-print Network

UW SCHOOL OF PHARMACY ACADEMIC PLANNING COUNCIL 2013-2014 Council Members Paul Hutson (chair) Betty will be posted, as appropriate, on the SOP Committee webpage (http://pharmacy.wisc.edu/about-school/office- dean

Sheridan, Jennifer

82

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

ERIC Educational Resources Information Center

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

Rainey, Katharine; Sheehan, Daniel; Maloney, Catherine

2010-01-01

83

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

ERIC Educational Resources Information Center

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

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

2011-01-01

84

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

ERIC Educational Resources Information Center

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

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

2008-01-01

85

The school readiness of children born to low-income, adolescent Latinas in Miami.  

PubMed

Although studies show teenage parenting and low socioeconomic status predict poor child academic performance, limited research has examined relations between teen parenting and children's school readiness within low-income Latina mothers. In the context of the Miami School Readiness Project, low-income preschoolers (N = 3,023) attending subsidized child-care programs were assessed on cognitive, language, and fine motor skills, and parents and teachers reported on children's social skills and behavior concerns. Maternal teenage status at time of birth, maternal education, child attachment, child immigrant generational status, language, and other demographic variables were explored, as they uniquely and interactively predicted children's school readiness. Teenage parenting among low-income Latinas in this sample was less frequent (15%) than national estimates and more common among mothers born in the United States. Teen parenting was negatively associated with child cognitive and language competence at age 4, controlling for background variables. Maternal receipt of a high school diploma contributed additively, rather than interactively, to child outcomes. Parent-reported strong child attachment served as a buffer against the negative effects of teen parent status on child outcomes. Implications for intervention are discussed. PMID:23889033

Briceno, Ana-Carolina Loyola; De Feyter, Jessica J; Winsler, Adam

2013-01-01

86

Academic Internship Programs School of Communication  

E-print Network

Academic Internship Programs School of Communication Zero credit and .25 credit option: So receive 1-4 credits. http://www.communication.northwestern.edu/epics/internships/academic_credit.php School of Communication Internship Program (Available in NYC, LA & Chicago/Evanston) http://www.communication.northwestern.edu/learn/internships

Shull, Kenneth R.

87

Does Executive Function Mediate SES and Home Quality Associations with Academic Readiness?  

ERIC Educational Resources Information Center

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54-66-month old children and their mothers participated in a home observation and…

Dilworth-Bart, Janean E.

2012-01-01

88

The Path to Career Success: High School Achievement, Certainty of Career Choice, and College Readiness Make a Difference. Issues In College Success  

ERIC Educational Resources Information Center

It is essential for all students to be ready for college and career when they graduate from high school. Postsecondary educators expect high school graduates to be prepared academically for success in postsecondary education, which in turn influences success in the work world. Employers continue to call for workers to have the tools needed to…

ACT, Inc., 2009

2009-01-01

89

The Early Developmental Competencies and School Readiness of Low-Income, Immigrant Children: Influences of Generation, Race/Ethnicity, and National Origins  

ERIC Educational Resources Information Center

Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how…

De Feyter, Jessica Johnson; Winsler, Adam

2009-01-01

90

Early maternal employment and children's school readiness in contemporary families.  

PubMed

This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among children generalized to modern families. Using a representative sample of children born in the United States in 2001 (N = 10,100), ordinary least squares regression models weighted with propensity scores assessed links between maternal employment in the 2 years after childbearing and children's school readiness skills at kindergarten. There were neutral associations between maternal employment and children's school readiness, which were not differentiated by maternal time, stress, or wages. However, as nonmaternal household income decreased, maternal employment begun prior to 9 months was linked with higher cognitive skills, while employment begun between 9 and 24 months was linked with lower conduct problems. PMID:24911571

Lombardi, Caitlin McPherran; Coley, Rebekah Levine

2014-08-01

91

Child Care Subsidies and School Readiness in Kindergarten  

PubMed Central

The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ? 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. PMID:23461769

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

2013-01-01

92

Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: implementation of the chicago school readiness project.  

PubMed

Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multicomponent, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: (1) the training of teachers, (2) MHCs' coaching of teachers, and (3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research. PMID:25321641

Li-Grining, Christine P; Raver, C Cybele; Jones-Lewis, Darlene; Madison-Boyd, Sybil; Lennon, Jaclyn

2014-01-01

93

OFFICE OF ACADEMIC AFFAIRS SCHOOL OF MEDICINE  

E-print Network

, the Lucile Packard Children's Hospital, the Palo Alto Veterans Administration Health Care System, the SantaOFFICE OF ACADEMIC AFFAIRS SCHOOL OF MEDICINE COMMUNIQUÃ? MAY 2013 This Month's Contents: Leadership Changes in the Office of Academic Affairs Announcement from Dean Minor on Billet Cap and Expanded PI

Kay, Mark A.

94

Toddler Working Memory Skills Predict Kindergarten School Readiness  

ERIC Educational Resources Information Center

Converging findings in psychology, neuroscience, education, and economics suggests that child persistence in learning represents an important determinant of academic success during the school years. Nevertheless, the developmental origins of productive learning behaviors are not well understood. Some findings suggest that executive function skills…

Fitzpatrick, Caroline; Pagani, Linda S.

2012-01-01

95

Improved Middle Grades Schools for Improved High School Readiness: Ten Best Practices in the Middle Grades  

ERIC Educational Resources Information Center

In 2009, the Southern Regional Education Board (SREB) Committee to Improve High School Graduation Rates and Achievement, led by then-Governor Sonny Perdue of Georgia, released a report of 10 key recommendations for ensuring more students graduate from high school, and they graduate ready for college and careers. Among these 10 recommendations was…

Bottoms, Gene; Timberlake, Allison

2012-01-01

96

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

ERIC Educational Resources Information Center

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

Isaacs, Julia B.

2012-01-01

97

Measuring School Readiness: How Do We Know When We're on Track?  

ERIC Educational Resources Information Center

In Arizona and around the country, there is an increased focus on ensuring that children start school ready to learn. Noting that the best way to know if Arizona's children are starting school ready to learn is to track their progress, this booklet details indicators or benchmarks in five categories used to measure the state's progress in school

Children's Action Alliance, Phoenix, AZ.

98

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

ERIC Educational Resources Information Center

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

Texas Center for Educational Research, 2012

2012-01-01

99

The Condition of College & Career Readiness, 2011  

ERIC Educational Resources Information Center

Since 1959, ACT has collected and reported data on students' academic readiness for college. This report provides a college and career readiness snapshot of the ACT-tested high school class of 2011. ACT has long defined college and career readiness as the acquisition of the knowledge and skills a student needs to enroll and succeed in…

ACT, Inc., 2011

2011-01-01

100

OFFICE OF ACADEMIC AFFAIRS SCHOOL OF MEDICINE  

E-print Network

OFFICE OF ACADEMIC AFFAIRS SCHOOL OF MEDICINE COMMUNIQUÃ? July 2012 Revision to MCL rank Break Revision to MCL rank-specific criteria The rank-specific criteria for Associate and Full Professors in the MCL (Chapter 2 of the School of Medicine's Faculty Handbook) have recently been revised

Kay, Mark A.

101

Do School Facilities Affect Academic Outcomes?  

ERIC Educational Resources Information Center

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

Schneider, Mark

102

Families and Schools Influence Academic Achievements  

ERIC Educational Resources Information Center

Most people probably assume that the quality and type of education that children receive in school influences academic progress, but may be less clear about the ways in which parents can also influence outcomes. When a child has a developmental disability then the most people will be less confident about predicting the effects of schools or…

Buckley, Sue

2008-01-01

103

Are medical school students ready for e-readers?  

PubMed

College textbook publishers are planning to make college and professional education textbooks available online to be downloaded to personal communication devices (e.g., smartphones), digital audio players (e.g., iPods), and digital readers (e.g., Kindles). The current literature on the attitudes of current students to this technological change, especially as it relates to medical school students is reviewed. A short survey attempted to determine how ready the first-year medical students at the University of Louisville are to accept this change in their study habits. PMID:23394419

Atlas, Michel C

2013-01-01

104

Children's School May 2014 PA Private Academic School Licensing  

E-print Network

conducted a site visit to confirm that we have enough space and materials for the number of children weChildren's School May 2014 PA Private Academic School Licensing Because NAEYC Accreditation to address the questions regarding our school philosophy, educational program, support for children

105

Because Wisdom Can't Be Told: Using Comparison of Simulated Parent-Teacher Conferences to Assess Teacher Candidates' Readiness for Family-School Partnership  

ERIC Educational Resources Information Center

This study used text-related, video-based case materials to assess teacher candidates' readiness to communicate with families. Participants (N = 141) rated their efficacy for home-school communication and then responded to a description of a classroom-based challenge regarding one student's behavioral and academic performance. Next, they evaluated…

Walker, Joan M. T.; Dotger, Benjamin H.

2012-01-01

106

Professional Schools FAS and Academic Services and Academic Support Officers School of Law School of Management School of Medicine  

E-print Network

School of Nursing Secretary Emergency Medicine Benjamin Franklin Papers Sheffield Scientific School Genetics Boswell Papers ACADEMIC SUPPORT University General History of Medicine Chemistry Athletics West of Management School of Medicine Brian Rebeschi Jack Beecher Julie Grant Brent Dickman Diane Palmeri Carrie

Haller, Gary L.

107

Relationships Between Social Skills, Behavioral Problems, and School Readiness for Head Start Children  

Microsoft Academic Search

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

Stacey Storch Bracken; Janet E. Fischel

2007-01-01

108

Turkish Classroom Teachers' Views on School Readiness: A Phenomenological Study  

ERIC Educational Resources Information Center

In a democratic education system, it is important to provide equal opportunity to every child. Both educators and researchers acknowledge a gap between students who attend school ready to learn and those who do not. School readiness prepares students for this learning. The purpose of the study was to ascertain Turkish classroom teachers'…

Kotaman, Huseyin

2014-01-01

109

Minnesota School Readiness Year Two Study: Developmental Assessment at Kindergarten Entrance, Fall 2003  

ERIC Educational Resources Information Center

A large and growing body of research supports the critical relationship between early childhood experiences and successful life-long outcomes. Assessing the readiness of children as they enter school is a high priority. This report describes findings from Year Two of the assessment of school readiness with a larger random sample of children…

Minnesota Department of Education, 2004

2004-01-01

110

Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children  

ERIC Educational Resources Information Center

The links among social information processing, social competence, and school readiness were examined in this short-term longitudinal study with a sample of 198 preschool children. Data on social information processing were obtained via child interview, data on child social competence were obtained via teacher report, and data on school readiness

Ziv, Yair

2013-01-01

111

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies  

PubMed Central

Research Findings Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children’s school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/ withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed. PMID:24683299

Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Bovaird, James A.; Kupzyk, Kevin A.

2014-01-01

112

Children Entering School Ready to Learn: 2009-2010 Maryland Model for School Readiness  

ERIC Educational Resources Information Center

Each year, Maryland State Department of Education (MSDE) informs policymakers and practitioners of what children know and are able to do when they start formal education in kindergarten. This report provides a profile of children's skill levels as they enter school based on the evaluation of their teachers. It includes valuable trend data about…

Maryland State Department of Education, 2009

2009-01-01

113

Children Entering School Ready to Learn: 2008-2009 Maryland Model for School Readiness  

ERIC Educational Resources Information Center

Each year, the Maryland State Department of Education (MSDE) informs policymakers and practitioners of what children know and are able to do when they start formal education in kindergarten. This report, which is unique in its kind nationally, provides a profile of children's skill levels as they enter school based on the evaluation of their…

Maryland State Department of Education, 2008

2008-01-01

114

Children Entering School Ready To Learn: School Readiness Baseline Information. Final Report. School Year 2000-01 by State and County.  

ERIC Educational Resources Information Center

In order to better establish baseline information on the social, physical, linguistic, and cognitive skills of children entering Maryland kindergartens, the state selected the Work Sampling System (WSS), a component of the Maryland Model for School Readiness, as the early childhood assessment system for evaluating entering kindergartners' skills…

Maryland State Dept. of Education, Baltimore.

115

"Come and Take a Walk": Listening to Early Head Start Parents on School-Readiness as a Matter of Child, Family, and Community Health  

PubMed Central

We explored the perspectives and experiences of low-income, predominantly African American families regarding children’s school-readiness. Our research, which involved qualitative interviews, ethnographic case studies, and “photovoice” methods, focused on families participating in the national evaluation of Early Head Start. While valuing academic skills, study parents emphasized the importance of social and emotional health in regard to both children’s and parents’ readiness to begin school. These developments are especially critical given the challenges parents perceive in local school environments. On the basis of a social ecology framework, we argue that psychological and environmental dimensions of school-readiness are public health matters and that understanding the perspectives of low-income and minority parents on such issues is a critical aspect of health communication dedicated to eliminating health disparities. PMID:15798118

McAllister, Carol L.; Wilson, Patrick C.; Green, Beth L.; Baldwin, Jennifer L.

2005-01-01

116

75 FR 1037 - Office of Safe and Drug-Free Schools; Overview Information; Readiness and Emergency Management...  

Federal Register 2010, 2011, 2012, 2013

...Information; Readiness and Emergency Management for Schools; Notice Inviting...events. The Readiness and Emergency Management for Schools (REMS) grant...LEAs) to establish an emergency management process that focuses on...

2010-01-08

117

Strategies to Prepare Middle School and High School Students for College and Career Readiness  

ERIC Educational Resources Information Center

Trends among adolescents continue to be discouraging in terms of career and college readiness based on National Assessment of Educational Progress (NAEP) achievement reports and high school graduation rate data. In response, this article presents five goals and eight strategies we have engaged in during a seven-year research study focused on…

Radcliffe, Rich A.; Bos, Beth

2013-01-01

118

Family Instability and School Readiness in the United Kingdom  

PubMed Central

I investigate the prevalence of family instability in the United Kingdom and its association with children's school readiness at age 5. Data are from three sweeps of the Millennium Cohort Study (2001–2007). Family instability is measured by mother's self-report of union status changes since her child's birth. Outcome measures include mother assessments of child behavior and standardized scores on cognitive assessments. Maternal education and household income explained the association of family instability with children's emotional behavior and nonverbal ability, but conduct problems and verbal ability remained associated with family instability after accounting for explanatory factors. Compared to children born to married parents, the verbal ability of children born to cohabiting parents was less affected by later family structure change. PMID:22574238

Fomby, Paula

2012-01-01

119

PREDICTING ACADEMIC SUCCESS BEYOND HIGH SCHOOL.  

ERIC Educational Resources Information Center

THESE TABLES ARE INTENDED TO PREDICT WHICH UTAH COLLEGE CURRICULUM GIVES A STUDENT THE MOST LIKELIHOOD OF SUCCESS. THEY USE HIGH SCHOOL AVERAGE (HSA) AND ACADEMIC ACHIEVEMENT OR APTITUDE TESTS. THE STUDY IS DESIGNED ON CONCLUSIONS FROM EARLIER WORK--(1) THE MAIN HURDLE FOR THE FRESHMAN IS THE REQUIRED GENERAL EDUCATION CORE, (2) GPA'S ARE…

JEX, FRANK B.

120

College and Career Ready? Perceptions of High School Students Related to WorkKeys Assessments  

ERIC Educational Resources Information Center

College and career readiness is a concern in both business and education arenas. Employers are calling for entry-level employees with basic academic skills and educators are being held accountable for student achievement in similar academic areas. In this environment, WorkKeys has emerged as a set of assessments that could respond to the needs of…

Schultz, Deanna; Stern, Sam

2013-01-01

121

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

PubMed Central

Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. PMID:18298849

Trudeau, Francois; Shephard, Roy J

2008-01-01

122

Using PLAN to Identify Student Readiness for Rigorous Courses in High School. Issues In College Readiness  

ERIC Educational Resources Information Center

As part of its College Readiness System, ACT offers the PLAN[R] program as a way for tenth-grade students to review their progress toward college readiness while there is still time to make necessary interventions. PLAN contains four tests--English, Mathematics, Reading, and Science. These tests are designed to measure students' curriculum-related…

ACT, Inc., 2009

2009-01-01

123

Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start  

E-print Network

EFFECTS OF PARENT EXPECTATIONS AND INVOLVEMENT ON THE SCHOOL READINESS OF CHILDREN IN HEAD START A Dissertation by KRYSTAL TISHA? COOK Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment... of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2009 Major Subject: School Psychology EFFECTS OF PARENT EXPECTATIONS AND INVOLVEMENT ON THE SCHOOL READINESS OF CHILDREN IN HEAD START A Dissertation by KRYSTAL TISHA? COOK...

Cook, Krystal Tisha'

2010-10-12

124

University Graduate School Academic Bulletin  

E-print Network

" section. Concentration in Hispanic Linguistics Course Requirements A total of 30 credit hours of which general University Graduate School requirements.) Admission Requirements 1. Undergraduate major in Spanish Record Examination (GRE) General Test; 3. Test of English as a Foreign Language (TOEFL

Indiana University

125

Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools  

ERIC Educational Resources Information Center

The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school

Areepattamannil, Shaljan; Freeman, John G.

2008-01-01

126

Academic excellence for business and the professions School of Informatics  

E-print Network

Academic excellence for business and the professions School of Informatics Computing Engineering Student life at City How to apply Scholarships: Rewarding Excellence Map and contacts School refer to page for more information. #12;School of Informatics: Undergraduate courses Welcometothe

Weyde, Tillman

127

Classroom Context, School Engagement, and Academic Achievement in Early Adolescence  

ERIC Educational Resources Information Center

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a…

Dotterer, Aryn M.; Lowe, Katie

2011-01-01

128

Academic Self-Concept, Gender and Single-Sex Schooling  

ERIC Educational Resources Information Center

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

Sullivan, Alice

2009-01-01

129

Predicting School Readiness for Low-Income Children With Disability Risks Identified Early.  

E-print Network

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part ofthe Early Head Start Research and Evaluation ...

Jeon, Hyun-Joo; Peterson, Carla A.; Wall, Shavaun; Carta, Judith J.; Gayle, Luze; Eshbaugh, Elaine M.; Swanson, Mark

2011-01-01

130

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

ERIC Educational Resources Information Center

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

Schulte, Don P.; Slate, John R.

2011-01-01

131

Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs  

Microsoft Academic Search

We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n=2800) children were randomly selected, four per classroom, from

Carollee Howes; Margaret Burchinal; Robert Pianta; Donna Bryant; Diane Early; Richard Clifford; Oscar Barbarin

2008-01-01

132

School Environment and Academic Achievement of Standard IX Students  

ERIC Educational Resources Information Center

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

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

2012-01-01

133

Generating Knowledge of Academic Language among Urban Middle School Students  

ERIC Educational Resources Information Center

This is a quasi-experimental study in which academic word-learning by students in five schools implementing the Word Generation program was compared to academic word-learning by students in three schools within the same system that did not choose to implement the program. Because the implementing schools were those that volunteered for the…

Snow, Catherine E.; Lawrence, Joshua F.; White, Claire

2010-01-01

134

Recasting Non-Cognitive Factors in College Readiness as What They Truly Are: Non-Academic Factors  

ERIC Educational Resources Information Center

Against the backdrop of traditional measures of college readiness (i.e., high school GPA, standardized test scores, and high school rank), the consideration of "non-cognitive" factors marked a significant departure when they were first discussed as integral aspects of college success. Used to refer to any characteristic, ability or disposition…

Sommerfeld, Amanda

2011-01-01

135

Family income, school attendance, and academic achievement in elementary school.  

PubMed

Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using both random and within-child fixed-effects models. Generally, results suggest that the receipt of free or reduced-price lunch and duration of receipt have small but positive associations with school absences and tardies. Poor attendance patterns predict poorer grades, with absences more associated with grades than tardies. Given the small associations between receipt of free or reduced-price lunch and school attendance, and between the duration of receipt of free or reduced-price lunch and children's grades, results do not provide strong evidence that absences and tardies meaningfully attenuate relations between the duration of low family income and student achievement; poorer attendance and persistent low income independently predict poorer grades. Implications for policy and future research are discussed. PMID:23914750

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

2014-03-01

136

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

PubMed

The purpose of this study was to examine associations between family socioeconomic risk, neighborhood disadvantage, and children's school readiness. A sample of 420 children from 48 early childcare programs yielded multi-informant data. The average age was 55.3 months (SD = 6.4), with 38% of children being Black, non-Hispanic, Hispanic, or other minority race (American Indian or Alaska Native, Asian, and Native Hawaiian or Pacific Islander). One third (32.4%) of the parents had annual incomes less than $30,000. We used multilevel structural equation modeling to test direct and indirect associations among family socioeconomic risk and neighborhood disadvantage and children's cognitive and social-emotional development through home learning environment and parental depression. Children with a greater number of family socioeconomic risks and a higher level of neighborhood disadvantage demonstrated lower scores on cognitive skills. The degree of family socioeconomic risk was indirectly associated with children's cognitive ability through parents' cognitive stimulation at home. Parents who had more family socioeconomic risks and neighborhood disadvantage reported more depressive symptoms, which, in turn, suggested children's greater probability of having social-emotional problems. In other words, home learning environments explained associations between family socioeconomic disadvantage and children's cognitive skills, while parental depression explained associations between family/neighborhood disadvantages and children's social-emotional problems. Results suggest the importance of intervention or prevention strategies for parents to improve cognitive stimulation at home and to reduce depressive symptoms. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:25150370

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

2014-10-01

137

Children Entering School Ready To Learn: School Readiness Information. School Year 2002-03 by State and County.  

ERIC Educational Resources Information Center

As part of efforts to improve services for children from birth to age five, the Maryland Joint Committee on Children, Youth, and Families charged the State Department of Education with identifying and implementing, by school year 2000-01, an early childhood assessment system that would provide baseline information on children entering…

Maryland State Dept. of Education, Baltimore.

138

The effects of an academic alternative high school on academically at-risk students  

Microsoft Academic Search

In a causal-comparative research design, this study investigated the effectiveness of an academic alternative school in improving at-risk student outcomes in a selected county school system in the Upper Cumberland region of Tennessee. The academic alternative high school was compared to a traditional high school serving at-risk populations. Graduation outcomes over a three year period (2007-2008, 2008-2009, and 2009-2010) were

Mark L Winningham

2012-01-01

139

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

ERIC Educational Resources Information Center

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

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

2012-01-01

140

The Influence of Being Ready to Learn on Children's Early School Literacy and Numeracy Achievement  

ERIC Educational Resources Information Center

This study investigated the extent to which learning readiness, prior-to-school experiences, and child and family characteristics influence children's literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their…

Murray, Elizabeth; Harrison, Linda Joan

2011-01-01

141

The Relationship between Preschool Programming and School Readiness for Rural Children Entering Kindergarten  

ERIC Educational Resources Information Center

Children in the researcher's rural school district have limited opportunities for a high quality preschool programming that prepares them for school readiness. Quality preschool programming is defined as teachers with proper qualifications and training, small class size, stimulating curriculum, and parent involvement. The theoretical foundation…

Conway, Donna M.

2010-01-01

142

College and Career Ready: Helping All Students Succeed beyond High School  

ERIC Educational Resources Information Center

"College and Career Ready" offers educators a blueprint for improving high school so that more students are able to excel in freshman-level college courses or entry-level jobs-laying a solid foundation for lifelong growth and success. The book is filled with detailed, practical guidelines and case descriptions of what the best high schools are…

Conley, David T.

2010-01-01

143

Academic Motivation and School Performance: Toward a Structural Model  

Microsoft Academic Search

The purpose of this study was to propose and test a motivational model of school performance based on Deci and Ryan?s theoretical framework (Deci & Ryan, 1985, 1991) using structural equation modeling. Students completed the French version of the Academic Motivation Scale as well as measures of perceived academic competence and perceived academic self-determination during the spring semester. Subsequently, their

Michelle S. Fortier; Robert J. Vallerand; Frédéric Guay

1995-01-01

144

Biculturalism and Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

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

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

2011-01-01

145

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program  

PubMed Central

Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. PMID:18606033

BIERMAN, KAREN L.; NIX, ROBERT L.; GREENBERG, MARK T.; BLAIR, CLANCY; DOMITROVICH, CELENE E.

2011-01-01

146

Graduate Students' Perspectives of Academic Positions in School Psychology  

ERIC Educational Resources Information Center

An increasing number of vacancies in school psychology academic positions and the reduced number of applicants seeking to enter academia have created projected shortages in academe. The purpose of the current study was to determine perspectives of academia held by current school psychology graduate students, who are in line to become the next…

Nagle, Richard J.; Suldo, Shannon M.; Christenson, Sandra L.; Hansen, Anastasia L.

2004-01-01

147

Business School Deans on Student Academic Dishonesty: A Survey  

ERIC Educational Resources Information Center

While students and, to a lesser extent, faculty have been surveyed about the student academic dishonesty issue, deans have been virtually ignored. This paper reports the results of an online survey of business school deans on the issue. Deans' perceptions of the level of student academic dishonesty in their schools were much lower than the levels…

Brown, Bob S.; Weible, Rick J.; Olmosk, Kurt E.

2010-01-01

148

Personality Type and Academic Achievement of Secondary School Students  

ERIC Educational Resources Information Center

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

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

2014-01-01

149

Ready to Go: Using the EXPLORE Test to Increase 8th Grade Readiness for Success  

ERIC Educational Resources Information Center

During the 2009-10 academic year, 1,444 8th grade students in the Canton City, Plain and Marlington Local School Districts (hereafter called Stark students) took the EXPLORE Test as part of a pilot project, "Ready to Go: Increasing Eighth Grade Readiness," sponsored by the Stark Education Partnership with funding from the Ohio College Access…

Rochford, Joseph A.; O'Neill, Adrienne; Gelb, Adele

2010-01-01

150

Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior  

ERIC Educational Resources Information Center

The authors examined the differential effects of prior academic achievement, psychosocial, behavioral, demographic, and school context factors on early high school grade point average (GPA) using a prospective study of 4,660 middle-school students from 24 schools. The findings suggest that (a) prior grades and standardized achievement are the…

Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia

2012-01-01

151

Academic optimism and student achievement in urban elementary schools  

Microsoft Academic Search

Purpose – The aim of this study was two-fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size. Design\\/methodology\\/approach – Data were collected from 99 urban elementary schools in Texas and multiple regression and factor analyses were used

Page A. Smith; Wayne K. Hoy

2007-01-01

152

Vocational and Academic Education in High School: Complements or Substitutes  

Microsoft Academic Search

[Excerpt] A number of blue ribbon-panels have called for increases in the number academic courses required for graduation from high school and for lengthening the school day and the school year. Most states have adopted the first of these recommendations but not the second. With the amount of time a student spends in school remaining constant, increases in the number

Suk Kang; John H. Bishop

1988-01-01

153

School Readiness of Moderately Preterm Children at Preschool Age  

ERIC Educational Resources Information Center

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

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

2013-01-01

154

The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools  

Microsoft Academic Search

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior

Wan Har Chong; Robert M. Klassen; Vivien S. Huan; Isabella Wong; Allison Diane Kates

2010-01-01

155

The Chinese high school student’s stress in the school and academic achievement  

Microsoft Academic Search

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

Yangyang Liu; Zuhong Lu

2011-01-01

156

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

ERIC Educational Resources Information Center

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

Liu, Yangyang; Lu, Zuhong

2011-01-01

157

The Tip of the Iceberg: SURR Schools and Academic Failure in New York City. Civic Report.  

ERIC Educational Resources Information Center

This report presents statistical data on academic failure in New York City's Schools Under Registration Review (SURR) schools. The tables and charts focus on: SURR schools in New York state; SURR schools by grade level; academic achievement in new SURR schools; academic performance in all SURR schools; children attending New York City SURR Schools

Kosar, Kevin

158

A Review of Methods and Instruments Used in State and Local School Readiness Evaluations. Issues & Answers. REL 2007-No. 004  

ERIC Educational Resources Information Center

The report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations. Study results indicate that…

Brown, Glyn; Scott-Little, Catherine; Amwake, Lynn; Wynn, Lucy

2007-01-01

159

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

ERIC Educational Resources Information Center

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

Data Quality Campaign, 2012

2012-01-01

160

College and Career Ready: Using Outcomes Data to Hold High Schools Accountable for Student Success. Education Sector Reports  

ERIC Educational Resources Information Center

The goal of helping all students become college- and career-ready has become a focal point of American education. But most high school accountability systems are lagging behind, failing to recognize college- and career-ready goals. Most high schools are rated on only two measures: graduation rates and student scores on basic skills tests given in…

Aldeman, Chad

2010-01-01

161

Hispanic Preschoolers' School Readiness: A Study Examining the Impact of Cultural, Social-Emotional, and Sociodemographic Factors  

E-print Network

readiness. A total of 162 children ages 3 to 5 years old were assessed by a school readiness measure in a Head Start program in central Texas. Children were assessed during the first 45 days of school. Teachers and caregivers completed a social...

Avila Brizuela, Leonor

2012-02-14

162

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

ERIC Educational Resources Information Center

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

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

2014-01-01

163

Preparing Our Children To Learn. Report of the Select Committee on California Children's School Readiness and Health.  

ERIC Educational Resources Information Center

This report of the Select Committee on California Children's School Readiness and Health, established in 2001, examines the relationship between the status of a child's health and its impact on school readiness and achievement. The report is intended to promote and facilitate continued dialogue, exploration, and research on student health and…

Chan, Wilma

164

Michigan Ross School of Business Enriching Academics in Collaboration with High Schools  

E-print Network

Michigan Ross School of Business Enriching Academics in Collaboration with High Schools 2007 in Collaboration with High Schools) brings Detroit and other Southeast Michigan high school students (urban-2008: To date MREACH has served 614 high school students from 12 high schools in Southeast Michigan. MREACH has

Awtar, Shorya

165

Spread of academic success in a high school social network.  

PubMed

Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students' academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends' average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network. PMID:23418483

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

2013-01-01

166

How Do You Measure Success? Academic Wholism Bridges the Gap between High School and College  

ERIC Educational Resources Information Center

We conducted a research case study to ascertain the effect of a bridge program on fostering self-growth and academic readiness for college. Academic wholism provided the vehicle to promote self-awareness, self-motivation, and academic maturity. The rippling effect of this program extended beyond academics to the personal level. (Contains 2…

Giuliano, Barbara A.; Sullivan, Judith L.

2004-01-01

167

Personality Traits and Intelligence Predict Academic School Grades  

ERIC Educational Resources Information Center

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

Furnham, Adrian; Monsen, Jeremy

2009-01-01

168

The Academic Resilience of Mexican American High School Students  

Microsoft Academic Search

This study sought to identify factors that contribute to the academic resilience and achievement among Mexican American high school students. High-and low-achieving students were selectedfrom a database that included 2,169 Mexican American students in three California high schools. Resilient students (N = 133) reported receiving mostly A grades in high school, whereas nonresilient students (N = 81) reported mostly grades

Rosemary Gonzalez; Amado M. Padilla

1997-01-01

169

Computer Use and Academic Development in Secondary Schools  

Microsoft Academic Search

Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students’ school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related to computer use for school work or other than school work

Sang Min Lee; William Brescia; Dan Kissinger

2009-01-01

170

The Effects of School Bonding on High School Seniors' Academic Achievement  

ERIC Educational Resources Information Center

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and…

Bryan, Julia; Moore-Thomas, Cheryl; Gaenzle, Stacey; Kim, Jungnam; Lin, Chia-Huei; Na, Goeun

2012-01-01

171

Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities  

ERIC Educational Resources Information Center

We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social…

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

2011-01-01

172

Preschool Center Quality and Socioemotional Readiness for School: Variation by Demographic and Child Characteristics  

ERIC Educational Resources Information Center

The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's socioemotional skills and behavior higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.

2012-01-01

173

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

ERIC Educational Resources Information Center

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

Quirk, Matthew; Rebelez, Jennica; Furlong, Michael

2014-01-01

174

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

ERIC Educational Resources Information Center

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

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

2012-01-01

175

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

ERIC Educational Resources Information Center

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

Muhajarine, Nazeem; Puchala, Chassidy; Janus, Magdalena

2011-01-01

176

Predicting School Readiness: Executive Functions, Problem Behaviors and Theory of Mind in Preschoolers  

Microsoft Academic Search

Executive functions (EFs), specifically a child's ability to shift between two stimuli and a child's ability to inhibit a prepotent response, are a child's self-regulatory cognitive processes used towards achieving a goal (Garon, Bryson, & Smith, 2008) and have been found to predict later school readiness (e.g. Blair & Diamond, 2008; McClelland et al., 2007; Pennington & Ozonoff, 1996). The

Shira Kolnik

2010-01-01

177

Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities  

ERIC Educational Resources Information Center

In this study, the authors used data from a large longitudinal birth cohort study of primarily low-income children in urban areas, the Fragile Families and Child Wellbeing Study (FFCWS), to investigate the effects of Head Start participation on children's school readiness. The fact that their sample was mainly made up of disadvantaged families…

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

2010-01-01

178

Mapping Fiscal Resources in South Hampton Roads Virginia to Support School Readiness. Regional Summary  

ERIC Educational Resources Information Center

In 2007, committees of key stakeholders in the five cities of Chesapeake, Norfolk, Suffolk, Portsmouth, and Virginia Beach developed Collaborative Action Plans focused on key strategies to ensure that children in each city "arrive at kindergarten healthy and ready to succeed in school, and in life." With leadership from Smart Beginnings South…

Finance Project, 2009

2009-01-01

179

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

ERIC Educational Resources Information Center

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

Bracken, Stacey Storch; Fischel, Janet

2007-01-01

180

Family Support and Education: A Holistic Approach to School Readiness. Network Briefs.  

ERIC Educational Resources Information Center

In recent years, government has recognized that programs like Head Start are cost-effective investments that improve the school readiness of disadvantaged children. Over the last decade, states have been leaders in supporting services to infants and toddlers and their families. Examples of such initiatives include Hawaii's Healthy Start program,…

Bruner, Charles; Carter, Judy Langford

181

Families as Primary Partners in their Child's Development and School Readiness  

ERIC Educational Resources Information Center

The purpose of this tool kit is to provide guidance, resource materials and references that will assist communities in working with families as primary partners in their child's development and school readiness. By recognizing and building the capacity of parents as their child's first educator and engaging parents as decision makers for their…

Seitzinger Hepburn, Kathy

2004-01-01

182

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

ERIC Educational Resources Information Center

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

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

2013-01-01

183

Profiles of School Readiness among Four-Year-Old Head Start Children  

ERIC Educational Resources Information Center

This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the…

Halle, Tamara G.; Hair, Elizabeth C.; Wandner, Laura D.; Chien, Nina C.

2012-01-01

184

High School Graduates' Perceptions of Senior Project and College and Work Readiness: A Mixed Methods Study  

ERIC Educational Resources Information Center

State testing or end-of-course exams are recommended to determine if high school graduates are ready to enter college or the workforce because these assessments are aligned to content area expectations and standards that are measurable within each state as well as from state to state (Achieve, 2006). However, such assessments do not measure all…

Pennacchia, Donna

2010-01-01

185

Associations among Maternal Behavior, Delay of Gratification, and School Readiness across the Early Childhood Years  

ERIC Educational Resources Information Center

This study examined the developmental pathways from maternal behavior to school readiness within a sample of 1007 children, with a specific focus on the mediating role of delay of gratification (DoG). Maternal behavior across the first 36 months of age was explored as a predictor of children's DoG at 54 months as well as their behavioral and…

Razza, Rachel A.; Raymond, Kimberly

2013-01-01

186

Predicting School Readiness for Low-Income Children with Disability Risks Identified Early  

ERIC Educational Resources Information Center

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-Up study. Children who had suspected developmental delays and did not receive Part C services had lower…

Jeon, Hyun-Joo; Peterson, Carla A.; Wall, Shavaun; Carta, Judith J.; Luze, Gayle; Eshbaugh, Elaine M.; Swanson, Mark

2011-01-01

187

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics  

ERIC Educational Resources Information Center

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between…

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2013-01-01

188

Way To Grow: A Proposed Plan To Promote School Readiness of Minneapolis Children.  

ERIC Educational Resources Information Center

A coordinated continuum of comprehensive, community-based services that help Minneapolis parents meet the developmental needs of their children from birth through the fifth year is proposed as a way to increase children's readiness for school. After an executive summary and brief introductory chapter, contents of the document focus on: (1) key…

Kurz-Riemer, Karen; And Others

189

Early Childhood Development and School Readiness: Some Observations about "Homework" for New Century Working Parents.  

ERIC Educational Resources Information Center

This keynote address examines the relationship between early childhood development and school readiness. The address begins with basic statistical data indicative of the well-being of children in Pennsylvania and Illinois and maintains that advocacy embracing and encouraging interdisciplinary professional collaboration for supporting and…

Slaughter-Defoe, Diana T.

190

Roots of Assimilation: Generational Status Differentials in Ethnic Minority Children's School Readiness  

ERIC Educational Resources Information Center

This study examines the relationship between children's generational status and their cognitive and social school readiness, paying particular attention to racial/ethnic and national origin differences. This relationship is examined using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Results indicate…

Hibel, Jacob

2009-01-01

191

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

ERIC Educational Resources Information Center

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

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

2010-01-01

192

The Effect of a Child's Age at School Entrance on Reading Readiness and Achievement Test Scores.  

ERIC Educational Resources Information Center

A study was conducted to determine whether or not a child who is older when entering school performs better on reading readiness and achievement tests than a younger child. Two samples of second grade students from a middle class community in Bloomfield, New Jersey, were established by examining the ages of all the children in the cohort. Sample A…

Magliacano, Karen

193

School Readiness in Children Living in Non-Parental Care: Impacts of Head Start  

ERIC Educational Resources Information Center

The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included…

Lipscomb, Shannon T.; Pratt, Megan E.; Schmitt, Sara A.; Pears, Katherine C.; Kim, Hyoun K.

2013-01-01

194

First Steps to School Readiness: South Carolina's Response to At-Risk Early Childhood Population.  

ERIC Educational Resources Information Center

Describes South Carolina's new state early childhood program, First Steps to School Readiness. Includes a profile of the state's at-risk child population, noting poverty and education risk indicators, and describing key program components. The article discusses program oversight, local program partnerships, program funding mechanisms, and local…

Buford, Rhonda; Stegelin, Dolores A.

2003-01-01

195

Minnesota Family Literacy and School Readiness Study: Results through Year 2  

ERIC Educational Resources Information Center

This report presents findings from the two-year Minnesota Family Literacy and School Readiness study. It provides information on the impacts of participating Family Literacy programs and on the first and second cohorts of children (and their families) enrolled in these programs. The Minnesota Early Learning Foundation provided the Amherst H.…

Gozali-Lee, Edith; Mueller, Dan

2010-01-01

196

Promising Findings on Preschoolers' Emergent Literacy and School Readiness in Arts-Integrated Early Childhood Settings  

ERIC Educational Resources Information Center

An approach to early childhood education that integrates visual and performing arts throughout the preschool curriculum--"Art as a Way of Learning"--was implemented in a program (Promoting and Supporting Early Literacy through the Arts) designed to improve the emergent literacy and school readiness of at-risk young children in community-based…

Phillips, Roger D.; Gorton, Rebecca L.; Pinciotti, Patricia; Sachdev, Anuradha

2010-01-01

197

The Effects of Turkish Parents' Child Rearing Behavior on School Readiness  

ERIC Educational Resources Information Center

This study was conducted to evaluate the effects of parents' child rearing behavior on school readiness of 5-6 year-old children in terms of socio-emotional development. The study sample consisted of 300 pre-school children at 5, 5.5, and 6 years of age. The results revealed that parents' behaviour with regard to the following activities all have…

Polat, Ozgul

2010-01-01

198

The Effects of Turkish Parents' Child Rearing Behavior on School Readiness  

Microsoft Academic Search

This study was conducted to evaluate the effects of parents' child rearing behavior on school readiness of 5–6 year-old children in terms of socio-emotional development. The study sample consisted of 300 preschool children at 5, 5.5, and 6 years of age. The results revealed that parents' behaviour with regard to the following activities all have a positive impact on school

Özgül Polat

2010-01-01

199

School Readiness and Children's Developmental Status. ERIC Digest.  

ERIC Educational Resources Information Center

In order to provide data to help schools respond to the diversity in the backgrounds and educational needs of children entering school, a U.S. Department of Education study asked parents of 3- to 5-year-old children who had not yet started kindergarten about their children's accomplishments that indicated emerging literacy and numeracy skills and…

Zill, Nicholas; And Others

200

Background for Community-Level Work on School Readiness: A Review of Definitions, Assessments, and Investment Strategies. Final Report to the Knight Foundation.  

ERIC Educational Resources Information Center

Noting that many communities in the United States have set the ambitious goal of enhancing school readiness, this report is intended to help communities invest wisely in school readiness initiatives. Part 1 of the report summarizes recommendations from the National Education Goals Panel (NEGP) for defining and assessing school readiness. The core…

Zaslow, Martha; Calkins, Julia; Halle, Tamara; Zaff, Jonathan; Margie, Nancy Geyelin

201

Charter Schools and the Road to College Readiness  

NSDL National Science Digital Library

The world of charter schools is quite intriguing and as conversations about transforming the landscape of public education continue, scholars and policy advisors continue to weigh in on their value. This 54-page report from The Boston Foundation and NewSchools Venture Fund takes a look at the way charter schools prepare their students for college. Published in May 2013, this report was researched by the Foundation's colleagues at the School and Effectiveness and Inequality Initiative at MIT and notes that the charter schools in Massachusetts appear to have a long term positive effect on student outcomes and educational attainment. The report contains seven chapters detailing the group's findings, along with two appendices, a bibliography, and endnotes. It's a work that warrants close consideration and education scholars and journalists reporting on these issues will want to give it their close attention.

2013-05-01

202

Academic Intrinsic Motivation in Young Elementary School Children  

Microsoft Academic Search

Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. It was positively related to achievement, IQ, and perception of competence, and inversely related to anxiety. Academic intrinsic motivation at age 9 was significantly predicted by motivation measured 1 and 2 years earlier, above and beyond

Adele Eskeles Gottfried

1990-01-01

203

College-Readiness Rates in Texas: A Statewide, Multiyear Study of Ethnic Differences  

ERIC Educational Resources Information Center

In this study, we examined the college-readiness rates of Black, Hispanic, and White Texas public high school graduates using archival data from the Texas Education Agency Academic Excellence Indicator System. An examination of the state college-readiness rates across a 3-year period was conducted to determine the extent to which academic

Barnes, Wally; Slate, John R.

2014-01-01

204

An Intervention to Promote Social Emotional School Readiness in Foster Children: Preliminary Outcomes From a Pilot Study  

PubMed Central

Foster children are at great risk for poor school outcomes. Given that school readiness is a powerful predictor of later school success, the promotion of school readiness skills in foster children is an opportunity for preventive intervention. Results are presented from a preliminary evaluation of a program designed to improve school readiness in foster children. Twenty-four foster children were randomly assigned to the intervention or comparison conditions. The intervention consisted of therapeutic playgroups (twice weekly for 7 weeks during the summer) focusing on social competence and self-regulation skills. Attendance rates for the playgroups are reported. In addition, group differences on data collected before and after the intervention are reported. Intervention group children exhibited increased social competence and self-regulation. Comparison group children exhibited poorer performance in these domains over time. Results are discussed in terms of how the study has informed a current randomized efficacy trial of a school-readiness intervention. PMID:19057655

Pears, Katherine C.; Fisher, Philip A.; Bronz, Kimberly D.

2008-01-01

205

SAT Benchmarks: Development of a College Readiness Benchmark and Its Relationship to Secondary and Postsecondary School Performance. Research Report 2011-5  

ERIC Educational Resources Information Center

The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a…

Wyatt, Jeffrey; Kobrin, Jennifer; Wiley, Andrew; Camara, Wayne J.; Proestler, Nina

2011-01-01

206

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

PubMed

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

Dotterer, Aryn M; Lowe, Katie

2011-12-01

207

Will I Be Ready as an Administrator for School Emergencies?  

ERIC Educational Resources Information Center

This article presents a case study designed for use in educational leadership courses to heighten awareness of what is required of tomorrow's principals when it comes to assuming ultimate responsibility for student safety. Since the Columbine High School shootings in Littleton, Colorado, in April 1999, many other incidents of students bringing…

Llewellyn, Pamela Easton

2004-01-01

208

Cost Savings Analysis of School Readiness in Michigan. Executive Summary  

ERIC Educational Resources Information Center

Beginning in the 1980s, Michigan began making investments in fully preparing young children for school--cognitively, physically, socially and emotionally. Currently Michigan's Great Start system encompasses both early childhood services and a strategic plan for the state's early childhood system of programs, services, and supports for children…

Chase, Richard; Anton, Paul

2009-01-01

209

Professional Learning Communities: Developing a School-Level Readiness Instrument  

ERIC Educational Resources Information Center

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

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

2008-01-01

210

Helping Students Improve Academic Achievement and School Success Behavior  

ERIC Educational Resources Information Center

This article describes a study evaluating the impact of school-counselor-led interventions on student academic achievement and school success behavior. A group counseling and classroom guidance model called student success skills (SSS) was the primary intervention. The focus of the SSS model was on three sets of skills identified in several…

Brigman, Greg; Campbell, Chari

2003-01-01

211

Academic Outcomes in School Classes with Markedly Disruptive Pupils  

ERIC Educational Resources Information Center

The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from…

Bru, Edvin

2009-01-01

212

School-Year Employment and Academic Performance of Young Adolescents  

ERIC Educational Resources Information Center

Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

Sabia, Joseph J.

2009-01-01

213

Implications of High School Student Use of Academic Libraries.  

ERIC Educational Resources Information Center

Academic librarians report that use by increasingly large numbers of high school students is creating pressures in budgets, staff, and materials. Indications are that these demands will increase: students are increasingly sophisticated in their information needs; they are mobile; and school library media centers' collections have been weakened by…

Miller, Rosalind; Russell, Ralph

214

Academic Optimism and Community Engagement in Urban Schools  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to examine the relationships among academic optimism, community engagement, and student achievement in urban elementary schools across one district. Design/methodology/approach: Data were collected from all 35 urban elementary schools across one district in Virginia, USA. Correlation, multiple regression, and…

Kirby, Misty M.; DiPaola, Michael F.

2011-01-01

215

The Relationship between School Absence, Academic Performance, and Asthma Status  

ERIC Educational Resources Information Center

Background: Children with asthma experience more absenteeism from school compared with their nonasthma peers. Excessive absenteeism is related to lower student grades, psychological, social, and educational adjustment. Less is known about the relationship between the presence of asthma and the academic achievement in school-aged children. Since…

Moonie, Sheniz; Sterling, David A.; Figgs, Larry W.; Castro, Mario

2008-01-01

216

TECHNICAL STANDARDS FOR MEDICAL SCHOOL ADMISSION, ACADEMIC PROGRESSION AND GRADUATION  

E-print Network

TECHNICAL STANDARDS FOR MEDICAL SCHOOL ADMISSION, ACADEMIC PROGRESSION AND GRADUATION LSU SCHOOL standards presented in this document are prerequisite for admission, progression, and graduation from technical standards must be met by prospective candidates and students. A candidate for the M.D. degree must

217

The Role of Academic Achievement Growth in School Track Recommendations  

ERIC Educational Resources Information Center

Students in Germany are tracked into different forms of secondary schooling based on teachers' recommendations. The literature shows that school tracking is largely affected by academic achievement levels, but neglects the influence of individual achievement growth. The authors used data from the Berlin study ELEMENT (N = 2242) to characterize…

Caro, Daniel H.; Lenkeit, Jenny; Lehmann, Rainer; Schwippert, Knut

2009-01-01

218

Effect of School Population Socioeconomic Status on Individual Academic Achievement.  

ERIC Educational Resources Information Center

Reports a Louisiana study that investigated relationships between black high school students' academic achievement and their peers' and families' socioeconomic and social status. Test scores, school data, and student surveys indicated that family poverty status, family social status, and peers' family social status all influenced individual…

Caldas, Stephen J.; Bankston, Carl, III

1997-01-01

219

Integrating Academic and Vocational Education: Guidelines for Secondary School Principals.  

ERIC Educational Resources Information Center

These guidelines are for individuals and school divisions contemplating or already integrating academic and vocational education. Section 1 discusses two goals for integration. Section 2 provides a justification for integration and discusses the contradiction in the skills obtained in school and those needed in the workplace. Section 3 defines the…

Schmidt, B. June; And Others

220

Emotional Reactions toward School Situations: Relationships with Academic Outcomes  

ERIC Educational Resources Information Center

The current study investigated self-reported positive affect (PA) and negative affect (NA) in high school students (N = 451) within three academic contexts: homework, classwork/tests, and after-school activities. We examined whether context-specific emotions predicted grades, life satisfaction, and discipline records. Our findings revealed that…

Lipnevich, Anastasiya A.; MacCann, Carolyn; Bertling, Jonas P.; Naemi, Bobby; Roberts, Richard D.

2012-01-01

221

Reward Allocation and Academic versus Social Orientation toward School.  

ERIC Educational Resources Information Center

Correlates 138 elementary school children's views about the purposes of school to their styles of reward allocation: academically motivated students allocated rewards equally to two hypothetical performers who had unequally helped a teacher perform a manual chore, while socially motivated children allocated rewards in an equity (performance-based)…

Peterson, Candida C.; Peterson, James L.

1978-01-01

222

Men in Academic School Psychology: A National Survey  

ERIC Educational Resources Information Center

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

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

2012-01-01

223

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

ERIC Educational Resources Information Center

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

Liu, Yangyang; Lu, Zuhong

2011-01-01

224

Academic achievement in the high school years: the changing role of school engagement.  

PubMed

School engagement is an important theoretical and practical cornerstone to the promotion of academic accomplishments. This article used a tripartite-behavioral, emotional, and cognitive-model of school engagement to assess the relationship between school engagement and academic success among high school students, and to determine whether a reciprocal relationship exists between these constructs. Data were derived from 710 youth (69% female) who took part in Waves 6 through 8 (Grades 10 through 12) of the 4-H study of positive youth development. Longitudinal confirmatory factor analyses confirmed the invariance of the tripartite model of school engagement. Results of a structural equation model showed that the components of school engagement and academic achievement were mutually predictive and that these predictions varied from grade to grade. Future possibilities for evaluating the relationship between school engagement and academic achievement, as well as the implications for educational policy and practice, are discussed. PMID:24477498

Chase, Paul A; Hilliard, Lacey J; Geldhof, G John; Warren, Daniel J A; Lerner, Richard M

2014-06-01

225

Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students  

Microsoft Academic Search

Literature has postulated that African American students often choose not to succeed in school because achievement is seen as acting White. This study examined the extent to which racial identity, self-esteem, and academic self-concept were related to academic achievementfor 86African American high school students. The majority of students indicated supportfrom both peers and parents for their academic work. Multiple regression

Karen McCurtis Witherspoon; Suzette L. Speight; Anita Jones Thomas

1997-01-01

226

Catholic High Schools and Rural Academic Achievement  

Microsoft Academic Search

In this paper the effects of rural Catholic high schools on achievement in mathematics, high school graduation rates, and the likelihood that high school graduates go on to college are examined. Estimates that are corrected for selection bias indicate that rural Catholic high schools have a positive effect on mathematics test scores and no effect on graduation rates or on

William Sander

1997-01-01

227

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

ERIC Educational Resources Information Center

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

Byrne, Barbara M.

1990-01-01

228

Michigan Ross School of Business Enriching Academics in Collaboration with High Schools  

E-print Network

Michigan Ross School of Business Enriching Academics in Collaboration with High Schools (MREACH begin their high school lives. MREACH staff have set the following goals for the program: · Expose that is currently not available in high school; · Provide students with a Four-Year Course Planning Guide

Awtar, Shorya

229

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

PubMed Central

Background Low academic achievement is common and is associated with adverse outcomes such as grade repetition, behavioural disorders and unemployment. The ability to accurately identify these children and intervene before they experience academic failure would be a major advance over the current 'wait to fail' model. Recent research suggests that a possible modifiable factor for low academic achievement is working memory, the ability to temporarily store and manipulate information in a 'mental workspace'. Children with working memory difficulties are at high risk of academic failure. It has recently been demonstrated that working memory can be improved with adaptive training tasks that encourage improvements in working memory capacity. Our trial will determine whether the intervention is efficacious as a selective prevention strategy for young children at risk of academic difficulties and is cost-effective. Methods/Design This randomised controlled trial aims to recruit 440 children with low working memory after a school-based screening of 2880 children in Grade one. We will approach caregivers of all children from 48 participating primary schools in metropolitan Melbourne for consent. Children with low working memory will be randomised to usual care or the intervention. The intervention will consist of 25 computerised working memory training sessions, which take approximately 35 minutes each to complete. Follow-up of children will be conducted at 6, 12 and 24 months post-randomisation through child face-to-face assessment, parent and teacher surveys and data from government authorities. The primary outcome is academic achievement at 12 and 24 months, and other outcomes include child behaviour, attention, health-related quality of life, working memory, and health and educational service utilisation. Discussion A successful start to formal learning in school sets the stage for future academic, psychological and economic well-being. If this preventive intervention can be shown to be efficacious, then we will have the potential to prevent academic underachievement in large numbers of at-risk children, to offer a ready-to-use intervention to the Australian school system and to build international research partnerships along the health-education interface, in order to carry our further studies of effectiveness and generalisability. PMID:21682929

2011-01-01

230

Improving Media Message Interpretation Processing Skills to Promote Healthy Decision Making About Substance Use: The Effects of the Middle School Media Ready Curriculum  

Microsoft Academic Search

The Media Ready Program was designed as a middle school, media literacy education, preventive intervention program to improve adolescents' media literacy skills and reduce their intention to use alcohol or tobacco products. In a short-term efficacy trial, schools in North Carolina were randomly assigned to conditions (Media Ready: n = 214; control: n = 198). Boys in the Media Ready group reported significantly less

Janis B. Kupersmidt; Tracy M. Scull; Jessica W. Benson

2012-01-01

231

The academic experience of male high school students with ADHD.  

PubMed

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed grades 9, 10, 11, and 12. Results indicated that adolescents with ADHD experienced significant academic impairment in high school relative to comparison adolescents, including lower overall and main academic subject grade point averages (GPA), lower levels of class placement (e.g. remedial vs. honors), and higher rates of course failure. In addition, teacher reports indicated that adolescents with ADHD completed and turned in a significantly lower percentage of assignments and were significantly less likely to be working up to their potential. Adolescents with ADHD were also significantly more likely to be absent or tardy during the academic year, and they were over eight times more likely than adolescents without ADHD to drop out of high school. These findings demonstrate that children with ADHD continue to experience severe academic impairment into high school. PMID:21103923

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

2011-04-01

232

Are We Ready for Another Change? Digital Signatures Can Change How We Handle the Academic Record  

ERIC Educational Resources Information Center

In this electronic age, where information is digital and service is virtual, the registrar profession is changing rapidly to keep up with increasing standards and expectations. EDI and now XML standards enable system-to-system exchanges of academic records information. While many of the registrar's profession display student academic records under…

Black, Thomas C.; Mohr, John

2004-01-01

233

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

ERIC Educational Resources Information Center

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

Texas Center for Educational Research, 2010

2010-01-01

234

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

ERIC Educational Resources Information Center

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

Texas Center for Educational Research, 2011

2011-01-01

235

An Investigation of a Model of Academic Motivation for School Counseling  

Microsoft Academic Search

A theoretical model of academic motivation consisting of (a) academic self-efficacy, (b) purposefulness and intentionality, and (c) support through school counsel- ing for autonomous learning was explored with 346 high school juniors. Regression analysis indicated aca- demic self-efficacy and utilization of school counseling to be significant predictors of academic motivation after controlling for previous school performance. A second regression analysis

Michael J. Scheel; Jaime Gonzalez

236

Working memory, psychiatric symptoms, and academic performance at school  

Microsoft Academic Search

Previous studies of the relationship among working memory function, academic performance, and behavior in children have focused mainly on clinical populations. In the present study, the associations of the performance in audio- and visuospatial working memory tasks to teacher reported academic achievement and psychiatric symptoms were evaluated in a sample of fifty-five 6–13-year-old school children. Working memory function was measured

E. T. Aronen; V. Vuontela; M.-R. Steenari; J. Salmi; S. Carlson

2005-01-01

237

Academic vocabulary and middle school English learners: an intervention study  

Microsoft Academic Search

The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary\\u000a words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly\\u000a more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A\\u000a secondary goal of this study was to examine

Dianna Townsend; Penny Collins

2009-01-01

238

Secondary Schools for Academically Talented Youth  

Microsoft Academic Search

Many American high school students are bored with the slow pace and lack of intellectual challenge of the standard, inclusive, school curriculum (Feldhusen and Kroll, 1991; Feldhusen, Wood, Dai, 1997). With increased public funding and awareness in gifted education over the last three decades (U.S.O.E., 1993), there has been large growth in the number of secondary schools in the United

John F. Feldhusen; Jeremy Boggess

2000-01-01

239

PageAcadem194Academ Music SonomaAcademStateAcademUniversityAcadem2010-2011AcademCatalog DirectOr, schOOl Of perfOrming arts  

E-print Network

AcademRothermel,AcademSaxophone CliffAcademHugo,AcademBass GeorgeAcademMarsh,AcademDrumAcademSet JohnAcademWilson,AcademTheory,AcademAnalysisAcademandAcademComposition WilliamAcademJohnsonAcadem(Emeritus),AcademComposition JeffAcademLangley,AcademComposition JohnAcademPalmer,AcademEar

Ravikumar, B.

240

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

ERIC Educational Resources Information Center

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

Sullivan, Alice; Joshi, Heather; Leonard, Diana

2010-01-01

241

The Relationships among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools  

ERIC Educational Resources Information Center

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational…

Chong, Wan Har; Klassen, Robert M.; Huan, Vivien S.; Wong, Isabella; Kates, Allison Diane

2010-01-01

242

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

ERIC Educational Resources Information Center

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

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

2010-01-01

243

Adolescents' Perceptions of School Environment, Engagement, and Academic Achievement in Middle School  

ERIC Educational Resources Information Center

This short-term longitudinal research examined the relationships among middle school students' perceptions of school environment, school engagement, and academic achievement. Participants were from a representative, ethnically diverse, urban sample of 1,046 students. The findings supported the theoretical conceptualization of three different, but…

Wang, Ming-Te; Holcombe, Rebecca

2010-01-01

244

Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Context  

ERIC Educational Resources Information Center

The transition to high school is a critical stage in students' academic trajectories and can be especially difficult for middle school students who struggle academically. Starting high school on a low academic track and with low academic performance often leads to dropping out of high school. This study investigates what might protect academically

Langenkamp, Amy G.

2010-01-01

245

The Academic Experience of Male High School Students with ADHD  

Microsoft Academic Search

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the\\u000a Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar\\u000a males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers\\u000a and schools. The current study

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

2011-01-01

246

School Uniforms, Academic Achievement, and Uses of Research  

Microsoft Academic Search

School uniforms are being advocated for a range of social, educational, economic, and familial reasons. In 1998, The Journal of Educational Research (The JER) published an article by D. Brunsma and K. Rockquemore that claims that uniforms correlate negatively with academic achievement, but data presented in this article actually show positive correlation between uniforms and achievement for the total sample,

Ann Bodine

2003-01-01

247

Academic Performance and School Integration: A Multi-Ethnic Analysis.  

ERIC Educational Resources Information Center

Determining whether statistically significant differences occur in the measured achievement of a group of 608 white pupils, 127 Lumbee Indian pupils, and 680 black pupils--from a newly racially integrated North Carolina school system--this study analyzed academic performance with respect to each student ethnic group, each teacher ethnic group, and…

Maynor, Waltz

248

Colorado School of Mines 1 The Academic Environment  

E-print Network

years after gold and silver were discovered in the Colorado Territory, the fledgling mining industry was inColorado School of Mines 1 Welcome 2014-2015 The Academic Environment We strive to fulfill, Geophysical Engineering, Mechanical Engineering, Metallurgical and Materials Engineering, Mining Engineering

249

Drinking, Socioemotional Functioning, and Academic Progress in Secondary School  

ERIC Educational Resources Information Center

Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the…

Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara

2012-01-01

250

Academic Optimism of Schools: A Force for Student Achievement  

Microsoft Academic Search

Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample

Wayne K. Hoy; C. John Tarter; Anita Woolfolk Hoy

2006-01-01

251

Health Behaviour and Academic Achievement in Icelandic School Children  

ERIC Educational Resources Information Center

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

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

2007-01-01

252

Neighborhood Social Processes and Academic Achievement in Elementary School  

ERIC Educational Resources Information Center

To examine how neighborhood characteristics influence academic achievement, data were drawn from a community survey of low-income neighborhoods and linked with data on performance on standardized testing for third-grade students attending elementary schools in those communities. Results of multilevel logistic regressions indicated that probability…

Emory, Ronya; Caughy, Margaret; Harris, T. Robert; Franzini, Luisa

2008-01-01

253

Implementing Vocational/Academic Integration in Disparate School Settings.  

ERIC Educational Resources Information Center

A study examined vocational/academic integration (VAI) in four Illinois secondary sites, assuming that why schools or teachers choose to integrate will affect how they go about it. The case studies revealed the process of VAI in two different lights: as a highly formalized, documented, and administered procedure; and as an informal collection of…

Roegge, Chris A.

1994-01-01

254

Relational Aggression and Academic Performance in Elementary School  

ERIC Educational Resources Information Center

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

Risser, Scott D.

2013-01-01

255

SCHOOL OF NURSING Academic/Business Continuity Plan1 Infectious Hazards Plan  

E-print Network

SCHOOL OF NURSING Academic/Business Continuity Plan1 Infectious Hazards Plan University of Michigan School of Nursing Academic/Business Continuity Plan Pandemic Influenza Created: May 1, 2007 Updated: September 1, 2009 #12;SCHOOL OF NURSING Academic/Business Continuity Plan2 Table of Contents Introduction

Eustice, Ryan

256

An Investigation of a Model of Academic Motivation for School Counseling  

ERIC Educational Resources Information Center

A theoretical model of academic motivation consisting of (a) academic self-efficacy, (b) purposefulness and intentionality, and (c) support through school counseling for autonomous learning was explored with 346 high school juniors. Regression analysis indicated academic self-efficacy and utilization of school counseling to be significant…

Scheel, Michael J.; Gonzalez, Jaime

2007-01-01

257

The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students  

Microsoft Academic Search

Students' subjective sense of school belonging recently has been identified as a potentially important influence on academic motivation, engagement, and participation, especially among students from groups at risk of school dropout. Students' friends also influence their academic motivation, sometimes negatively. In this study, the relationship among early adolescent students' sense of school belonging, perceptions of their friends' academic values, and

Carol Goodenow; Kathleen E. Grady

1993-01-01

258

Tracking 2003 ACT[R]-Tested High School Graduates: College Readiness, Enrollment, and Long-Term Success. ACT Research Report Series, 2012 (2)  

ERIC Educational Resources Information Center

This study examined the relationships between multiple measures of college readiness and success in college. Outcomes included enrollment in college immediately after high school, retention in college, and degree completion. College readiness indicators at time of high school graduation included ACT[R] scores and Benchmark attainment, high school

Radunzel, Justine; Noble, Julie

2012-01-01

259

Raising the Bar: A Baseline for College and Career Readiness in Our Nation's High School Core Courses  

ERIC Educational Resources Information Center

How well are our nation's high schools preparing students for college and career? Recent analyses by ACT show low rates of college and career readiness among United States high school graduates. Data from postsecondary institutions reveal high remediation rates and low second-year retention rates among first-year college students. Employers lament…

ACT, Inc., 2012

2012-01-01

260

Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77 (March 20, 2001). [Videotape].  

ERIC Educational Resources Information Center

This videotape (in either VHS of 3/4 inch format) presents an interactive teleconference where renowned national experts, local educators, and community leaders share ideas on how to improve schools and reach the National Educational Goals. This 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness

Department of Education, Washington, DC.

261

Ready To Read: Laying the Foundation for School Success. Satellite Town Meeting #77: March 20, 2001. Spanish Language Version. [Videotape].  

ERIC Educational Resources Information Center

This interactive teleconference (in VHS format, Spanish language version) presents renowned national experts, local educators, and community leaders who share ideas on how to improve schools and reach the National Educational Goals. The 60-minute Satellite Town Meeting focuses on laying the foundation for school success through readiness to read.…

Department of Education, Washington, DC.

262

"Give Them Time" -- An Analysis of School Readiness in Ireland's Early Education System: A Steiner Waldorf Perspective  

ERIC Educational Resources Information Center

This paper examines a Steiner Waldorf Perspective to School Readiness and applies that international ideology to educational practice and curriculum policy in modern Ireland. The case for a later school start is championed with strong arguments underpinning the reasons why a later start is better in the long run for children's formal learning…

O'Connor, Doireann; Angus, Jonathan

2014-01-01

263

The Gap between Influence and Efficacy: College Readiness Training, Urban School Counselors, and the Promotion of Equity  

ERIC Educational Resources Information Center

This phenomenological study presents 11 urban school counselors' perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low-income, 1st-generation college-bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary…

Savitz-Romer, Mandy

2012-01-01

264

Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success  

ERIC Educational Resources Information Center

Concerned about the lack of focus on students' needs for support in order to meet rigorous academic standards at the secondary and postsecondary levels, the Pathways to College Network--a partnership of national organizations and funders working to improve postsecondary opportunities for underserved populations--is undertaking a national…

Savitz-Romer, Mandy; Jager-Hyman, Joie; Coles, Ann

2009-01-01

265

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

ERIC Educational Resources Information Center

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

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

2012-01-01

266

Head Start Participation and School Readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort December 10, 2012  

PubMed Central

Using data from the Early Childhood Longitudinal Study-Birth Cohort (n ? 6,950), a nationally representative sample of children born in 2001, we examined school readiness (academic skills and socio-emotional wellbeing) at kindergarten entry for children who attended Head Start compared to those who experienced other types of child care (prekindergarten, other center-based care, other non-parental care, or parental care). Using propensity score matching methods and OLS regressions with rich controls, we found that Head Start participants had higher early reading and math scores than children in other non-parental care or parental care, but also higher levels of conduct problems than those in parental care. Head Start participants had lower early reading scores compared to children in prekindergarten, and had no differences in any outcomes compared to children in other center-based care. Head Start benefits were more pronounced for children who had low initial cognitive ability or low-educated parents, or attended Head Start for more than 20 hours per week. PMID:23527496

Lee, RaeHyuck; Zhai, Fuhua; Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane

2014-01-01

267

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

PubMed

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

Anderson, Susannah; Mezuk, Briana

2012-10-01

268

Childhood Obesity, Academic Achievement, and School Expenditures  

Microsoft Academic Search

The authors examine whether childhood obesity affects student achievement and whether these effects differ by family income level. Although childhood obesity is a national concern, the issue is even more urgent in West Virginia where obesity rates for fifth graders are near 30 percent. Using a 20032007 panel of school district data, the authors find evidence that obesity negatively affects

Tami Gurley-Calvez; Amy Higginbotham

2010-01-01

269

Drinking and academic performance in high school  

Microsoft Academic Search

I investigate the extent to which negative alcohol use coefficients in Grade Point Average regressions reflect unobserved heterogeneity rather than direct effects of drinking, using 2001 and 2003 Youth Risk Behaviour Survey data on high school students. Results illustrate that omitted factors are quite important. Drinking coefficient magnitudes fall substantially in regressions that control for risk and time preference, mental

Jeff DeSimone

2010-01-01

270

The Relationship of School Design to Academic Achievement of Elementary School Children.  

ERIC Educational Resources Information Center

This study sought to determine if there are relationships between student achievement and educational facilities. It focused on the question: Does school design influence the academic achievement of elementary school students? Criteria used were scores on the Iowa Test of Basic Skills and 86 variables describing design patterns in various…

Yarbrough, Kathleen Ann

271

Healthy Schools, Robust Schools and Academic Emphasis as an Organizational Theme.  

ERIC Educational Resources Information Center

Employs a sample of 38 junior high and middle schools to explore a possible relationship between school health and robustness. Multiple regression suggested a positive association between teachers' perceptions of organizational health and environmental robustness. Stress on academics is a predominant organizational theme. (Contains 23 references.)…

Licata, Joseph W.; Harper, Gerald W.

1999-01-01

272

Factors contributing to the academic achievement of Hispanic limited English proficient high school students  

Microsoft Academic Search

The purpose of this investigation was to study school and individual factors that high school students perceived as important to their academic achievement, and a possible relation between this perceived importance and their academic achievement. The school factors selected were school climate, classroom environment, and language of instruction. The individual factors were achievement motivation and social goals. ^ The participants

Ana Maria Mistral

1998-01-01

273

Human Development, Stages of Cognition, School Readiness and Social Deprivation: A Rationale Based on Piaget and a New Theory of "Bioplasmic Forces".  

ERIC Educational Resources Information Center

A theory of energy forces developed in the USSR seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. The bioplasmic model explicates physical/mental development, cognition, readiness, and deprivation. The invisible but recordable bioplasmic forces facilitate physical…

Ogletree, Earl J.

274

Career Readiness: Has Its Time Finally Come?  

ERIC Educational Resources Information Center

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

DeWitt, Stephen

2012-01-01

275

Parent involvement in the academic adjustment of Latino middle and high school youth: teacher expectations and school belonging as mediators.  

PubMed

A path model based in a theory of social capital was tested with Latino middle school (n=195, 58% female, average 13.8 years of age) and high school students (n=129, 64% female, average 16.8 years of age). Most participants (77%) were immigrants (predominantly from Mexico). Questionnaires assessed student perceptions of parent involvement, school belonging, and academic competence. Teachers rated their expectations for student academic attainment and grades were obtained from school records. Perceived school belonging and teacher expectations mediated cross-sectional associations of parent involvement with academic adjustment. Links between parent involvement and academic adjustment were stronger for high school than middle school students. Middle school parent involvement was unrelated to teacher expectations and its indirect effect on school grades was non-significant. Future research should examine the link between middle school parent involvement and teacher expectations and its potential role in increasing Latino youths' school success. PMID:17953983

Kuperminc, Gabriel P; Darnell, Adam J; Alvarez-Jimenez, Anabel

2008-08-01

276

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

PubMed

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

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

2009-05-01

277

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

PubMed Central

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

CROSNOE, ROBERT; RIEGLE-CRUMB, CATHERINE; MULLER, CHANDRA

2010-01-01

278

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

ERIC Educational Resources Information Center

Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends' characteristics on change in academic achievement from Grade 6 to…

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

279

Motivational Style and Actual and Perceived Academic Performance of Secondary School Students in Hong Kong  

ERIC Educational Resources Information Center

This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified…

Sit, Cindy H. P.; Braman, O. Randall; Kerr, John H.; Lindner, Koenraad J.

2013-01-01

280

Collaborating for Academic Success: A Tri-Institutional Information Literacy Program for High School Students  

ERIC Educational Resources Information Center

This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the…

Angell, Katelyn; Tewell, Eamon

2013-01-01

281

School Nurse Case Management for Children with Chronic Illness: Health, Academic, and Quality of Life Outcomes  

ERIC Educational Resources Information Center

More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with…

Engelke, Martha Keehner; Guttu, Martha; Warren, Michelle B.; Swanson, Melvin

2008-01-01

282

Parents' Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007. First Look. NCES 2008-051  

ERIC Educational Resources Information Center

This report presents data on the school readiness of children in the United States as reported by their parents. This report incorporates basic demographic information about the children, parent/guardian characteristics, and household characteristics. These data come from the School Readiness Survey (SR) of the 2007 National Household Education…

O'Donnell, Kevin

2008-01-01

283

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

ERIC Educational Resources Information Center

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

Reeves, Jonathan Bart

2010-01-01

284

Learning through Play for School Readiness: A Training Program for Parents and Other Caregivers of Preschool Children. Learning Games To Strengthen Children's School Readiness Skills. [Videotape with Facilitator's Manual].  

ERIC Educational Resources Information Center

This video-based program trains parents and other child caregivers to engage 3- to 5-year-olds in simple, motivating learning games to strengthen cognitive, social, and motor school-readiness skills. The training materials consist of a manual for training facilitators and a training video demonstrating how to play each learning game with preschool…

Singer, Jerome; Singer, Dorothy

285

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

ERIC Educational Resources Information Center

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

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

2010-01-01

286

Child care subsidies and the school readiness of children of immigrants.  

PubMed

This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ? 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native-born parents. Among children of immigrants, subsidized center-based care (vs. subsidized and unsubsidized home-based care) was positively linked with reading. Among children of native-born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home-based care. PMID:25156308

Johnson, Anna D; Han, Wen-Jui; Ruhm, Christopher J; Waldfogel, Jane

2014-11-01

287

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics  

PubMed Central

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects. PMID:23331043

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2014-01-01

288

School Technology and Readiness Report: From Pillars to Progress. The CEO Forum on Education and Technology, Year One.  

ERIC Educational Resources Information Center

The mission of the CEO Forum on Education and Technology is to build a common understanding of the issues and realities associated with the present use of technology in education, and to assess how ready schools are for teaching and learning in the 21st century. The key to creating the best learning environment is to integrate the "Four…

CEO Forum on Education and Technology, Washington, DC.

289

Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness  

ERIC Educational Resources Information Center

This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55-70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research…

Jeon, Hyun-Joo; Langill, Carolyn C.; Peterson, Carla A.; Luze, Gayle J.; Carta, Judith J.; Atwater, Jane B.

2010-01-01

290

Head Start Classrooms and Children's School Readiness Benefit from Teachers' Qualifications and Ongoing Training  

ERIC Educational Resources Information Center

Background: Teacher qualifications have been emphasized as a basis of professional development to improve classroom practices for at-risk children's school readiness. However, teacher qualifications have often not been compared to another form of professional development, in-service training. Objective: The current study attempts to…

Son, Seung-Hee Claire; Kwon, Kyong-Ah; Jeon, Hyun-Joo; Hong, Soo-Young

2013-01-01

291

Many Things We Need Can Wait: The Child Cannot. Baltimore's Five-Year Action Plan for Achieving School Readiness  

ERIC Educational Resources Information Center

What follows in this report is a comprehensive Five-Year Action Plan that, when implemented, will put Baltimore City on the road to making real and measurable gains in the school readiness of its youngest children, from birth to age five. The purpose in developing this plan is to identify the specific strategies and their associated action …

Annie E. Casey Foundation, 2005

2005-01-01

292

Mother-Child Conversations at 36 Months and at Pre-Kindergarten: Relations to Children's School Readiness  

ERIC Educational Resources Information Center

The contributions of mothers' and children's oral language to children's school readiness were longitudinally examined among 75 low-income mothers and children. When children were 36 months, mothers' and children's lexical diversity, mothers' wh-questions, and children's PPVT-III scores were assessed from play interactions. At pre-kindergarten,…

Cristofaro, Tonia N.; Tamis-LeMonda, Catherine S.

2012-01-01

293

Measuring Leader Perceptions of School Readiness for Reforms: Use of an Iterative Model Combining Classical and Rasch Methods.  

ERIC Educational Resources Information Center

Examined the validity of data generated by the School Readiness for Reforms: Leader Questionnaire using an iterative procedure that combined classical and Rasch rating scale analysis for the analysis of responses from 167 leaders. The combined approach yielded comprehensive diagnostic information on the quality of the instrument's five subscales.…

Chatterji, Madhabi

2002-01-01

294

Effects of Preschool Curriculum Programs on School Readiness. Report from the Preschool Curriculum Evaluation Research Initiative. NCER 2008-2009  

ERIC Educational Resources Information Center

A variety of preschool curricula is available and in widespread use, however, there is a lack of evidence from rigorous evaluations regarding the effects of these curricula on children's school readiness. The lack of such information is important as early childhood center-based programs have been a major, sometimes the sole, component of a number…

National Center for Education Research, 2008

2008-01-01

295

A Comparison of School Readiness Outcomes for Children Randomly Assigned to a Head Start Program and the Program's Wait List.  

ERIC Educational Resources Information Center

Examined school readiness outcomes among children and parents in Head Start and a wait list comparison group. Results indicated that the initial status was equivalent. Growth rates were significantly faster for Head Start children than comparison children on receptive vocabulary and phonemic awareness. Treatment group parents reported more healthy…

Abbott-Shim, Martha; Lambert, Richard; McCarty, Frances

2003-01-01

296

Predictors of School Readiness in Five- to Six-Year-Old Children from an Australian Longitudinal Community Sample  

ERIC Educational Resources Information Center

This paper reports on school readiness (SR) and its predictors in five- to six-year-old children from a prospective, longitudinal study of children from eight months to seven years (the Early Language in Victoria Study--ELVS). The ELVS children came from a representative sample of children recruited though the State Government Infant and Child…

Prior, Margot; Bavin, Edith; Ong, Ben

2011-01-01

297

Collateral Benefits of the Family Check-Up on Early Childhood School Readiness: Indirect Effects of Parents' Positive Behavior Support  

ERIC Educational Resources Information Center

The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with…

Lunkenheimer, Erika S.; Dishion, Thomas J.; Shaw, Daniel S.; Connell, Arin M.; Gardner, Frances; Wilson, Melvin N.; Skuban, Emily M.

2008-01-01

298

Peer Effects on Academic Cheating among High School Students in Taiwan  

ERIC Educational Resources Information Center

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

Tsai, Chun-Li

2012-01-01

299

The Psychosocial Functioning of High School Students in Academically Rigorous Programs  

ERIC Educational Resources Information Center

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

Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

2013-01-01

300

Testing Models of School Learning: Effects of Quality of Instruction, Motivation, Academic Coursework, and Homework on Academic Achievement  

Microsoft Academic Search

Tested the influence of ability, time, quality of instruction, motivation, and academic coursework on high school students’ achievement, also controlling for relevant background variables. Structural equation models were analyzed with longitudinal data from a national sample. Intellectual ability and academic coursework had powerful direct effects on achievement, and homework had a smaller direct effect. The indirect effects of quality of

Timothy Z. Keith; Valerie A. Cool

1992-01-01

301

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

ERIC Educational Resources Information Center

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with…

Murrah, William M., III.

2010-01-01

302

Academic self-concept in high school: predictors and effects on adjustment in higher education.  

PubMed

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy. PMID:21843183

Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

2011-12-01

303

Multilevel Examination of Student, School, and District-Level Effects on Academic Achievement  

Microsoft Academic Search

The authors examined the relationship between individual family structure, school family structure, and school effectiveness—defined as school academic achievement. The relationships were examined while controlling for important school and district-level input and process factors. School family structure had a much stronger relationship with school achievement than either school socioeconomic status or school racial composition. Neither district-level process nor input factors

Stephen J. Caldas; Carl L. Bankston III

1999-01-01

304

Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates  

PubMed Central

Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. PMID:21949599

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan

2011-01-01

305

Relations between Student Perceptions of Their School Environment and Academic Achievement  

ERIC Educational Resources Information Center

This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…

Gietz, Carmen; McIntosh, Kent

2014-01-01

306

Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09  

ERIC Educational Resources Information Center

This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement…

Gozali-Lee, Edith

2010-01-01

307

Inequality in School Readiness and Autism among 6-Year-Old Children across Iranian Provinces: National Health Assessment Survey Results  

PubMed Central

Objective To assess the national inequality of school readiness and autism among 6-year-old Iranian children before school entry using a national health assessment survey. Methods In a cross-sectional nationwide survey, all Iranian children entering public and private elementary schools were asked to participate in a mandatory national screening program in Iran in 2009 in two levels of screening and diagnostic levels. Findings The study population consisted of 955388 children (48.5% girls and 76.1% urban residents). Of the whole children, 3.1% of the 6-year-old children had impaired vision. In addition, 1.2, 1.8, 1.4, 7.6, 0.08, 10, 10.9, 56.7, 0.7, 0.8 and 0.6 percent had color blindness, hearing impaired, speech disorder, school readiness, autism, height to age retardation, body mass index extremes, decayed teeth, disease with special needs, spinal disorders, and hypertension, respectively. The distribution of these disorders was unequally distributed across provinces. Conclusion Our results confirmed that there is an inequality in distribution of school readiness and autism in 6-year-old children across Iranian provinces. The observed burden of these distributions among young children needs a comprehensive national policy with evidence-based province programs to identify the reason for different inequality among provinces. PMID:23550225

Amiri, Masoud; Kelishadi, Roya; Motlagh, Mohammad-Esmaeil; Taslimi, Mahnaz; Dashti, Marziyeh; Aminaee, Tahereh; Ardalan, Gelayol; Poursafa, Parinaz

2013-01-01

308

Creating Change in Academic Self-Concept and School Behavior in Alienated Secondary School Students.  

ERIC Educational Resources Information Center

A described intervention evaluates the effect of both a psychology course and the active service component of tutoring upon alienated underachieving adolescents and the elementary school pupils who receive their services. Results indicate that both the class and tutoring effectively improved the academic self-concept of the students. (Author/PN)

Zeeman, Roger D.

1982-01-01

309

Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture  

ERIC Educational Resources Information Center

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

2013-01-01

310

Long-Term Impacts of the Chicago School Readiness Project on Children's Behavior in Kindergarten: The Moderating Role of Child Baseline Characteristics and Kindergarten School Quality  

ERIC Educational Resources Information Center

This paper investigates the long-term impact of participation in the Chicago School Readiness Project (CSRP) during the Head Start year on children's behavioral outcomes at the end of their Kindergarten year. The primary questions addressed in the paper are: (1) What is the experimental impact of CSRP on two-year change (from Fall Head Start to…

Jones, Stephanie M.; Zhai, Fuhua; Raver, C. Cybele

2010-01-01

311

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

ERIC Educational Resources Information Center

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

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

2006-01-01

312

Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools  

ERIC Educational Resources Information Center

Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

Wu, Hsin-Chieh

2012-01-01

313

The Role of Attitudinal Familism in Academic Outcomes: A Study of Urban, Latino High School Seniors  

Microsoft Academic Search

The aim of this study was to examine the role of attitudinal familism on Latino high school students' academic grades, effort, motivation, and truancy. Results in this study reveal that having high attitudinal familism predicts fewer classes missed and greater academic effort. Also, when mothers' educational level is low, attitudinal familism is positively associated to students' academic grades. This study

Patricia Esparza; Bernadette Sánchez

2008-01-01

314

Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program  

ERIC Educational Resources Information Center

Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

Barna, Jennifer S.; Brott, Pamelia E.

2014-01-01

315

Victimization and academic achievement at school: The role of psychosocial mediators and moderators  

Microsoft Academic Search

The present study sought to examine the relationship between victimization by peers in middle school and academic outcomes. it was expected that an association between the experience of victimization and diminished academic performance would be mediated by poor psychological outcomes, as measured by moodiness, depression, anxiety, and anger. additionally, it was hypothesized that academic outcomes could be divided into two

Christine Marie Wienke Totura

2005-01-01

316

Practitioners' Conceptions of Academic Talent and Giftedness: Essential Factors in Deciding Classroom and School Composition  

ERIC Educational Resources Information Center

Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best "ft" their particular conception of giftedness. Educators' perceptions and…

Schroth, Stephen T.; Helfer, Jason A.

2009-01-01

317

The Effect of Primary School Mergers on Academic Performance of Students in Rural China  

ERIC Educational Resources Information Center

We examine the impact of primary school mergers on academic performance of students using a dataset that we collected using a survey designed specifically to examine changes in the academic performance of students before and after their schools were merged. We use difference-in-differences and propensity score matching approaches and demonstrate…

Liu, Chengfang; Zhang, Linxiu; Luo, Renfu; Rozelle, Scott; Loyalka, Prashant

2010-01-01

318

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

ERIC Educational Resources Information Center

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

Messick, Penelope Pope

2012-01-01

319

Successful African-American Mathematics Students in Academically Unacceptable High Schools  

ERIC Educational Resources Information Center

This study sought to determine the reasons why successful mathematics students have been able to thrive in schools labeled "academically unacceptable" and why they have chosen to stay in these "academically unacceptable" schools despite having the option to leave. Qualitative methods including group interviews, individual interviews, and…

Sheppard, Peter

2006-01-01

320

Academic Self-Concepts in Adolescence: Relations with Achievement and Ability Grouping in Schools  

ERIC Educational Resources Information Center

The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic

Ireson, Judith; Hallam, Susan

2009-01-01

321

It's Wrong, But Everybody Does It: Academic Dishonesty among High School and College Students  

Microsoft Academic Search

Academic cheating has become a widespread problem among high school and college students. In this study, 490 students (ages 14 to 23) evaluated the acceptability of an act of academic dishonesty under 19 different circumstances where a person's motive for transgressing differed. Students' evaluations were related to self-reports of cheating behavior, sex, school grade, and psychological variables. Results indicated that

Lene Arnett Jensen; Jeffrey Jensen Arnett; S. Shirley Feldman; Elizabeth Cauffman

2002-01-01

322

Internal Academic Review 2010-2011 Theology Programs in Queen's School of Religion  

E-print Network

Academic Review Committee Report to Senate The Internal Academic Review (IAR) of the Theology Programs in Queen's School of Religion is now complete. The IAR Committee (IARC) has taken into consideration all Church of Canada to cease giving the School a grant for operations effective June 30, 2011. Despite

Ellis, Randy

323

Impact of School Type on Parent Involvement and Academic Achievement of Kindergarten Students Controlling Socioeconomic Status.  

ERIC Educational Resources Information Center

Examines the impact of school type (public or private) on parent involvement and the academic achievement of kindergarten students. After controlling for student socioeconomic status, finds, for example, little or no difference in the academic achievement of kindergarteners in public and private schools or in the level of parent involvement.…

Park, Hae-Seong

2003-01-01

324

ACADEMIC GRIEVANCES It is the policy of the Graduate School to address all  

E-print Network

will not hear allegations of discrimination based on age, color, disability, gender, national origin, race31 Policies POLICIES ACADEMIC GRIEVANCES Policy It is the policy of the Graduate School to address are heard by the Graduate Academic Grievance Committee. Grievances must be filed with the Graduate School

Stuart, Steven J.

325

Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards  

ERIC Educational Resources Information Center

The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

Barna, Jennifer S.; Brott, Pamelia E.

2012-01-01

326

A Person-Centered Investigation of Academic Motivation and Its Correlates in High School  

ERIC Educational Resources Information Center

This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related…

Wormington, Stephanie V.; Corpus, Jennifer Henderlong; Anderson, Kristen G.

2012-01-01

327

Turning around Reading Achievement: Predictors of High School Students' Academic Resilience.  

ERIC Educational Resources Information Center

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Being Caucasian and female, having an internal locus of control, and taking an academic curriculum independently predicted academic resilience.…

Cappella, Elise; Weinstein, Rhona S.

2001-01-01

328

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

ERIC Educational Resources Information Center

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

Al-Hendawi, Maha

2013-01-01

329

School Dropout Rates, Academic Performance, Size, and Poverty: Correlates of Educational Reform  

Microsoft Academic Search

Educational policy makers have questioned the effects of school reforms on at-risk students. Are higher academic standards associated with greater numbers of dropouts? This study examines school average dropout rates for 2 consecutive years in conjunction with percentage covered by Aid to Families With Dependent Children (AFDC), total enrollment, achievement, and academic course enrollments for all of California's regular public

Mark Fetler

1989-01-01

330

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

ERIC Educational Resources Information Center

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

Adelabu, Detris Honora

2007-01-01

331

Examining the validity of the family investment and stress models and relationship to children's school readiness across five cultural groups.  

PubMed

Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) dataset, this study examined whether the family investment and the family stress models generalized to non-European American (EA) families. Specifically, we examined whether parenting processes mediated the association between family demographics and children's school readiness, and whether the pathways vary across cultural groups. Both models were most salient for EAs followed by African Americans (AAs) and Spanish-speaking Hispanics, but less so for English-speaking Hispanics (EHs) and Asian Americans. Findings indicated that sensitive parenting was a salient mediator between family demographics and children's school readiness for all groups except EHs; negative parenting and parent-child activities were salient mediators for EAs only. PMID:22545934

Iruka, Iheoma U; Laforett, Doré R; Odom, Erika C

2012-06-01

332

Nature-nurture in the classroom: entrance age, school readiness, and learning in children.  

PubMed

The impact of entrance age on reading and mathematics achievement in 1st grade was examined. Methodological problems with past research were identified, including small size of achievement differences, failure to take background variables into account, and confusion of achievement levels with degree of learning. Using a pre-post design, growth of reading and mathematics was examined in younger 1st graders, older 1st graders, and older kindergarteners. Comparisons of background information on these groups with children who were either held out prior to or retained an extra year in kindergarten, produced minimal background differences. Results revealed that younger 1st graders made as much progress over the school year as did older 1st graders and made far more progress than older kindergarteners. Overall, findings demonstrated that, in itself, entrance age was not a good predictor of learning or academic risk. PMID:9147834

Morrison, F J; Griffith, E M; Alberts, D M

1997-03-01

333

Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities  

PubMed Central

We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social competence and reduced attention problems but not reduced internalizing or externalizing behavior problems. These findings were robust to model specifications (including models with city-fixed effects and propensity-scoring matching). Furthermore, the effects of Head Start varied by the reference group. Head Start was associated with improved cognitive development when compared with parental care or other nonparental care, as well as improved social competence (compared with parental care) and reduced attention problems (compared with other nonparental care). In contrast, compared with attendance at pre-kindergarten or other center-based care, Head Start attendance was not associated with cognitive gains but with improved social competence and reduced attention and externalizing behavior problems (compared with attendance at other center-based care). These associations were not moderated by child gender or race/ethnicity. PMID:21244155

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

2011-01-01

334

Racial/Ethnic Differences in Effects of Welfare Policies on Early School Readiness and Later Achievement  

PubMed Central

This study examined whether the effects of employment-based policies on children’s math and reading achievement differed for African American, Latino and Caucasian children of welfare receiving parents, and if so, why. Two kinds of employment policies were examined: education-first programs with an emphasis on adult education and job training; and work-first programs with an emphasis on immediate employment. With data from two- and five-year follow-ups in four experimental demonstrations in Grand Rapids, Michigan (N = 591) and Riverside County, California (N = 629), there was evidence of small positive effects of the Grand Rapids and Riverside education-first programs on African American and Latino children’s school readiness and math scores. An opposite pattern of effects emerged among Caucasian children. In one of the two sites, we found that Latino parents’ higher levels of goals for pursuing their own education appeared to explain why their children benefited to a greater degree from the program than their Caucasian counterparts. PMID:22081756

Yoshikawa, Hirokazu; Gassman-Pines, Anna; Morris, Pamela A.; Gennetian, Lisa A.; Godfrey, Erin B.

2011-01-01

335

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

ERIC Educational Resources Information Center

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

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

2005-01-01

336

Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction  

ERIC Educational Resources Information Center

The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…

Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair

2008-01-01

337

Structure of Business Operations Departments, School and Other Unit Assignments FAS, Academic Services  

E-print Network

Office of the Secretary Diagnostic Radiology Chemistry Sheffield Scientific School Emergency Medicine Services School of Law School of Management School of Medicine Brian Rebeschi Jack Beecher Julie Grant Medicine Digital Media Center for the Arts Human Resources & Administration Cell Biology ACADEMIC SERVICES

Haller, Gary L.

338

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

Microsoft Academic Search

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

Beth Doll; Rob Spies; Allison Champion

2012-01-01

339

2013-2014 Student/Academic Calendar Kennedy Krieger High School  

E-print Network

2013-2014 Student/Academic Calendar Kennedy Krieger High School 3825 Greenspring Avenue Baltimore, MD 21211 Phone for the High School: 443-923-7800 1 4 July 2013 First day of summer program for 11 month students (no school on Fridays) 4th of July ­ No School For Students 1 26 August 2013 Last Day

Pevsner, Jonathan

340

Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success. Annotated Bibliography  

ERIC Educational Resources Information Center

The purpose of this annotated bibliography is to identify and summarize research on the scope, characteristics and impact of academic and social support services for students. Several reports on academic rigor have also been included to establish a context for the importance of social and academic support. The bibliography is divided into five…

Savitz-Romer, Mandy; Jager-Hyman, Joie

2009-01-01

341

The Impact of Childcare and Parent–Child Interactions on School Readiness and Social Skills Development for Low-Income African American Children  

Microsoft Academic Search

Low-income and African American children are at increased risk for school readiness deficits in terms of both cognitive and social development. This study examined the roles of childcare involvement and parent–child interaction quality on the development of school readiness and social skills among a low-income, minority sample of kindergarten children. Findings provide mixed evidence on the role of childcare exposure,

Ronald J Prinz

2002-01-01

342

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

ERIC Educational Resources Information Center

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

Fraser, Katherine

343

Measuring Readiness to Respond to Intervention in Students Attending Disciplinary Alternative Schools  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the factor structure, internal consistency, and reliability of the Readiness to Respond to Intervention Scale (RRIS), which is designed to assess adolescents' readiness to change. This measure is based on the Stage of Change Scale and assesses three stages of the Stage of Change Model (i.e.,…

Mitchell, Angela D.; Booker, Kimberly W.; Strain, Jeffrey D.

2011-01-01

344

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

ERIC Educational Resources Information Center

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

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

2010-01-01

345

High School Predictors of College Readiness: Determinants of High School Graduates' Enrollment and Successful Completion of First-Year Mathematics and English College Courses in Virginia  

ERIC Educational Resources Information Center

In 2007, the Virginia Board of Education directed the Virginia Department of Education (VDOE) to study academic indicators that are associated with high school students' successful preparation for college and careers. VDOE then embarked on a multi-year effort to identify available data sources and conduct research on high school indicators that…

Jonas, Deborah; Dougherty, Chrys; Herrera, Angelica Ware; LaTurner, Jason; Garland, Marshall; Ware, Anne

2012-01-01

346

High School Concussions in the 2008-2009 Academic Year  

PubMed Central

Background An estimated 136 000 concussions occur per academic year in high schools alone. The effects of repetitive concussions and the potential for catastrophic injury have made concussion an injury of significant concern for young athletes. Purpose The objective of this study was to describe the mechanism of injury, symptoms, and management of sport-related concussions using the High School Reporting Information Online (HS RIO) surveillance system. Study Design Descriptive epidemiology study. Methods All concussions recorded by HS RIO during the 2008–2009 academic year were included. Analyses were performed using SPSS software. Chi-square analysis was performed for all categorical variables. Statistical significance was considered for P < .05. Results A total of 544 concussions were recorded. The most common mechanism (76.2%) was contact with another player, usually a head-to-head collision (52.7%). Headache was experienced in 93.4%; 4.6% lost consciousness. Most (83.4%) had resolution of their symptoms within 1 week. Symptoms lasted longer than 1 month in 1.5%. Computerized neuropsychological testing was used in 25.7% of concussions. When neuropsychological testing was used, athletes were less likely to return to play within 1 week than those for whom it was not used (13.6% vs 32.9%; P < .01). Athletes who had neuropsychological testing appeared less likely to return to play on the same day (0.8% vs 4.2%; P = .056). A greater proportion of injured, nonfootball athletes had computerized neuropsychological testing than injured football players (23% vs 32%; P = .02) Conclusion When computerized neuropsychological testing is used, high school athletes are less likely to be returned to play within 1 week of their injury. Concussed football players are less likely to have computerized neuropsychological testing than those participating in other sports. Loss of consciousness is relatively uncommon among high school athletes who sustain a sport-related concussion. The most common mechanism is contact with another player. Some athletes (1.5%) report symptoms lasting longer than 1 month. PMID:20716683

Meehan, William P.; d'Hemecourt, Pierre; Comstock, R. Dawn

2011-01-01

347

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

Microsoft Academic Search

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

Michael Becker; Oliver Lüdtke; Ulrich Trautwein; Olaf Köller; Jürgen Baumert

2012-01-01

348

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

PubMed

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

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

2010-08-01

349

Trait emotional intelligence influences on academic achievement and school behaviour.  

PubMed

BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren. PMID:21199490

Mavroveli, Stella; Sánchez-Ruiz, María José

2011-03-01

350

Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment  

ERIC Educational Resources Information Center

In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus…

Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.

2011-01-01

351

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

ERIC Educational Resources Information Center

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

Sun, Ming

2014-01-01

352

Year-Round School versus Traditional School: The Impact of Academic Calendars on Student Achievement at Selected Elementary Schools in North Central South Carolina  

ERIC Educational Resources Information Center

This study examined the impact that a year-round school calendar and a traditional school calendar may have on student achievement at selected elementary schools in North Central South Carolina. Specifically it investigated mean differences in academic achievement between elementary students at two year-round schools versus two traditional…

Lindsay-Brown, Sandra J.

2010-01-01

353

The Impact of a State Takeover on Academic Achievement, School Performance, and School Leadership in a Rural South Carolina School District  

ERIC Educational Resources Information Center

This case study on the impact of a state takeover in one of South Carolina's most rural school districts ("referred to as the County School District") was completed using a quasi-experimental mixed methods design to examine the impact on academic achievement, school performance, and school leadership as a result of the South Carolina Department of…

Bishop, Janice Zissette

2009-01-01

354

Behavioral Regulation and Early Academic Achievement in Taiwan  

ERIC Educational Resources Information Center

Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study…

Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fu-Mei; Chen, Jo-Lin

2011-01-01

355

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

PubMed Central

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

Shamsdin, Azra

2012-01-01

356

Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement  

ERIC Educational Resources Information Center

This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with…

Bellei, Cristian

2013-01-01

357

A Quantitative Analysis of the Relationships between Teacher Trust, Self-Efficacy, and School Academic Performance  

ERIC Educational Resources Information Center

This study sought to determine if teachers' perceptions of trust and self-efficacy were related to school academic performance based on Ohio Achievement Assessment results for the 2009-10 school year in eight Midwestern public schools. Additionally, the study sought to determine if teacher trust and self-efficacy were related to one another. …

Byard, Sally L.

2011-01-01

358

Transition to Formal Schooling: Do Transition Practices Matter for Academic Performance?  

ERIC Educational Resources Information Center

This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading,…

Ahtola, Annarilla; Silinskas, Gintautas; Poikonen, Pirjo-Liisa; Kontoniemi, Marita; Niemi, Pekka; Nurmi, Jari-Erik

2011-01-01

359

Small Classes in the Early Grades, Academic Achievement, and Graduating From High School  

Microsoft Academic Search

This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the effect of participation in small classes

Jeremy D. Finn; Susan B. Gerber; Jayne Boyd-Zaharias

2005-01-01

360

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

ERIC Educational Resources Information Center

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

Daignault, Isabelle V.; Hebert, Martine

2009-01-01

361

Academic Achievement, Employment, Age and Gender and Students' Experience of Alternative School  

ERIC Educational Resources Information Center

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception…

Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G.; Forthun, Larry; Coatsworth, J. Doug; Grahame, Kamini Maraj

2008-01-01

362

Sports Bounce GPAs: The Relationship between Athletic Involvement and Academic Performance in High School Students  

ERIC Educational Resources Information Center

As schools and school districts continue to face budget reductions, school officials must thoroughly evaluate and determine from which programs to decrease funding. Athletic programs are one area that has received much scrutiny for receiving these cuts. If research reveals a significant relationship between athletic involvement and academic

Filsinger, Lora C.

2012-01-01

363

Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story  

ERIC Educational Resources Information Center

Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often…

McKenzie, Kathryn Bell; Skrla, Linda; Scheurich, James Joseph; Rice, Delores; Hawes, Daniel P.

2011-01-01

364

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

ERIC Educational Resources Information Center

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

Yin, Lishu

2013-01-01

365

School Culture and Academic Achievement: A Cross-gender, Cross-cultural Study.  

ERIC Educational Resources Information Center

Using school records, questionnaires, interviews, and psychological tests, researchers studied the factors affecting academic achievement in a large, urban, technical high school. For 20 high-achieving and 20 low-achieving seniors, data were gathered on sex, ethnicity, personality factors, high school and college entrance test scores, grade point…

Allocca, Rose; Muth, Rodney

366

Back to School Blues: Seasonality of Youth Suicide and the Academic Calendar  

ERIC Educational Resources Information Center

Previous research has found evidence of academic benefits to longer school years. This paper investigates one of the many potential costs of increased school year length, documenting a dramatic decrease in youth suicide in months when school is not in session. A detailed analysis does not find that other potential explanations such as economic…

Hansen, Benjamin; Lang, Matthew

2011-01-01

367

The Condition of College & Career Readiness, 2010  

ERIC Educational Resources Information Center

Since 1959, ACT has collected and reported data on students' academic readiness for college. Because becoming ready for college and career is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college and career readiness provides meaningful and compelling information…

ACT, Inc., 2010

2010-01-01

368

The Condition of College Readiness, 2009  

ERIC Educational Resources Information Center

Since 1959, ACT has collected and reported data on students' academic readiness for college. Because becoming ready for college is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college readiness provides meaningful and compelling information about the college…

ACT, Inc., 2009

2009-01-01

369

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

PubMed

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

Rosander, Pia; Bäckström, Martin

2014-12-01

370

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

PubMed Central

Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends’ characteristics on change in academic achievement from Grade 6 through 8, and the role of students’ own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear regressions suggest that students with academically engaged friends may achieve to levels higher than expected in Grade 8. However, when considering the significant, negative influence of friends’ problem behavior, the role of friend's school engagement became nonsignificant. Low-achieving girls who had high-achieving friends in Grade 6 had lower academic achievement than expected by Grade 8. In contrast, high-achieving girls seemed to benefit from having high-achieving friends. Implications for theory and prevention efforts targeting young adolescents are discussed. PMID:21552353

Veronneau, Marie-Helene; Dishion, Thomas J.

2011-01-01

371

School nurse case management for children with chronic illness: health, academic, and quality of life outcomes.  

PubMed

More children with chronic illnesses are attending school, and some of them struggle academically because of issues related to their health. School-based case management has been suggested as one strategy to improve the academic success of these children. This study tracked the academic, health, and quality of life outcomes for 114 children with asthma, diabetes, severe allergies, seizures, or sickle-cell anemia in 5 different school districts who were provided case management by school nurses. The children ranged in age from 5 to 19 years. At the end of the school year, children experienced an improvement in quality of life and gained skills and knowledge to manage their illness more effectively. Classroom participation, grades, and participation in extracurricular activities also increased for many children. The study provides evidence of the positive impact school nurses have on children with chronic illness and suggests ways they can measure the outcomes of their interventions. PMID:18757353

Keehner Engelke, Martha; Guttu, Martha; Warren, Michelle B; Swanson, Melvin

2008-08-01

372

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

PubMed

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

Lau, S; Leung, K

1992-06-01

373

Ready, willing, and able: developing a support system to promote implementation of school-based prevention programs.  

PubMed

While the number and scope of evidence-based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high-quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school-based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence-based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results-oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school-based prevention support system. PMID:22618024

Flaspohler, Paul D; Meehan, Cricket; Maras, Melissa A; Keller, Kathryn E

2012-12-01

374

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

ERIC Educational Resources Information Center

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

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

2006-01-01

375

The Effects of Maternal Employment on the Academic Attitudes and Performance of School-Aged Children.  

ERIC Educational Resources Information Center

This review concentrates on the effects of maternal employment on the academic attitudes and performance of children in elementary and secondary schools. Related research is reviewed, hypotheses about the relationship are developed, and research needs are indicated. (Author/GK)

Hoffman, Lois Wladis

1980-01-01

376

[Changes in academic motivation among elementary and junior high school students].  

PubMed

This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school. PMID:23534262

Nishimura, Takuma; Sakurai, Shigeo

2013-02-01

377

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY ACADEMIC SESSION 2014-2015  

E-print Network

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY HISTORY ACADEMIC SESSION 2014-2015 HI403Z Men, Women of various kinds, some of the powerpoint slideshows accompanying lectures will occasionally include relevant

Levi, Ran

378

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY ACADEMIC SESSION 2013-2014  

E-print Network

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY ACADEMIC SESSION 2013-2014 PH305B / PH405B PHILOSOPHY of powerpoint, if desired. Presentations must include a 1-side A4 Handout (to be emailed to Course Coordinator

Levi, Ran

379

The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample  

ERIC Educational Resources Information Center

This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic

Albeg, Loren J.; Castro-Olivo, Sara M.

2014-01-01

380

Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery  

ERIC Educational Resources Information Center

This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…

Bacro, Fabien

2012-01-01

381

Academic Performance and Substance Use: Findings from a State Survey of Public High School Students  

ERIC Educational Resources Information Center

Background: Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. Methods: The sampling frame for the 2003…

Cox, Regan G.; Zhang, Lei; Johnson, William D.; Bender, Daniel R.

2007-01-01

382

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

ERIC Educational Resources Information Center

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…

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

2013-01-01

383

Academic and Behavioral Characteristics of Students at a Secondary Residential School  

ERIC Educational Resources Information Center

This study examined academic and behavioral characteristics of 423 adolescents who had attended a residential school over a seven-year period. Students represented diverse demographic backgrounds. Student academic achievement was examined at admissions and over time in reading, mathematics, written language, and fluency. Findings are discussed…

Gaskins, Courtney D.; Mastropieri, Margo A.

2010-01-01

384

The Effect of Studying Tech Prep in High School and College Academic Performance  

ERIC Educational Resources Information Center

This study examined the academic performance of Tech Prep students (referred to as participants) in comparison to non-Tech Prep students (referred to as non-participants) entering a two-year community college from sixteen different high schools in Stark County, Ohio. This study provided a quantitative analysis of students' academic experiences to…

Ray, Larry A.

2011-01-01

385

Academic and Behavioral Trajectories for At-Risk Adolescents in Urban Schools  

ERIC Educational Resources Information Center

The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at…

Montague, Marjorie; Enders, Craig; Cavendish, Wendy; Castro, Marcelo

2011-01-01

386

Perfectionism of Academically Gifted Primary School Students: The Case of Japan  

ERIC Educational Resources Information Center

This study focuses on perfectionism in Japanese and North American academically gifted children as it pertains to their potential contribution in the countries seeking progress and global leadership. Perfectionist' tendencies and the characteristics that typically reveal such tendencies are examined in academically gifted Japanese juku-school

Maksic, Slavica; Iwasaki, Kumiko

2009-01-01

387

Students' beliefs and attitudes about a business school's academic advising process  

Microsoft Academic Search

In Study One, 14 business majors in the School of Business were interviewed about their academic advising experiences. Using the data obtained, a paper-and-pencil questionnaire was constructed for Study Two and administered to 406 senior business students. The questionnaire elicited students' attitudes toward and beliefs about a number of procedures relevant to the academic advising process. The procedures included the

M. Wayne Alexander; Deborah Kukowski; Lee Dexter

388

Mentoring Urban Black Middle School Male Students: Implications for Academic Achievement  

ERIC Educational Resources Information Center

Researchers have called for innovative and culturally responsive intervention programs to enhance male, Black middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent.…

Gordon, Derrick M.; Iwamoto, Derek K.; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

2009-01-01

389

Academic Adjustment across Middle School: The Role of Public Regard and Parenting  

ERIC Educational Resources Information Center

In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic

McGill, Rebecca Kang; Hughes, Diane; Alicea, Stacey; Way, Niobe

2012-01-01

390

Clueless in Academe: How Schooling Obscures the Life of the Mind.  

ERIC Educational Resources Information Center

This book discusses the cluelessness (bafflement, usually accompanied by shame and resentment) felt by students, the general public, and even many academics in the face of the impenetrability of the academic world. The book examines some ways in which schools and colleges reinforce this cluelessness and perpetuate the misconception that the life…

Graff, Gerald

391

A Preliminary Analysis of Vocational/Academic Integration in Illinois High Schools.  

ERIC Educational Resources Information Center

Responses from 639 Illinois high schools and vocational centers (96%) indicated that 55% used integration strategies for vocational and academic education; 80% conducted integration-related staff development. However, only 32% give academic credit for vocational courses and most of the strategies used were low level. (SK)

Roegge, Chris A.

1992-01-01

392

Examining the Relationship between Selected Variables and the Academic Achievement of African American High School Students  

ERIC Educational Resources Information Center

Research investigating the impact of factors such as gender, socioeconomic status, racial socialization, and academic self-concept on the academic achievement of African American high school students has been of interest to scholars for decades. Previous literature has focused much attention on the relationship of each of these constructs and…

Graham, David Mark

2009-01-01

393

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

ERIC Educational Resources Information Center

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

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

2010-01-01

394

The Failure of Academically Selective High Schools To Deliver Academic Benefits: The Importance of Academic Self-Concept and Educational Aspirations.  

ERIC Educational Resources Information Center

Research emphasizing a psychological perspective of social comparison processes shows that school-average ability (SAA) is negatively associated with academic self-concepts (ASC). Sociological research indicates that SAA is negatively related to educational and occupational aspirations. The present study unites these two related research areas,…

Marsh, Herbert W.

395

School Readiness among Children of Immigrants in the US: Evidence from a Large National Birth Cohort Study  

PubMed Central

Using the Early Childhood Longitudinal Study-Birth Cohort (n ? 6,800), we examined the factors explaining variation in school readiness in a large and nationally representative sample of children in immigrant and non-immigrant families. In OLS regression models with rich controls to account for selection, we found that language background was a key factor in explaining children of immigrants’ expressive language and early reading at kindergarten, whereas both socioeconomic status and language background helped explain their performance in math. PMID:22711952

Han, Wen-Jui; Lee, RaeHyuck; Waldfogel, Jane

2012-01-01

396

Do School Bullying and Student—Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis  

Microsoft Academic Search

In extending our understanding of how the social climate of schools can affect academic outcomes, this study examined the relationship between school bullying, student— teacher (S-T) connectedness, and academic performance. Using data collected in Canada as part of a larger international study conducted by the Organisation for Economic Co-operation and Development, participants included 27,217 students aged 15 years and 1,087

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

2010-01-01

397

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

ERIC Educational Resources Information Center

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

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

2012-01-01

398

Educating At-Risk Urban African American Children: The Effects of School Climate on Motivation and Academic Achievement  

Microsoft Academic Search

Research on the processes relating school climate factors to student motivation and academic performance is sparse, especially for urban African American students placed at risk. The present study examines the mediating effects of student intrinsic motivation and teacher ratings of student academic engagement on the relation between school climate perceptions and student academic performance among 282 urban African American middle

L. Mickey Fenzel

399

Contextual Influences on Sources of Academic Self-Efficacy: A Validation with Secondary School Students of Kerala  

ERIC Educational Resources Information Center

This study investigates the theorized sources of Academic Self-Efficacy among the higher secondary school students of Kerala, India. Mastery Experience in the form of Academic Achievement, vicarious experience in the form of School Image and Social Persuasion in the form of Parental Encouragement are included as the predictor variables of Academic

Gafoor, K. Abdul; Ashraf, P. Muhammed

2012-01-01

400

Academic adjustment across middle school: the role of public regard and parenting.  

PubMed

In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic activities as moderators of this association. We used a 2nd-order latent trajectory model to test changes in academic adjustment outcomes in a sample of 345 Black and Latino urban youth across 6th, 7th, and 8th grades (51% female). Results revealed a significant average linear decline in academic adjustment from 6th to 8th grade, as well as significant variation around this decline. We found that parenting moderated the association between public regard and the latent trajectory of academic adjustment. Specifically, for youth who reported high racial/ethnic socialization and low parent academic involvement, lower public regard predicted lower academic adjustment in 6th grade. For youth who reported both low racial/ethnic socialization and low parent academic involvement, lower public regard predicted a steeper decline in academic adjustment over time. Finally, among youth who reported high racial/ethnic socialization and high parent academic involvement, public regard was not associated with either the intercept or the slope of academic adjustment. Thus, the combination of high racial/ethnic socialization and parent academic involvement may protect youths' academic motivation and performance from the negative effects of believing the public has low opinions of one's racial/ethnic group. Implications for protecting Black and Latino youths' academic outcomes from decline during middle school are discussed. PMID:22040313

McGill, Rebecca Kang; Hughes, Diane; Alicea, Stacey; Way, Niobe

2012-07-01

401

Identification with Academics, Academic Outcomes, and Withdrawal from School in High School Students: Is There a Racial Paradox?  

ERIC Educational Resources Information Center

Identification with academics, or the extent to which academic is central to self-concept, has been linked to academic outcomes conceptually and empirically, at least in samples of white college students. However, Claude Steele's Stereotype Threat Hypothesis (1997) proposes something of a racial paradox, by which the most identified students of…

Osborne, Jason W.; Walker, Christopher; Rausch, John L.

402

Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria  

ERIC Educational Resources Information Center

Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teaching-learning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as…

Tella, Adeyinka; Tella, Adedeji; Adeniyi, Sam Olufemi

2011-01-01

403

The Impact of Leadership Practices on the Academic Achievement of Elementary Students in Satisfactory Schools and Unsatisfactory Schools in Georgia  

ERIC Educational Resources Information Center

Our nation's k-12 schools are faced with numerous critical challenges: elevating academic achievement, recruitment and retention of high-caliber teachers, improving teacher quality, and meeting the mandates of the "No Child Left Behind" ("NCLB") legislation and state standards (Simpson, Lacava, & Graner, 2004; & (Kowalski, 2009). Today's school

Hill, Antonio

2011-01-01

404

The Multilayered Character of Newcomers' Academic Identities: Somali Female High-School Students in a US School  

ERIC Educational Resources Information Center

Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students' academic identity construction. The students' micro-level processes of creating spaces for belonging at school are linked to…

Oikonomidoy, Eleni

2009-01-01

405

The Impact of the Norton High School Early College Program on the Academic Performance of Students at Norton High School  

ERIC Educational Resources Information Center

The purpose of this study was to evaluate the effect of the Norton High School Early College Early College Program on academic measures for students at Norton High School. Measures of achievement include the results of the English Language Arts (ELA), Mathematics, Social Science, and Science portions of the California Standards Test (CST), Student…

Barba, Eric Matthew

2012-01-01

406

Making Career Readiness Count  

ERIC Educational Resources Information Center

There is growing consensus in states across the nation that the goal of the K-12 education system is to "prepare all students to graduate from high school ready for college and careers". Yet, in all but a handful of states, the priority goals set to drive student performance toward and beyond college and career readiness sputter out…

Kreamer, Kate Blosveren; O'Hara, Marie; Curl, Cory

2014-01-01

407

Ready Schools, Kindergarten Student Achievement and Demographics: An Examination of Their Variation and Covariation among Public Elementary Schools in Northeast Georgia  

ERIC Educational Resources Information Center

Goals of social equality, authentic assessments, and effective schools have peppered U.S. educational history. In response curricula, policies, and processes are constantly evolving to meet perceived needs. Nowadays "academic achievement" and "accountability" are of greatest interest to stakeholders. While students are tested…

Hope, Ashley D.

2011-01-01

408

Using School Readiness Data to Make a Difference in Student Learning  

ERIC Educational Resources Information Center

The Kansas Kindergarten Readiness Project was a three-year study to determine the skills children possess when entering kindergarten and the results of kindergarten teacher practices on further learning. Children who entered kindergarten with higher skills maintained that advantage over other children into 3rd grade. Certain teacher practices,…

Stuber, Gayle M.; Patrick, M. Renee

2010-01-01

409

The Early Development Instrument: A Tool for Monitoring Children's Development and Readiness for School  

Microsoft Academic Search

Children are born ready to learn, and their neurological system has a vast opportunity during the first stages of life, beginning in utero, to form connections—or lose connections—that children need to develop and grow. Unfortunately, without costly brain scans, one cannot determine to what extent a child's brain has developed. We can, however, measure the progress and outcomes of early

Magdalena Janus

410

Community Violence Exposure and Adolescents' School Engagement and Academic Achievement Over Time  

PubMed Central

Objective This study examined the relationships between community violence exposure and two related, but meaningfully distinct, academic outcomes: school engagement and academic achievement (GPA). Psychological symptoms were investigated as mediators of these relationships. Method One hundred eighteen youth reported on community violence exposure and school engagement twice during adolescence, and both parents and adolescents reported on psychological symptoms. Cumulative GPA was also acquired from participants. A path model and hierarchical multiple regression analyses were used to assess these relationships longitudinally. Results Earlier community violence exposure inversely predicted later school engagement, but earlier school engagement did not predict later community violence exposure. School engagement mediated the association between community violence exposure and school GPA. Internalizing and externalizing symptoms, but not posttraumatic stress symptoms, mediated the association between community violence and school engagement. Conclusions When adolescents are exposed to community violence, they may become vulnerable to a cascade of events including psychological symptoms and decreased connectedness to school, which ultimately can lead to overall poor academic achievement. The more proximal, changeable experiences of school connectedness and psychological symptoms offer targets for interventions offsetting long-term adverse academic consequences in violence-exposed youth. PMID:24163782

Borofsky, Larissa A.; Kellerman, Ilana; Baucom, Brian; Oliver, Pamella H.; Margolin, Gayla

2013-01-01

411

Collective school-type identity: predicting students' motivation beyond academic self-concept.  

PubMed

In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N?=?39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N?=?1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track. PMID:22044232

Knigge, Michel; Hannover, Bettina

2011-06-01

412

A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school  

Microsoft Academic Search

This study examines the association between quality of mother–child interaction assessed at kindergarten entry and children's social and academic outcomes in middle school. The relation between early mother–child interactions and later school performance was examined controlling for demographic variables (e.g., maternal education, family's ethnicity, estimated child IQ, and child's gender) often associated with school outcomes. Ratings of mother–child interaction were

Emily Fergus Morrison; Sara Rimm-Kauffman; Robert C Pianta

2003-01-01

413

Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012  

ERIC Educational Resources Information Center

Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The purpose of this practice guide is to provide recommendations for organizing and delivering school-based out-of-school time (OST) programs to improve the academic achievement of student participants. The five recommendations in this…

Beckett, Megan; Borman, Geoffrey; Capizzano, Jeffrey; Parsley, Danette; Ross, Steven; Schirm, Allen; Taylor, Jessica

2009-01-01

414

Caring or Collusion? Academic Dishonesty in a School of Nursing  

ERIC Educational Resources Information Center

Academic dishonesty is an issue that post-secondary institutions are having difficulty resolving. More than 100 studies have been conducted over the past 30 years, yet these studies have not provided data necessary to effectively address this problem. Indeed, research indicates that academic dishonesty is increasing. The purpose of this study was…

Wideman, Maureen

2011-01-01

415

Selection and Academic Performance of Students in a University School of Architecture.  

ERIC Educational Resources Information Center

This report describes the selection procedures used in the years 1960-1968 at the Bartlett School of Architecture at University College, London, and discusses the relationship of the criteria used in selection to the academic performance of the students admitted to the school. For the years 1960-1964, the interrelationships were also studied of…

Abercrombie, M. L. J.; And Others

416

A's from Zzzz's? The Causal Effect of School Start Time on the Academic Achievement of Adolescents  

Microsoft Academic Search

Recent sleep research finds that many adolescents are sleep-deprived because of both early school start times and changing sleep patterns during the teen years. This study identifies the causal effect of school start time on academic achievement by using two policy changes in the daily schedule at the US Air Force Academy along with the randomized placement of freshman students

Scott E. Carrell; Teny Maghakian; James E. West

2011-01-01

417

Capitalizing on Academic Success: Students' Interactions with Friends as Predictors of School Adjustment  

ERIC Educational Resources Information Center

Although friends often share successes with one another, very little attention has been paid to these interactions. The current study examines the nature of middle school students' interactions with friends following academic successes and the consequences of these interactions for students' school adjustment. Participants were 293 fifth- through…

Altermatt, Ellen Rydell

2011-01-01

418

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

ERIC Educational Resources Information Center

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

Musa, Alice K.J.

2013-01-01

419

The Association of Athletic Expenditures with Student Academic Achievement in Arkansas Secondary Public Schools  

ERIC Educational Resources Information Center

Data on public secondary schools in Arkansas were gathered for two separate school years, 2005-2006 (N = 278) and 2006-2007 (N = 279), to determine if there was an association between athletic expenditures and student academic achievement. Prior to this research, there was little empirical evidence demonstrating any effect that athletic spending…

Skelton, Mike

2009-01-01

420

An Assessment of the Perceived Benefits of Extracurricular Activity on Academic Achievement at Paramount High School  

ERIC Educational Resources Information Center

The problem is the perceived academic shortcomings of America's public schools because of high stakes testing that is expected to increase along with limited funds and resources. The purpose of this study was to find the benefits of the extracurricular activity that students are already participating in at Paramount High School. This is a…

Zwart, Mike

2006-01-01

421

School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students  

ERIC Educational Resources Information Center

The opportunities school-community partnerships pose for students' learning continue to generate the attention of educational stakeholders. Children learn through a variety of social and educational contexts, and the goals for student academic success are best achieved through the cooperation and support of schools, families, and communities. The…

Willems, Patricia P.; Gonzalez-DeHass, Alyssa R.

2012-01-01

422

Becoming a Student: Identity Work and Academic Literacies in Early Schooling  

ERIC Educational Resources Information Center

In this article I argue that both sociocultural theories and those that address academic literacies must be invoked to adequately understand language and literacy development in schools. Through exploring the histories, school lives, and viewpoints of two kindergarten students, I show how identity work negotiated in classroom interactions can…

Hawkins, Margaret R.

2005-01-01

423

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY ACADEMIC SESSION 2013-2014  

E-print Network

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY ACADEMIC SESSION 2013-2014 HI 4015 Special Subject and Irish Literature 30 credits, 12 weeks PLEASE NOTE CAREFULLY: The full set of school regulations/272454 history-ug@abdn.ac.uk TIMETABLE Please refer to the online timetable on MyAberdeen Students can view

Levi, Ran

424

Hosted by the Cultures Academic Values and Education research group School of Education TCD  

E-print Network

:&Hoey/Neill&Theatre& Long&Room&Hub,&Trinity&College&Dublin& ! Trinity!College!Dublin! School!of!Education! Seminar!! Hosted by the Cultures Academic Values and Education research group School of Education TCD It is fifty years since the Investment in Education study was initiated by the OECD and the Department

O'Mahony, Donal E.

425

The Perceptions of Academic Women in School Psychology: A National Survey  

ERIC Educational Resources Information Center

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

Akin-Little, K. Angeleque; Bray, Melissa A.; Eckert, Tanya L.; Kehle, Thomas J.

2004-01-01

426

The Perceptions of Academic Women in School Psychology: A National Survey  

Microsoft Academic Search

There is a paucity of research examining the experiences and perceptions of women employed as school psychology academicians. The purpose of this investigation was to ascertain female school psychology academicians’ perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress. Comparisons between women currently working in psychology departments and those in colleges of education

Angeleque Akin-Little; Melissa A. Bray; Tanya L. Eckert; Thomas J. Kehle

2004-01-01

427

School Context and the Academic Achievement of Students with Emotional Disturbance  

ERIC Educational Resources Information Center

The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates. School income accounted for a large amount of the variance in the reading and math achievement of students with ED…

Wiley, Andrew L.; Siperstein, Gary N.; Bountress, Kaitlin E.; Forness, Steven R.; Brigham, Frederick J.

2008-01-01

428

The effect of athletic participation on academic achievement of middle school students  

Microsoft Academic Search

The purpose of this study was to determine the relationship between athletic participation and academic achievement with consideration of gender, ethnicity, participation, and test scores at the middle school level.^ It has been estimated that over 7 million children between the ages of 5 and 17 participate in organized school sports in the United States (Stryer, Tofler, & Lapchick, 1998).

Kendal Shriver Cathey

2008-01-01

429

The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning  

ERIC Educational Resources Information Center

This study attempted to untangle how two dimensions of school racial/ethnic composition--racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers--were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal…

Benner, Aprile D.; Crosnoe, Robert

2011-01-01

430

Self-Concept among Primary School Students According to Gender and Academic Achievement Variables in Jordan  

ERIC Educational Resources Information Center

The aim of this study is to explore the level of self-concept among primary school students according to gender and academic achievement variables in Amman. A random sample was chosen from fourth, fifth and sixth grades in private schools in Amman city. The sample of the study consisted of (365) male and female students, (177) males and (188)…

Al-Srour, Nadia Hayel; Al-Ali, Safa Mohammad

2013-01-01

431

The Implementation of an Academic Advising Program To Prepare the High School Student Athlete for College.  

ERIC Educational Resources Information Center

This program was developed and implemented to help prepare the members of a high school football team for the academic expectations of college admission. The program had three goals: (1) to insure that student athletes took proper college preparatory classes during high school; (2) to provide evaluation and tutoring for the students; and (3) to…

Goldman, Brent

432

Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting  

ERIC Educational Resources Information Center

The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enrolled in a dropout recovery charter school. Specifically, this study focused on students' perceptions of the factors that influenced their lack of success in the traditional school setting, the…

Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca

2013-01-01

433

Church-Related Law Schools; Academic Values and Deference to Religion.  

ERIC Educational Resources Information Center

Issues in the question of the Association of American Law Schools' acceptance or exclusion of church-related law schools that discriminate on the basis of religion are discussed. Basic principles of academic freedom, other forms of discrimination, and privacy are included, and this kind of religious discrimination is found to be unlike other…

Kadish, Sanford H.

1982-01-01

434

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

ERIC Educational Resources Information Center

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

Hutchison, Brian

2011-01-01

435

Parent Perceptions of Barriers to Academic Success in a Rural Middle School  

ERIC Educational Resources Information Center

In focus groups, parents of both academically successful seventh-grade students and at-risk students (i.e., failing one or more classes, numerous behavioral referrals, and/or suspensions) in a rural middle school identified perceived barriers to student success as well as school and community resources for overcoming those barriers. Qualitative…

Griffin, Dana; Galassi, John P.

2010-01-01

436

Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students  

ERIC Educational Resources Information Center

The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

2011-01-01

437

High School Concussions in the 2008-2009 Academic YearMechanism, Symptoms, and Management  

Microsoft Academic Search

Background: An estimated 136 000 concussions occur per academic year in high schools alone. The effects of repetitive concussions and the potential for catastrophic injury have made concussion an injury of significant concern for young athletes.Purpose: The objective of this study was to describe the mechanism of injury, symptoms, and management of sport-related concussions using the High School Reporting Information

William P. Meehan; Pierre dHemecourt; R. Dawn Comstock

2010-01-01

438

The Inequality of Separation: Racial Composition of Schools and Academic Achievement  

Microsoft Academic Search

Using multilevel modeling, this study examines the effect of African American concentration in Louisiana public schools on the academic achievement of African American and White students. The authors consider this question as they control for a variety of individual and school-level sociodemographic factors, including socioeconomic status and student race. African American concentration is defined as the percentage of the student

Stephen J. Caldas; Carl L. Bankston

1998-01-01

439

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

ERIC Educational Resources Information Center

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

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

2012-01-01

440

Children's academic achievement at school: Socioeconomic status, teacher-child relationship, home environment, and parental beliefs  

Microsoft Academic Search

The purpose of this study was to utilize an ecological perspective to extend and bring together research on home and school factors that affect children's academic achievement during kindergarten, including family and school SES, teacher-child relationships, home reading and math environments, parental beliefs, and parental expectations. A sample of 306 kindergarten children, their parents (N = 280), and their teachers

Jennifer M Graff

2004-01-01

441

Relationship between Study Habits and Academic Achievement of Higher Secondary School Students  

ERIC Educational Resources Information Center

The present study was probed to find the significant relationship between study habits and academic achievement of higher secondary school students with reference to the background variables. Survey method was employed. Data for the study were collected from 300 students in 13 higher secondary schools using Study Habits Inventory by V.G. Anantha…

Lawrence, A. S. Arul

2014-01-01

442

Academic Comparison of Athletes And Non-Athletes in a Rural High School  

Microsoft Academic Search

This study compares academic performance, behavior, and commitment of basketball and volleyball athletes and non-athletes in a rural Canadian high school. It compares mid-term and final grades in each school discipline; visits to an administrator for disciplinary visits; and demerit points for improper behavior; and estimates the mean weekly time commitment for athletes in each sport. The study provides support

Holt Zaugg

1998-01-01

443

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

ERIC Educational Resources Information Center

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

Niehaus, Kate; Adelson, Jill L.

2014-01-01

444

Experiences of Violence and Deficits in Academic Achievement among Urban Primary School Children in Jamaica  

ERIC Educational Resources Information Center

Objective: The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods: A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban…

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-01-01

445

A Longitudinal Study of School Connectedness and Academic Outcomes across Sixth Grade  

ERIC Educational Resources Information Center

The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students…

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

2012-01-01

446

SCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY ACADEMIC SESSION 2013-2014  

E-print Network

religion and political divisions, print cultures, institutions and gender roles; we delve into 'cabinetsSCHOOL OF DIVINITY, HISTORY AND PHILOSOPHY HISTORY ACADEMIC SESSION 2013-2014 HI 355H: The full set of school regulations and procedures is contained in the Undergraduate Student Handbook which

Levi, Ran

447

Academic Climate and Advisor Support Affect the Quality of Womens' Experiences in Graduate School  

E-print Network

by the Department. There were statistically significant differences in student responses based on gender (pAcademic Climate and Advisor Support Affect the Quality of Womens' Experiences in Graduate School of their graduate school experience in the Department of Mechanical Engineering were sought. We conducted

Agogino, Alice M.

448

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

ERIC Educational Resources Information Center

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

Yip, Michael C. W.

2013-01-01

449

BREN SCHOOL PH.D. PROGRAM GUIDE 2009-2010 Academic Year  

E-print Network

BREN SCHOOL PH.D. PROGRAM GUIDE 2009-2010 Academic Year TIMELINE SUMMARY ............................................................................ 15 STAGE THREE YOUR DISSERTATION PROPOSAL.D. PROGRAM GUIDE 2009-2010 THE PH.D. IN ENVIRONMENTAL SCIENCE AND MANAGEMENT The Bren School's Ph.D. program

California at Santa Barbara, University of

450

School of Dental Medicine Academic Plan As an integral member at the University of Connecticut, the School of Dental Medicine is committed to  

E-print Network

School of Dental Medicine Academic Plan 2011-2016 As an integral member at the University of Connecticut, the School of Dental Medicine is committed to fulfillment of both its unique aspirations it academic plan for 2009-2014 entitled "Our World, Our People, Our Future". Preamble 1 The School of Dental

Oliver, Douglas L.

451

A New Model for Student Support in High-Poverty Urban Elementary Schools: Effects on Elementary and Middle School Academic Outcomes  

ERIC Educational Resources Information Center

Efforts to support children in schools require addressing not only academic issues, but also out-of-school factors that can affect students' ability to succeed. This study examined academic achievement of students participating in City Connects, a student support intervention operating in high-poverty elementary schools. The sample included…

Walsh, Mary E.; Madaus, George F.; Raczek, Anastasia E.; Dearing, Eric; Foley, Claire; An, Chen; Lee-St. John, Terrence J.; Beaton, Albert

2014-01-01

452

Kindergarten Readiness: Using Age or Skills in Assessing a Child's Readiness  

ERIC Educational Resources Information Center

Currently, age is the primary indicator of kindergarten readiness. A concise list of readiness skills to guide parents and teachers when deciding if a child is ready for kindergarten is lacking. The literature reveals that older age kindergarten entrance is not a predictor of academic success, nor is age an accurate indicator of readiness. In this…

Smith, Leslie Barden

2005-01-01

453

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement  

PubMed Central

Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Conclusions/recommendations Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school’s performance composite include scores of zero on end-of-grade tests for those who leave school. PMID:24013958

GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

2013-01-01

454

PA03.15. Study on relation of Prakriti with academic stress in school going children  

PubMed Central

Purpose: Fast pace of life, highly competitive school environment and parental pressure brought child life cumbersome and full of stress and anxiety. These lead to maladjustment in different spheres of life such as home, social, health, emotion and educational problems. Testing or examination can produce anxiety in students, and can lower student's self–esteem, and increase their fear of failure. School–related stress is the most prevalent, untreated cause of academic failure in schools. Prevalence rates of anxiety disorders in community samples, based on clinical interviews vary between 21–29%. In this present study a relation between prakriti and academic stress was assessed for the proper management of academic stress in this competitive world. Method: Children, aged between 10–16 years, for the present study were screened out from OPD of National Institute of Ayurveda, Jaipur and from various schools, situated in Jaipur by survey method. Result: Maximum numbers of patients with Academic stress belonged to vata–pitta parkriti. Conclusion: Vata Prakriti predisposes the child to develop academic stress as compared to pitta and kapha prakriti and multiple approach includoa ing medhyadrug, shirodhara and prakriti based Ayurvedic counseling is very much effective to manage the condition of Academic stress.

Madhukar, Atika; Kumari, O Nisha; Kumar, Abhimanyu

2013-01-01

455

Engagement in After-School Programs as a Predictor of Social Competence and Academic Performance  

Microsoft Academic Search

Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming.\\u000a First, does the quality of experience in after-school programs mediate the effect of program participation on social competence\\u000a and academic performance? Second, among program participants, is the difference in quality of experience when in programs\\u000a versus other settings after school related to higher

David J. Shernoff

2010-01-01

456

Socioeconomic advantage and achievement motivation: Important mediators of academic performance in minority children in urban schools  

Microsoft Academic Search

A correlational study examined relationships between socioeconomic advantage, achievement motivation, and academic performance in an urban elementary school population of 130 minority students (African-American, Hispanic). Level of socioeconomic advantage (more\\/less) was determined by school records and eligibility for participation in a compensatory school-lunch program for low-income children. A self-report measure of students' self-efficacy, intrinsic value, and self-regulatory learning orientation was

Geoffrey F. Schultz

1993-01-01

457

The Early College High School and Student Self-Perceptions of College Readiness  

ERIC Educational Resources Information Center

High schools in the United States represent the stepping-off point to adulthood, the threshold for students to enter formal training in college, trade school, or the workforce. As our society faces increased demands for creative solutions, innovation, and a more technological workforce, the current high school model is simply antiquated. The Early…

Farrell, Tina L.

2009-01-01

458

Academic achievement, employment, age and gender and students' experience of alternative school.  

PubMed

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception of school personnel also reported a greater sense of school membership. Male students and older students had a more negative perception of administrators relative to female and younger students. In addition, students who worked tended to report higher grades than students who did not. Study implications are discussed. PMID:19086669

Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G; Forthun, Larry; Coatsworth, J Doug; Grahame, Kamini Maraj

2008-01-01

459

Is the medicine killing the patient? Academic eligibility rules for high school athletes  

Microsoft Academic Search

This study was designed to analyze the effect that academic eligibility rules have on high school student-athletes. The problem to investigate in this research project is the impact academic eligibility rules have on the behavior and motivation of student-athletes. This study looks at two states with contrasting eligibility policies. New Jersey, a state with a mandated policy of passing 27.5

Paul Ambrose Collins

1996-01-01

460

The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged Children  

Microsoft Academic Search

The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in

Sheri Coates Broussard; M. E. Betsy Garrison

2004-01-01

461

The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents  

Microsoft Academic Search

The aim of this study was to examine the roles of sense of belonging and gender in the academic outcomes of urban, Latino\\u000a adolescents. It was expected that sense of belonging would play a different role in males' and females' academic adjustment.\\u000a Participants (N = 143) included mostly Mexican and Puerto Rican seniors from a large, urban high school. The

Bernadette Sánchez; Yarí Colón; Patricia Esparza

2005-01-01

462

Resources for Non-Native Speakers of English The Graduate School Writing Center is ready to help all students registered with Yale  

E-print Network

on different aspects of academic writing. Below are other helpful links for those students who seek ESL-432-6806 Office of International Students and Scholars offers daily English Conversation groups where you can all students registered with Yale Graduate School of Arts and Sciences master academic writing skills

463

Resources for Non-Native Speakers of English The Graduate School Writing Center is ready to help all students registered with Yale  

E-print Network

on different aspects of academic writing. Below are other helpful links for those students who seek ESL-432-6806 Office of International Students and Scholars offers daily English Conversation groups where you can all students registered with Yale Graduate School of Arts and Sciences to master academic writing

464

Home-School Collaboration: Enhancing Children's Academic and Social Competence.  

ERIC Educational Resources Information Center

This book emphasizes the importance of collaboration between the school and the home/parents in enhancing the possibilities for students' success. Twenty-four individual chapters by 45 contributors include: (1) "Family Systems and the School" (William Doherty and Vida Peskay); (2) "Home-School Collaboration: Effects, Issues, and Opportunities"…

Christenson, Sandra L., Ed.; Conoley, Jane Close, Ed.

465

Recovery High Schools: Students and Responsive Academic and Therapeutic Services  

ERIC Educational Resources Information Center

This article reviews findings from the authors' studies of recovery high schools (RHS), including a 1995 program evaluation of a school in New Mexico (Moberg & Thaler, 1995), a 2006-09 descriptive study of 17 recovery high schools (Moberg & Finch, 2008), and presents early findings from a current study of the effectiveness of recovery…

Moberg, D. Paul; Finch, Andrew J.; Lindsley, Stephanie M.

2014-01-01

466

School Violent Crime and Academic Achievement in Chicago  

ERIC Educational Resources Information Center

Educational outcomes vary dramatically across schools in the United States. Many underperforming schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However,…

Burdick-Will, Julia

2013-01-01

467

A Statewide Train-the-Trainer Model for Effective Entrepreneurship and Workforce Readiness Programming  

ERIC Educational Resources Information Center

A statewide youth and adult train-the-trainer model that integrates workforce readiness and entrepreneurship can have a profound effect on young people's academic performance, interest in college, and overall youth development. Participants in workforce and entrepreneurship programs develop personal resources that have value in school, in the…

Fields, Nia Imani; Brown, Mananmi; Piechocinski, Alganesh; Wells, Kendra

2012-01-01

468

Unpacking the Black Box of the Chicago School Readiness Project Intervention: The Mediating Roles of Teacher-Child Relationship Quality and Self-Regulation  

ERIC Educational Resources Information Center

Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…

Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele

2013-01-01

469

Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences  

ERIC Educational Resources Information Center

Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined…

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.

2012-01-01

470

College Readiness of Urban High School Students in the United States: The Role of Technology in Preparing All Students for College  

ERIC Educational Resources Information Center

As we enter deeper into the 21st Century, there is a more urgent need to transform our educational system in the United States to better prepare our youth for the careers and technology of the future. This study examines how improving technology education at the high school level can improve the learning and college readiness of urban youth. It…

O'Kane, Eileen Vollert

2010-01-01

471

Relating emotional intelligence to social competence and academic achievement in high school students.  

PubMed

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed. PMID:17295968

Gil-Olarte Márquez, Paloma; Palomera Martín, Raquel; Brackett, Marc A

2006-01-01

472

The Role of the Executive Functions in School Readiness among Preschool-Age Children  

ERIC Educational Resources Information Center

The aim of this study was to identify the specific contribution of executive functions to pre-academic skills (emergent literacy, phonological awareness and orthographic knowledge, and emergent mathematic knowledge) over and above cognitive and linguistic underpinning abilities such as naming, short-term memory and vocabulary. The study was…

Shaul, Shelley; Schwartz, Mila

2014-01-01

473

Neighborhood Community Risk Influences on Preschool Children's Development and School Readiness  

ERIC Educational Resources Information Center

The effects of economic hardship and language isolation in children's neighborhood communities were examined to determine their influence on young children's developmental outcomes on measures of academic and social skills above and beyond child and family characteristics that included home language, disability, gender, and mother's education…

Hanson, Marci J.; Miller, Angela D.; Diamond, Karen; Odom, Samuel; Lieber, Joan; Butera, Gretchen; Horn, Eva; Palmer, Susan; Fleming, Kandace

2011-01-01

474

Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement  

PubMed Central

OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children’s kindergarten academic achievement. METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen’s d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen’s d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods. PMID:23589806

Dawson-McClure, Spring; Calzada, Esther J.; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J.; Petkova, Eva

2013-01-01

475

The effects of the middle school concept on student achievement as identified by principals and the Academic Excellence Indicator System (AEIS) reports in selected middle schools in Texas  

E-print Network

Assessment of Middle Level Schools (TAMLS) which was completed by a random sample of middle school principals from across Texas. Student achievement and selected demographic data were obtained from the Academic Excellence Indicator System (AEIS) reports...

Brundrett, Robert Clinton

2005-02-17

476

Academic Fit: Is the "Right" School the Best School or Is the "Best" School the Right School?  

ERIC Educational Resources Information Center

The purpose of the current study was to examine the academic consequences of attending an institution that is not considered an "academic fit" for a student. The results from the current study show that more able students perform better in college in terms of first-year GPA and retention to their second year regardless of the institution they…

Mattern, Krista D.; Shaw, Emily J.; Kobrin, Jennifer L.

2010-01-01

477

“Plays Nice With Others”: Social–Emotional Learning and Academic Success  

Microsoft Academic Search

Research Findings: Social–emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success. Given that SEL skills may vary within person and across environments, the

Susanne A. Denham; Chavaughn Brown

2010-01-01

478

Linking Teachers' Perceptions of Educational Value Discontinuity to Low-Income Middle School Students' Academic Engagement & Self-Efficacy  

ERIC Educational Resources Information Center

The purpose of this study is to examine whether teachers' perceptions of educational value discontinuity are predictive of the psychological antecedents of academic performance (e.g., academic engagement and academic self-efficacy) during middle school. Educational value discontinuity is defined as the difference between teachers' actual…

Tyler, Kenneth M.; Boelter, Christina M.; Boykin, A. Wade

2008-01-01

479

The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077  

ERIC Educational Resources Information Center

The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

2009-01-01

480

Enhancing Academic Achievement for Children with Attention-Deficit Hyperactivity Disorder: Evidence from School-Based Intervention Research  

ERIC Educational Resources Information Center

Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions…

Jitendra, Asha K.; DuPaul, George J.; Someki, Fumio; Tresco, Katy E.

2008-01-01

481

The Development of Academic Language Proficiency: Challenges for Middle School Immersion in Hong Kong and Xi'an  

ERIC Educational Resources Information Center

This paper investigates the development of academic language proficiency through immersion in middle school programmes in Hong Kong and Xi'an. The study reveals that in both contexts students have exposure to complex academic language through teacher talk and textbooks; however, there is not sufficient support for students' academic language use…

Kong, Stella; Hoare, Philip

2012-01-01

482

The Effect of Extracurricular Activity Participation on the Academic Performance of Male and Female High School Students.  

ERIC Educational Resources Information Center

Examines whether extracurricular activity participation (EAP) enhances the academic performance of high school students. Analyzed 123 students who played interscholastic soccer. Results indicate that EAP does not harm and may enhance academic performance. Male athletes showed in-season improvements in academic performance. Discusses implications…

Silliker, S. Alan; Quirk, Jeffrey T.

1997-01-01

483

Linking Ready Kids to Ready Schools: A Report on Policy Insights from the Governors' Forum Series. Arizona, Connecticut, Mississippi, Ohio and Pennsylvania  

ERIC Educational Resources Information Center

This report describes efforts to provide seamless transitions from early to elementary education. Specifically, it details SPARK (Supporting Partnerships to Assure Ready Kids), a five-year initiative funded by the Kellogg Foundation, which has contributed a unique, community-based perspective to the national conversation on what it takes to…

W. K. Kellogg Foundation, 2009

2009-01-01

484

Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?  

ERIC Educational Resources Information Center

The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…

Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente

2011-01-01

485

Ready for Life: Education for Personal and Social Development in Primary Schools  

ERIC Educational Resources Information Center

In this report HM Inspectorate of Education sets out to present an evaluation of how well primary schools promote education for pupils' personal and social development (PSD). As indicated in "Improving Scottish Education" (ISE) (HMIE 2006), primary schools deliver well overall and there is much to be said that is very positive about PSD. Almost…

Her Majesty's Inspectorate of Education, 2007

2007-01-01

486

A Rhode Island High School-University Partnership: Urban Students' Perceptions of College Readiness  

ERIC Educational Resources Information Center

Nearly one third of U.S. students will fail to graduate from high school this year and another one-third will graduate without the skills needed to be successful after high school. These statistics are even more alarming for minority and low income students, with fewer than 10% of low income minority students going on to earn bachelors' degrees…

Callahan, Colleen A.

2010-01-01

487

Bring on the 21st Century! The Salem School District is Ready!  

ERIC Educational Resources Information Center

Describes the Salem, New Hampshire, school district's use of technology to prepare students for the future. Technological uses of CD-ROM databases, videodisc programs, satellite programs, a school television production studio, computer labs, cable television, and distance learning labs are discussed. (EA)

Crompton, Marie

1992-01-01

488

Are the Rural Schools of the Democratic Republic of Congo Ready for the $100 Laptop?  

ERIC Educational Resources Information Center

The situation of schools in the Democratic Republic of Congo in matters concerning new information and communication technologies remains alarming. Given the primary role of these technologies in teaching and learning, as well as the concern of giving Congolese rural schools access to these tools, considering the problems of lack of electricity,…

Banza, Nsomwe-a- Nfunkwa

2006-01-01

489

The Use of Causal Connections by Young Children: Implications for School Readiness  

ERIC Educational Resources Information Center

The ability to understand causal connections in narrative has been shown to be related to a variety of school-related skills such as reading, comprehension, and memory in adults, school-age children, and children with disabilities. Research also shows that there is a developmental trend in the ability to use and understand causal connections. This…

Brown, Danielle B.

2008-01-01

490

Effects of the Tennessee Voluntary Pre-Kindergarten Program on School Readiness  

ERIC Educational Resources Information Center

This study includes a randomized control experiment, but that component could only be implemented in a limited number of schools with more applicants than seats in the pre-k program. Informative as that component is about the effects of Tennessee Voluntary Pre-Kindergarten (TN-VPK), the participating schools do not provide a representative sample…

Lipsey, Mark W.; Hofer, Kerry G.; Bilbrey, Carol; Farran, Dale C.

2012-01-01

491

Family Contributions to Adolescent Readiness for School-to-Work Transition.  

ERIC Educational Resources Information Center

Data from 1,266 high school seniors show how success in school-to-work transition is influenced by the family. Proactive functioning style (well organized, open communication, positive conflict management, democratic decision making) was most helpful, inactive style least helpful, and dominating style had limited effects. (SK)

Way, Wendy L.; Rossman, Marilyn Martin

1996-01-01

492

Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement  

PubMed Central

Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments PMID:20221417

Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

2010-01-01

493

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

PubMed Central

This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students. PMID:20011458

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

2009-01-01

494

Building Academic Confidence in English Language Learners in Elementary School  

ERIC Educational Resources Information Center

Non-English speaking students lack the confidence and preparation to be verbally actively engaged in the classroom. Students may frequently display hesitation in learning to speak English, and may also lack a teacher's guidance in becoming proficient English speakers. The purpose of this research is to examine how teachers build academic

Vazquez, Alejandra

2014-01-01

495

66 Academic Nurse Program representatives assist the School  

E-print Network

for the Academic Nurse including securing alumni demographic data updates and employ- ment information; developing graduates who addressed the transition from registered nurse to nurse practitioner and offered prac- tical's '97,'05, paper, "Transitions of Care in Patients Receiving Oral Anticoagulants: General Principles

Grishok, Alla

496

Academic Self-Presentation Strategies and Popularity in Middle School  

ERIC Educational Resources Information Center

This study examined early adolescents' beliefs about which academic self-presentation strategies hypothetical hard-working, high-achieving students should use with popular peers, adolescents' own use of self-presentation strategies, and links between popularity and self-presentation strategies. In response to scenarios in which popular…

Zook, Joan M.; Russotti, Justin M.

2013-01-01

497

Career and Technical Education in the Balance: An Analysis of High School Persistence, Academic Achievement, and Postsecondary Destinations.  

ERIC Educational Resources Information Center

A study examined the relationship between: (1) the balance struck between career and technical education (CTE) and academic course-taking during the high school years; and (2) academic achievement, persistence in high school, and postsecondary destinations. Data for the study were drawn from the National Education Longitudinal Study of 1988. The…

Plank, Stephen

498

Occupational Education Bridge Program in Community Colleges for Academic High School Students. Final Report 1990-1991.  

ERIC Educational Resources Information Center

The Occupational Education Bridge Program provides a bridge, between academic/comprehensive high schools and community colleges, that offers average ability students college experience through a career program. During its second year, the program provided 91 students (42 juniors and 49 seniors) from 5 academic/comprehensive high schools in Queens,…

Katz, David; Fisher, Roslyn

499

Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity  

ERIC Educational Resources Information Center

This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic

Brennan, Lauretta M.; Shaw, Daniel S.; Dishion, Thomas J.; Wilson, Melvin

2012-01-01

500

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

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

Mulkerrin, Elizabeth A.