Sample records for academically at-risk elementary

  1. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  2. Educational Intervention/Case Study: Implementing an Elementary-Level, Classroom-Based Media Literacy Education Program for Academically At-Risk Middle-School Students in the Non-Classroom Setting

    ERIC Educational Resources Information Center

    Draper, Michele; Appregilio, Seymour; Kramer, Alaina; Ketcherside, Miranda; Campbell, Summer; Stewart, Brandon; Rhodes, Darson; Cox, Carol

    2015-01-01

    Media literacy education teaches youth to critically examine the influence of media messages on health and substance use behavior. A small group of low-achieving middle school students at high risk for substance abuse attending an afterschool academic remediation program received a media literacy intervention intended for elementary students in a…

  3. Development and Initial Validation of the Social and Academic Behavior Risk Screener for Elementary Grades

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris

    2013-01-01

    The purpose of the current investigation was to develop and provide initial validation of the "Social and Academic Behavior Risk Screener" (SABRS). Research was conducted in southeast elementary schools with 54 teacher and 243 student participants. An initial item pool was created through review of developmental research on the…

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

    ERIC Educational Resources Information Center

    Hong, Saahoon; Bart, William M.

    2007-01-01

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

  5. The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring

    ERIC Educational Resources Information Center

    Chavez-Gibson, Sarah

    2013-01-01

    The purpose of this study is to exam in-depth, the Comprehensive, Powerful, Academic Database (CPAD), a data decision-making tool that determines and identifies students at-risk of dropping out of school, and how the CPAD assists administrators and teachers at an elementary campus to monitor progress, curriculum, and performance to improve student…

  6. Elementary Students At Risk: A Status Report.

    ERIC Educational Resources Information Center

    Legters, Nettie; Slavin, Robert E.

    This paper offers a background of information on children in elementary school in the 1990s and on likely trends in the near future. It focuses particularly on issues relating to students who are at risk for school failure. One section identifies various risk factors that students face when they enter school and estimates the numbers of at-risk…

  7. A Case Study on the Impact of Homogenous Small Class Instruction as an Academic Intervention for At-Risk Students

    ERIC Educational Resources Information Center

    Mays, Jessica E.

    2015-01-01

    This case study examined the impact of a site-specific intervention for at-risk students in a small rural elementary school in the foothills of North Carolina. The research site uses a small homogenous class setting as a basis for accelerating academic growth for students who are considered at-risk in literacy based on the state-required literacy…

  8. Examining Behavioral Risk and Academic Performance for Students Transitioning from Elementary to Middle School

    ERIC Educational Resources Information Center

    Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Messenger, Mallory

    2015-01-01

    We studied the transition from elementary to middle school for 74 fifth-grade students. Specifically, we examined how behavioral risk evident in the elementary years, as measured by the "Student Risk Screening Scale" (SRSS), impacts students transitioning from elementary to middle school. First, we examined how student risk status shifts…

  9. Effects of Academic Coaching on Elementary and Secondary School Students.

    ERIC Educational Resources Information Center

    Kenny, Dianna T.; Faunce, Gavin

    2004-01-01

    The authors assessed the effects of out-of-school hours academic coaching on students' (at academic performance on end-of-year examinations in English, mathematics, and science; (b) attainment of academic scholarships; and (c) acceptance to Gifted and Talented (GT) classes and selective high schools. Participants were 1,724 elementary and…

  10. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    PubMed Central

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2008-01-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

  11. Play Activities of At-Risk and Non-At-Risk Elementary Students: Is There a Difference?

    ERIC Educational Resources Information Center

    Poidevant, John M.; Spruill, David A.

    1993-01-01

    Examined the play activities of 49 at-risk (AR) and non-at-risk (NAR) elementary school students, using the Smilansky Scale for Evaluation of Dramatic and Sociodramatic Play measure. Found that AR students displayed higher levels of hostile acting out behaviors than did NAR students, whereas the NAR group engaged in more verbal communication…

  12. Using latent class analysis to identify academic and behavioral risk status in elementary students.

    PubMed

    King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

    2016-03-01

    Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  13. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    ERIC Educational Resources Information Center

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-01-01

    664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of…

  14. Effects of Eclectic Learning Approach on Students' Academic Achievement and Retention in English at Elementary Level

    ERIC Educational Resources Information Center

    Suleman, Qaiser; Hussain, Ishtiaq

    2016-01-01

    The purpose of the research paper was to investigate the effect of eclectic learning approach on the academic achievement and retention of students in English at elementary level. A sample of forty students of 8th grade randomly selected from Government Boys High School Khurram District Karak was used. It was an experimental study and that's why…

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

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    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…

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

    PubMed Central

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

    2015-01-01

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

  17. The Effects of an Academic Alternative High School on Academically At-Risk Students

    ERIC Educational Resources Information Center

    Winningham, Mark L.

    2012-01-01

    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.…

  18. The Effects of Academic Optimism on Elementary Reading Achievement

    ERIC Educational Resources Information Center

    Bevel, Raymona K.; Mitchell, Roxanne M.

    2012-01-01

    Purpose: The purpose of this paper is to explore the relationship between academic optimism (AO) and elementary reading achievement (RA). Design/methodology/approach: Using correlation and hierarchical linear regression, the authors examined school-level effects of AO on fifth grade reading achievement in 29 elementary schools in Alabama.…

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

    PubMed

    Nishimura, Takuma; Sakurai, Shigeo

    2013-02-01

    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.

  20. Children at risk: risk factors for low back pain in the elementary school environment.

    PubMed

    Limon, Susan; Valinsky, Liora J; Ben-Shalom, Yael

    2004-03-15

    A prevalence survey of 101 randomly selected elementary schools in the Israel Central District. To identify and describe risk factors for low back pain that exist in the elementary school environment. Recent surveys report a high prevalence of low back pain in children and adolescents that increases with age, with a correlation between low back pain in adolescence and that experienced in adulthood. Environmental risk factors have been associated with the development of low back pain in children. Because of the significant amount of time children spend in their school environment, risk factors need to be identified in this environment. A questionnaire, completed by school nurses, measured risk factors among 10,000 children in elementary schools in Israel. These included backpack and student weight, the availability of storage facilities, the appropriateness of chair and desk height to student height, seating arrangements during frontal lessons, and physical activity at recess. Between 30% and 54% of students carried >15% of their body weight. Nearly 15% of the first graders and 20% of sixth graders had inappropriate chairs. In 74% of the classes, students sat with their side facing the teacher and in 35% students sat with their backs. In 6% of schools, no physical activity is offered at recess. Shortcomings were found in all areas investigated. There is an urgent need for health promotion programs to increase awareness and reduce risks in the school environment.

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

    PubMed

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

    2015-04-01

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

  2. Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students.

    PubMed

    Greenwood, C R

    1991-05-01

    This longitudinal study investigated the effects of time spent in academic instruction and time engaged on elementary students' academic achievement gains. Three groups were compared over grades as follows: (a) an at-risk experimental group of low-socioeconomic status (SES) students for whom teachers implemented classwide peer tutoring (CWPT) beginning with the second semester of first grade continuing through Grade 3; (b) an equivalent at-risk control group; and (c) a non-risk comparison group of students of average- to high-SES. In both the control and comparison groups, teachers employed conventional instructional practices over Grades 1 through 3. Results indicated significant group differences in the time spent in academic instruction, engagement, and gains on the subtests of the Metropolitan Achievement Test that favored the experimental and comparison groups over the control group. Implications include the effectiveness of CWPT for at-risk students and the continuing vulnerability of at-risk students whose daily instructional programs provide less instructional time and foster lower levels of active academic engagement.

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

    NASA Astrophysics Data System (ADS)

    Jung, Karl Gerhard

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

  4. Improved Attitude and Achievement: A Case Study of an Elementary School Academic Advisement Intervention

    ERIC Educational Resources Information Center

    Kamrath, Barry; Brooker, Teresa

    2018-01-01

    School counselors are often called upon to develop and implement academic interventions. In this case study of one urban elementary school, a school counselor conducted a small group academic advisement intervention. The results suggest that integrating the activities into the elementary school counseling program can be an effective Response to…

  5. Physically active academic lessons in elementary children.

    PubMed

    Bartholomew, John B; Jowers, Esbelle M

    2011-06-01

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

  6. Elementary Students' Acquisition of Academic Vocabulary Through Engineering Design

    NASA Astrophysics Data System (ADS)

    Kugelmass, Rachel

    This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabulary words. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

  7. Predictors of Academic Achievement for Elementary Teacher Education Students in Turkey

    ERIC Educational Resources Information Center

    Buyukozturk, Sener

    2004-01-01

    Studies examining the important predictors of academic achievement of elementary teacher education students help us to understand the predictors of student achievement. These studies (House, 2000b; Ting & Bryant, 2001; Zheng, Saunders, Shelley, & Whalen, 2002)focus on the relationship between academic achievement and a number of cognitive…

  8. Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

    ERIC Educational Resources Information Center

    Richard, Bertha Cookie

    2013-01-01

    The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

  9. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

    PubMed

    Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. (c) 2015 APA, all rights reserved).

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

    PubMed

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

    2016-01-01

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

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

    PubMed Central

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

    2016-01-01

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

  12. Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children’s Academic Success

    PubMed Central

    Spilt, Jantine L.; Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man

    2012-01-01

    This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students. Teacher reports of Warmth and Conflict were collected in grades 1 to 5. Achievement was tested in grade 1 and 6. For Conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For Warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were under-represented in the normative trajectory groups. Chronic conflict was most strongly associated with under achievement. Rising Conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity. PMID:22497209

  13. Selecting Students at Risk of Academic Difficulties

    ERIC Educational Resources Information Center

    Cummings, Kelli D.; Smolkowski, Keith

    2015-01-01

    This paper aims to translate for practitioners the principles and methods for evaluating screening measures in education, including benchmark goals and cut points, from our technical manuscript "Evaluation of Diagnostic Systems: The Selection of Students at Risk of Academic Difficulties" (this issue). We offer a brief description of…

  14. Effects of daily energy expenditure on academic performance of elementary students in Taiwan.

    PubMed

    Wang, Peng-Sheng; Huang, Yi-Ching; Wu, Shu-Fang Vivienne; Wang, Kuo-Ming

    2014-01-01

    The objective of the study was to investigate the potential effects of daily energy expenditure on the academic performance (AP) of elementary schoolchildren, the results of which will be used as the basis of planning physical activity (PA) for children in the future. Participants were collected from 4th to 6th grade children at an elementary school in southern Taiwan. The effective sample data size was 1065 (79.8%; 528 boys and 537 girls). Daily mean energy expenditure was obtained using the 3 Day Physical Activity Recall (3-DPAR), and the intensive activities degrees of physical activity were categorized into lowest PA, middle PA, and highest PA group, and academic performance assessed with weighted academic score. The significant effect on the academic performance of schoolchildren was only in energy expenditure but not for sexes and tutorials attended. All students in the middle PA group performed better academically than those in the highest PA group. After controlling sexes, male students in the middle PA group performed better than other groups; female students in the lowest PA group performed better than other groups. These results may be consulted by schools, academic faculties, and parents in setting up exercise plans for children. © 2012 The Authors. Japan Journal of Nursing Science © 2012 Japan Academy of Nursing Science.

  15. Creating Partnerships for Learning: Family Literacy in Elementary Schools.

    ERIC Educational Resources Information Center

    National Center for Family Literacy, Louisville, KY.

    Building on the link between parents' education and children's academic achievement, the Families in Schools model of family literacy brings at-risk elementary school students and their parents together to learn in the elementary school setting. This book describes the model, presents the federal definition of family literacy, and argues that…

  16. Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success.

    PubMed

    Spilt, Jantine L; Hughes, Jan N; Wu, Jiun-Yu; Kwok, Oi-Man

    2012-01-01

    This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

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

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    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…

  18. Predicting Academics via Behavior within an Elementary Sample: An Evaluation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N.

    2017-01-01

    This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…

  19. Academically at-risk students' perceptions of a constructivist high school biology pedagogy

    NASA Astrophysics Data System (ADS)

    Sweeney, Heidi

    Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.

  20. Comparison of Academic Achievement Levels of Students Beginning the Elementary School at Different Ages

    ERIC Educational Resources Information Center

    Çankaya, Ibrahim; Dag, Mehmet

    2017-01-01

    This study aims to make a comparison of various lessons' mean exam scores achieved at the first, second, third and fourth grade by students who started elementary school at 60-66 months and those who started at or above 69 months as these students started the elementary school at the same time after an amendment in elementary education law in…

  1. Integrating Academic Interventions into Small Group Counseling in Elementary School

    ERIC Educational Resources Information Center

    Steen, Sam; Kaffenberger, Carol J.

    2007-01-01

    Professional school counselors face the challenge of delivering guidance and counseling services to students while connecting to the educational mission of schools. This article is a summary and evaluation of a small group counseling program that targets academic issues while addressing personal/social issues with elementary-aged children. Results…

  2. Impact of nutritional status at the onset of elementary school on academic aptitude test achievement at the end of high school in a multicausal approach.

    PubMed

    Ivanovic, Daniza M; Rodríguez, María Del Pilar N; Pérez, Hernán T; Alvear, Jorge A; Almagià, Atilio F; Toro, Triana D; Urrutia, María Soledad C; Cruz, Arturo L; Ivanovic, Rodolfo M

    2009-07-01

    Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT. In 1987 nutritional status was assessed through anthropometric parameters, intellectual ability by the Raven's Progressive Matrices Test, scholastic achievement through Spanish language and mathematics tests, and socio-economic status using Graffar's modified scale; family variables were also recorded. Maternal schooling, scholastic achievement, intellectual ability and head circumference-for-age z-score (anthropometric indicator of both nutritional background and brain development) all in 1987 were the independent variables with the greatest explanatory power for AAT variance in 1998 (r2 0.402). These results provide a foundation to identify the risk factors at an early age that affect AAT scores and should be useful to improve nutritional and educational policies.

  3. Ohio's At-Risk Student Population: A Decade of Rising Risk

    ERIC Educational Resources Information Center

    Vesely, Randall S.

    2013-01-01

    Educators face increasing demands to raise student achievement, to improve classroom instruction, and to demonstrate accountability in an environment of high stakes testing. However, meeting these demands is challenging in the face of numerous risk factors that jeopardize the academic success of elementary and secondary students. To that end, the…

  4. A School/Curricular Intervention Martial Arts Program for At-Risk Students.

    ERIC Educational Resources Information Center

    Glanz, Jeffrey

    Statistics clearly demonstrate the need to assist students who may drop out of school or who may graduate with inadequate academic, social, and emotional skills. This paper describes efforts at one elementary school to address some of the needs of at-risk students. The program revolves around a structured martial arts class designed to develop…

  5. Early Identification and Interventions for Elementary Students at Risk of Not Succeeding in School.

    ERIC Educational Resources Information Center

    Yungmann, Janet

    This project described methods of early identification and implementation of various interventions used to increase achievement of students at risk in grades three, four, and five at John D. Floyd Elementary School in Spring Hill, Florida. The 51 children who qualified for and were enrolled in the dropout prevention program had achievement scores…

  6. The Association between Elementary School Start Time and Students' Academic Achievement in Wayzata Public Schools

    ERIC Educational Resources Information Center

    Dupuis, Danielle N.

    2015-01-01

    The Center for Applied Research and Educational Improvement (CAREI) conducted two analyses with the purpose of examining the association between elementary school start time and students' academic achievement in mathematics and reading in Wayzata Public Schools. The first analysis examined the association between elementary school start time and…

  7. Modeling Success: Using Preenrollment Data to Identify Academically At-Risk Students

    ERIC Educational Resources Information Center

    Gansemer-Topf, Ann M.; Compton, Jonathan; Wohlgemuth, Darin; Forbes, Greg; Ralston, Ekaterina

    2015-01-01

    Improving student success and degree completion is one of the core principles of strategic enrollment management. To address this principle, institutional data were used to develop a statistical model to identify academically at-risk students. The model employs multiple linear regression techniques to predict students at risk of earning below a…

  8. Lifeskills Program Evaluation at Mammoth Heights Elementary School

    ERIC Educational Resources Information Center

    Tanner, Emma Moss

    2016-01-01

    This study is a program evaluation of the Life Skills Program at Mammoth Heights Elementary in the Douglas County School District. The overall goal of the Life Skills Program is to increase students' independent and daily living skills through the teaching of communication, social-emotional skills and academic skills. Students in the Life Skills…

  9. Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield, Dept. of Planning, Research and Evaluation.

    The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects…

  10. Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.

    2016-01-01

    Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  12. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

    PubMed Central

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2013-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

  13. At-Risk Students: Evaluating the Impact of School Counselors Regarding Academic Achievement

    ERIC Educational Resources Information Center

    Williams, Tuawana

    2012-01-01

    According to the American School Counselor Association (ASCA; "The ASCA National Model for School Counseling Programs," 2003), school counselors are trained to counsel students regarding academics, social and emotional issues, attendance, and so forth. Because of the growing number of students who are at risk of academic failure, it…

  14. Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2014-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

  15. "Words that Hold Us up": Teacher Talk and Academic Language in Five Upper Elementary Classrooms

    ERIC Educational Resources Information Center

    Ernst-Slavit, Gisela; Mason, Michele R.

    2011-01-01

    This study investigates the oral academic language used by English as a second language prepared teachers during content area instruction in five upper elementary classrooms in the United States. Using ethnographic and sociolinguistic perspectives the authors examine the oral, academic language exposure students received from their teachers during…

  16. Increasing Academic Engagement during Writing Activities in an Urban Elementary Classroom

    ERIC Educational Resources Information Center

    Aitken, Angelique; Harlan, Alison; Hankins, Katy; Michels, John; Moore, Tara C.; Oakes, Wendy P.; Lane, Kathleen Lynne

    2011-01-01

    In this study, the authors examined the effects of a systematic functional assessment-based intervention (FABI) to identify the function of a third-grade student's off-task behavior and create a plan to increase academic engaged time (AET). The FABI was designed and implemented in an urban elementary school with a comprehensive, integrated,…

  17. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    ERIC Educational Resources Information Center

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

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

    ERIC Educational Resources Information Center

    Yarbrough, Kathleen Ann

    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…

  19. The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

    ERIC Educational Resources Information Center

    Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

    2012-01-01

    The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

  20. Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

    PubMed

    Zhang, Lili; Maruno, Shun'ichi

    2010-10-01

    Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

  1. The Relationship between Academic Achievement and the Emotional Well-Being of Elementary School Children in China: The Moderating Role of Parent-School Communication

    PubMed Central

    Lv, Bo; Zhou, Huan; Guo, Xiaolin; Liu, Chunhui; Liu, Zhaomin; Luo, Liang

    2016-01-01

    The relationship between academic achievement and the subjective well-being of elementary school children has received increasing attention. However, previous research on the relationship between these variables has yielded inconsistent conclusions – possibly due to the presence of potential moderating variables. This study investigated the relationship between the academic achievement and the emotional well-being (positive and negative affect) of elementary school children in China and the moderating effect of parent–school communication on this relationship. A total of 419 elementary school students and their parents participated. The elementary students’ positive and negative affect, their academic achievement on both midterm and final examinations of the most recent semester, and the frequency of parent–school communication were assessed. Academic achievement of elementary students was positively correlated with positive affect and negatively correlated with negative affect. Parent–school communication significantly moderated this relationship. Regardless of positive or negative affect, the correlation was only significant in the high parent–school communication group (one standard deviation higher than the mean) and in the mean group, whereas in the low parent–school communication group, no association was observed. These results indicate that parental engagement with school impacts both the academic achievements and subjective well-being of children in China. PMID:27445915

  2. The Relationship between Academic Achievement and the Emotional Well-Being of Elementary School Children in China: The Moderating Role of Parent-School Communication.

    PubMed

    Lv, Bo; Zhou, Huan; Guo, Xiaolin; Liu, Chunhui; Liu, Zhaomin; Luo, Liang

    2016-01-01

    The relationship between academic achievement and the subjective well-being of elementary school children has received increasing attention. However, previous research on the relationship between these variables has yielded inconsistent conclusions - possibly due to the presence of potential moderating variables. This study investigated the relationship between the academic achievement and the emotional well-being (positive and negative affect) of elementary school children in China and the moderating effect of parent-school communication on this relationship. A total of 419 elementary school students and their parents participated. The elementary students' positive and negative affect, their academic achievement on both midterm and final examinations of the most recent semester, and the frequency of parent-school communication were assessed. Academic achievement of elementary students was positively correlated with positive affect and negatively correlated with negative affect. Parent-school communication significantly moderated this relationship. Regardless of positive or negative affect, the correlation was only significant in the high parent-school communication group (one standard deviation higher than the mean) and in the mean group, whereas in the low parent-school communication group, no association was observed. These results indicate that parental engagement with school impacts both the academic achievements and subjective well-being of children in China.

  3. Changing Self-Esteem: The Impact of Self-Esteem Changes on At-Risk Students Achievement.

    ERIC Educational Resources Information Center

    Walker, Elaine M.

    Participants in a program to raise the academic achievement of at-risk elementary school students in the Newark (New Jersey) School District by raising their self-esteem showed both increased self-esteem and achievement gains. The program included individual and group counseling sessions, parent participation, and the use of the Toward Affective…

  4. Longitudinal Analysis of the Trajectories of Academic and Social Motivation across the Transition from Elementary to Middle School

    ERIC Educational Resources Information Center

    Madjar, Nir; Cohen, Veronique; Shoval, Gal

    2018-01-01

    School transitions are important phases in students' educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained…

  5. An Investigation of Elementary Teachers' and Principals' Perceptions of Teacher Working Conditions and Academic Achievement in North Carolina

    ERIC Educational Resources Information Center

    Applewhite, Michael Anthony

    2009-01-01

    The purpose of this study was to investigate elementary teachers' and principals' perceptions of working conditions and academic achievement in selected regions in North Carolina public schools. The participants in this study were North Carolina principals and elementary teachers from the north and south central school regions. These educators…

  6. Asperger Syndrome and the Elementary School Experience: Practical Solutions for Academic & Social Difficulties.

    ERIC Educational Resources Information Center

    Moore, Susan Thompson.

    This book provides educators with an understanding of Asperger syndrome (AS) and how it affects a student academically and socially, and provides specific strategies for helping elementary school students with AS function successfully. Following an introductory chapter, chapter 2 presents the major areas of difficulty for individuals with AS with…

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

    ERIC Educational Resources Information Center

    Freiberg, Elizabeth J.

    2014-01-01

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

  8. Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School

    PubMed Central

    Gonçalves, Lia Lopes; de Almeida, Maria Helena Morgani

    2017-01-01

    Background Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. Objective To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Method Three groups (n = 35 children in each group) of the second grade participated (aged 6.5–8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. Findings ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention (p < 0.05). PMID:29097967

  9. Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School.

    PubMed

    Gonçalves, Lia Lopes; Voos, Mariana Callil; de Almeida, Maria Helena Morgani; Caromano, Fátima Aparecida

    2017-01-01

    Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Three groups ( n = 35 children in each group) of the second grade participated (aged 6.5-8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention ( p < 0.05).

  10. Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

    PubMed

    Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

    2010-06-01

    The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

  11. The Development of a Questionnaire on Academic Hardiness for Late Elementary School Children

    ERIC Educational Resources Information Center

    Kamtsios, Spiridon; Karagiannopoulou, Evangelia

    2013-01-01

    The purpose of the research was to develop a questionnaire to measure dimensions of academic hardiness in late elementary school children. Questionnaires were distributed to 1474 children. After a set of exploratory factor analyses in studies 1 and 2, the confirmatory factor analysis results provided support for the 9-factor solution which…

  12. Using Latent Class Analysis to Identify Academic and Behavioral Risk Status in Elementary Students

    ERIC Educational Resources Information Center

    King, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M.

    2016-01-01

    Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

  13. Admission Models for At-Risk Graduate Students in Different Academic Disciplines.

    ERIC Educational Resources Information Center

    Nelson, C. Van; Nelson, Jacquelyn S.; Malone, Bobby G.

    In this study, models were constructed for eight academic areas, including applied sciences, communication sciences, education, physical sciences, life sciences, humanities and arts, psychology, and social sciences, to predict whether or not an at-risk graduate student would be successful in obtaining a master's degree. Records were available for…

  14. Creating Success! A Program for Behaviorally and Academically At-Risk Children.

    ERIC Educational Resources Information Center

    Akin, Terri; And Others

    This document presents a program designed especially for behaviorally and academically at-risk children in kindergarten through sixth grade. It includes a collection of experiential activities that provides ways to infuse the elements of success into the regular classroom curriculum. Eight developmental areas are targeted: (1) expressing feelings;…

  15. Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children.

    PubMed

    Kwon, Kyongboon; Hanrahan, Amanda R; Kupzyk, Kevin A

    2017-03-01

    We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  16. Academically At-Risk Students' Perceptions of a Constructivist High School Biology Pedagogy

    ERIC Educational Resources Information Center

    Sweeney, Heidi

    2010-01-01

    Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created…

  17. Assessing the State of Servant Leadership, Teacher Morale, and Student Academic Performance Outcomes in a Florida Elementary School District

    ERIC Educational Resources Information Center

    EL-Amin, Abdul

    2013-01-01

    This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other…

  18. A Contrast of Amount and Type of Activity in Elementary School Years between Academically Successful and Unsuccessful Youth.

    ERIC Educational Resources Information Center

    Madden, Deirdre; Brueckman, Judith; Littlejohn, Kevin V.

    This study compared the participation in various types of activities during the elementary school years of academically successful and unsuccessful youth. The academically successful group consisted of 63 college students from lower level general communication classes. The two unsuccessful comparison groups consisted of 53 youth, ages 13 to 16…

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

    ERIC Educational Resources Information Center

    Rowan, Tanyia Perry

    2012-01-01

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

  20. Validity and Bias of Academic Achievement Measures in the First Year of Elementary School

    ERIC Educational Resources Information Center

    Hammes, Patricia Simone; Bigras, Marc; Crepaldi, Maria Aparecida

    2016-01-01

    We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS…

  1. Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories

    ERIC Educational Resources Information Center

    Luo, Wen; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oiman

    2009-01-01

    Based on a sample of 480 academically at-risk first graders, we used a cluster analysis involving multimethod assessment (i.e., teacher-report, peer-evaluation, and self-report) of behavioral and psychological engagement to identify subtypes of academic engagement. Four theoretically and practically meaningful clusters were identified and labeled…

  2. A School Intervention to Increase Prosocial Behavior and Improve Academic Performance of At-Risk Students

    ERIC Educational Resources Information Center

    Kilian, Janet M.; Kilian, Denis W.

    2011-01-01

    The purpose of this pilot study was to investigate an intervention for at-risk elementary school students who did not respond sufficiently to a universal school-wide social skills program. The manualized social skills counseling intervention was implemented for two years, and sought to create and maintain appropriate student relating and problem…

  3. Mitigating risk in academic preclinical drug discovery.

    PubMed

    Dahlin, Jayme L; Inglese, James; Walters, Michael A

    2015-04-01

    The number of academic drug discovery centres has grown considerably in recent years, providing new opportunities to couple the curiosity-driven research culture in academia with rigorous preclinical drug discovery practices used in industry. To fully realize the potential of these opportunities, it is important that academic researchers understand the risks inherent in preclinical drug discovery, and that translational research programmes are effectively organized and supported at an institutional level. In this article, we discuss strategies to mitigate risks in several key aspects of preclinical drug discovery at academic drug discovery centres, including organization, target selection, assay design, medicinal chemistry and preclinical pharmacology.

  4. The Relationship among Principals' Technology Leadership, Teaching Innovation, and Students' Academic Optimism in Elementary Schools

    ERIC Educational Resources Information Center

    Hsieh, Chuan-Chung; Yen, Hung-Chin; Kuan, Liu-Yen

    2014-01-01

    This study empirically investigates the relationships among principals' technology leadership, teaching innovations, and students' academic optimism by surveying elementary school educators across Taiwan. Of the total 1,080 questionnaires distributed, 755 valid surveys were returned for a 69.90% return rate. Teachers were asked to indicate the…

  5. Academic Self-Concept and Causal Attributions for Success and Failure Amongst Elementary School Children

    ERIC Educational Resources Information Center

    Lohbeck, Annette; Grube, Dietmar; Moschner, Barbara

    2017-01-01

    A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight…

  6. Socioeconomic Determinants of Academic Achievement

    ERIC Educational Resources Information Center

    Tomul, Ekber; Savasci, Havva Sebile

    2012-01-01

    This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the…

  7. Mitigating risk in academic preclinical drug discovery

    PubMed Central

    Dahlin, Jayme L.; Inglese, James; Walters, Michael A.

    2018-01-01

    The number of academic drug discovery centres has grown considerably in recent years, providing new opportunities to couple the curiosity-driven research culture in academia with rigorous preclinical drug discovery practices used in industry. To fully realize the potential of these opportunities, it is important that academic researchers understand the risks inherent in preclinical drug discovery, and that translational research programmes are effectively organized and supported at an institutional level. In this article, we discuss strategies to mitigate risks in several key aspects of preclinical drug discovery at academic drug discovery centres, including organization, target selection, assay design, medicinal chemistry and preclinical pharmacology. PMID:25829283

  8. An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students

    ERIC Educational Resources Information Center

    Bunch-Crump, Kimberly R.; Lo, Ya-yu

    2017-01-01

    This study examined the effects of a multitiered system of support using Check-In Check-Out (CICO) as a secondary intervention and function-based self-monitoring (FBSM) as a tertiary intervention on the disruptive behavior and academic engagement of four elementary students identified as being in need of additional behavioral supports. A multiple…

  9. Academic season does not influence cardiac surgical outcomes at US Academic Medical Centers.

    PubMed

    Lapar, Damien J; Bhamidipati, Castigliano M; Mery, Carlos M; Stukenborg, George J; Lau, Christine L; Kron, Irving L; Ailawadi, Gorav

    2011-06-01

    Previous studies have demonstrated the influence of academic season on outcomes in select surgical populations. However, the influence of academic season has not been evaluated nationwide in cardiac surgery. We hypothesized that cardiac surgical outcomes were not significantly influenced by time of year at both cardiothoracic teaching hospitals and non-cardiothoracic teaching hospitals nationwide. From 2003 to 2007, a weighted 1,614,394 cardiac operations were evaluated using the Nationwide Inpatient Sample database. Patients undergoing cardiac operations at cardiothoracic teaching and non-cardiothoracic teaching hospitals were identified using the Association of American Medical College's Graduate Medical Education Tracking System. Hierarchic multivariable logistic regression analyses were used to estimate the effect of academic quarter on risk-adjusted outcomes. Mean patient age was 65.9 ± 10.9 years. Women accounted for 32.8% of patients. Isolated coronary artery bypass grafting was the most common operation performed (64.7%), followed by isolated valve replacement (19.3%). The overall incidence of operative mortality and composite postoperative complication rate were 2.9% and 27.9%, respectively. After accounting for potentially confounding risk factors, timing of operation by academic quarter did not independently increase risk-adjusted mortality (p = 0.12) or morbidity (p = 0.24) at academic medical centers. Risk-adjusted mortality and morbidity for cardiac operations were not associated with time of year in the US at teaching and nonteaching hospitals. Patients should be reassured of the safety of performance of cardiac operations at academic medical centers throughout a given academic year. Copyright © 2011 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

  10. The influence of unsupervised time on elementary school children at high risk for inattention and problem behaviors.

    PubMed

    Na, Kyoung-Sae; Lee, Soyoung Irene; Hong, Hyun Ju; Oh, Myoung-Ja; Bahn, Geon Ho; Ha, Kyunghee; Shin, Yun Mi; Song, Jungeun; Park, Eun Jin; Yoo, Heejung; Kim, Hyunsoo; Kyung, Yun-Mi

    2014-06-01

    In the last few decades, changing socioeconomic and family structures have increasingly left children alone without adult supervision. Carefully prepared and limited periods of unsupervised time are not harmful for children. However, long unsupervised periods have harmful effects, particularly for those children at high risk for inattention and problem behaviors. In this study, we examined the influence of unsupervised time on behavior problems by studying a sample of elementary school children at high risk for inattention and problem behaviors. The study analyzed data from the Children's Mental Health Promotion Project, which was conducted in collaboration with education, government, and mental health professionals. The child behavior checklist (CBCL) was administered to assess problem behaviors among first- and fourth-grade children. Multivariate logistic regression analysis was used to evaluate the influence of unsupervised time on children's behavior. A total of 3,270 elementary school children (1,340 first-graders and 1,930 fourth-graders) were available for this study; 1,876 of the 3,270 children (57.4%) reportedly spent a significant amount of time unsupervised during the day. Unsupervised time that exceeded more than 2h per day increased the risk of delinquency, aggressive behaviors, and somatic complaints, as well as externalizing and internalizing problems. Carefully planned afterschool programming and care should be provided to children at high risk for inattention and problem behaviors. Also, a more comprehensive approach is needed to identify the possible mechanisms by which unsupervised time aggravates behavior problems in children predisposed for these behaviors. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Increasing Oral Reading Fluency of below Grade-Level Elementary Students through Parent Involvement

    ERIC Educational Resources Information Center

    Royal, Louise I.

    2012-01-01

    An increasing number of elementary students in a rural school were promoted to a higher grade without having grade-level reading fluency skills, thereby becoming at risk of not reaching or maintaining their academic grade level reading skills. The purpose of this ex post facto quantitative study involving archival data analysis was to investigate…

  12. Principals' Self-Perceived Transformational Leadership Behaviors and Academic Achievement in South Carolina Public Elementary Schools

    ERIC Educational Resources Information Center

    Newman, Je-Nata Kennedy

    2017-01-01

    The purpose of this quantitative correlational study was to examine the relationship between principals' perceptions of their transformational leadership behaviors and academic achievement in the areas of reading, math, science, and social studies in South Carolina public elementary schools. The theoretical framework for this research was provided…

  13. The Academic and Functional Academic Skills of Youth Who Are at Risk for Language Impairment in Residential Care

    ERIC Educational Resources Information Center

    Hagaman, Jessica L.; Trout, Alexandra L.; DeSalvo, Cathy; Gehringer, Robert; Epstein, Michael H.

    2010-01-01

    Purpose: Undiagnosed language impairment (LI) for youth in residential care is a concern as similar populations have shown elevated levels of language delays. Therefore, the purposes of this study were to identify the percentage of youth in residential care who are at risk for LI and to compare the demographic, academic achievement, and functional…

  14. The Effects of School Membership on Academic and Behavioral Performance of At-Risk Students

    ERIC Educational Resources Information Center

    Ahn, Sunyoung

    2010-01-01

    The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…

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

    ERIC Educational Resources Information Center

    Ray, Rhonda D.

    2013-01-01

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

  16. The Interrelationship of School District Expenditures and Student Academic Achievement in Oklahoma Public Elementary School Districts

    ERIC Educational Resources Information Center

    Moore, Glenn M.

    2012-01-01

    Purpose and Method of Study. The primary purpose of this quantitative study was to analyze the relationship between school district expenditures and student academic achievement in 102 public elementary school districts in the state of Oklahoma. The secondary purpose was to investigate the relationship between school district expenditures and…

  17. Homeroom Teachers or Specialist Teachers?: Considerations for the Workforce for Teaching English as a Subject at Elementary Schools in Japan

    ERIC Educational Resources Information Center

    Okumura, Shinji

    2017-01-01

    In Japan, English will be officially taught as an academic subject for elementary fifth and sixth graders from 2020. This is a strong initiative of language-in-education policy, aiming at efficient articulation between elementary and junior high schools and targeting the development of English proficiency from early ages simultaneously. However,…

  18. Physical education and academic achievement in elementary school: data from the early childhood longitudinal study.

    PubMed

    Carlson, Susan A; Fulton, Janet E; Lee, Sarah M; Maynard, L Michele; Brown, David R; Kohl, Harold W; Dietz, William H

    2008-04-01

    We examined the association between time spent in physical education and academic achievement in a longitudinal study of students in kindergarten through fifth grade. We used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999, which employed a multistage probability design to select a nationally representative sample of students in kindergarten (analytic sample = 5316). Time spent in physical education (minutes per week) was collected from classroom teachers, and academic achievement (mathematics and reading) was scored on an item response theory scale. A small but significant benefit for academic achievement in mathematics and reading was observed for girls enrolled in higher amounts (70-300 minutes per week) of physical education (referent: 0-35 minutes per week). Higher amounts of physical education were not positively or negatively associated with academic achievement among boys. Among girls, higher amounts of physical education may be associated with an academic benefit. Physical education did not appear to negatively affect academic achievement in elementary school students. Concerns about adverse effects on achievement may not be legitimate reasons to limit physical education programs.

  19. Ten Years of TAKE 10!(®): Integrating physical activity with academic concepts in elementary school classrooms.

    PubMed

    Kibbe, Debra L; Hackett, Jacqueline; Hurley, Melissa; McFarland, Allen; Schubert, Kathryn Godburn; Schultz, Amy; Harris, Suzanne

    2011-06-01

    Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health-academic integration through existing state and federal policy and programming. Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research. Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (p<0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [P<0.01]). TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies. Copyright © 2011. Published by Elsevier Inc.

  20. The Association between Adverse Childhood Experience (ACE) and School Success in Elementary School Children

    ERIC Educational Resources Information Center

    Blodgett, Christopher; Lanigan, Jane D.

    2018-01-01

    We explored the feasibility of using school personnel as reporters to examine the relationship between the level of adverse childhood experiences (ACEs) exposure in a nonclinical sample of public elementary schoolchildren and academic risk. We selected a random sample of 2,101 children from kindergarten through 6th grade classroom rosters at 10…

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

    NASA Astrophysics Data System (ADS)

    Marks, Jamar Terry

    The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction with traditional science classroom instruction as compared to when instructed using solely traditional science classroom instruction. The targeted sample population consisted of fourth-grade students enrolled in a public elementary school located in the southeastern region of the United States. The convenience sample size consisted of 115 fourth-grade students enrolled in science classes. The pretest and posttest academic achievement data collected consisted of the science segment from the Spring 2015, and Spring 2016 state standardized assessments. Pretest and posttest academic achievement data were analyzed using an ANCOVA statistical procedure to test for differences, and the researcher reported the results of the statistical analysis. The results of the study show no significant difference in science academic achievement between treatment and control groups. An interpretation of the results and recommendations for future research were provided by the researcher upon completion of the statistical analysis.

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

    PubMed

    Lucio, Robert; Hunt, Elizabeth; Bornovalova, Marina

    2012-03-01

    Identifying the point at which individuals become at risk for academic failure (grade point average [GPA] < 2.0) involves an understanding of which and how many factors contribute to poor outcomes. School-related factors appear to be among the many factors that significantly impact academic success or failure. This study focused on 12 school-related factors. Using a thorough 5-step process, we identified which unique risk factors place one at risk for academic failure. Academic engagement, academic expectations, academic self-efficacy, homework completion, school relevance, school safety, teacher relationships (positive relationship), grade retention, school mobility, and school misbehaviors (negative relationship) were uniquely related to GPA even after controlling for all relevant covariates. Next, a receiver operating characteristic curve was used to determine a cutoff point for determining how many risk factors predict academic failure (GPA < 2.0). Results yielded a cutoff point of 2 risk factors for predicting academic failure, which provides a way for early identification of individuals who are at risk. Further implications of these findings are discussed. PsycINFO Database Record (c) 2012 APA, all rights reserved.

  3. The Academic Achievement of Elementary Level General Education Students in Inclusion Classrooms versus Non-Inclusion Classrooms

    ERIC Educational Resources Information Center

    Surgener, Gena F.

    2016-01-01

    This research study was conducted to examine the effects of the academic achievement of elementary level general education students in the inclusion classroom setting versus the general education students in the non-inclusion classroom in a large suburban school district in Tennessee as measured by third, fourth, and fifth grade mathematics and…

  4. Military Deployment and Elementary Student Achievement

    ERIC Educational Resources Information Center

    Phelps, Terri; Dunham, Mardis; Lyons, Robert

    2010-01-01

    This study investigated the impact that military deployment has upon academic achievement of elementary school students. TerraNova test scores of 137 fourth and fifth grade students in two elementary schools with a high proportion of military dependent children were examined for two consecutive years. Although the academic test performance fell…

  5. School Mental Health Early Interventions and Academic Outcomes for At-Risk High School Students: A Meta-Analysis

    ERIC Educational Resources Information Center

    Iachini, Aidyn L.; Brown, Elizabeth Levine; Ball, Annahita; Gibson, Jennifer E.; Lize, Steven E.

    2015-01-01

    The current educational policy context in the United States necessitates that school-based programs prioritize students' academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at-risk high school students. Seven articles met the inclusion criteria for this…

  6. Ambassadors: Models for At-Risk Students.

    ERIC Educational Resources Information Center

    Cahoon, Peggy

    1989-01-01

    The Ambassador Program, a partnership between Ferron Elementary School and the University of Nevada, Las Vegas, pairs university students with at-risk elementary students once a week to serve as role models. (TE)

  7. Physical education, obesity, and academic achievement: a 2-year longitudinal investigation of Australian elementary school children.

    PubMed

    Telford, Richard D; Cunningham, Ross B; Fitzgerald, Robert; Olive, Lisa S; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M

    2012-02-01

    We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development.

  8. SOCIAL ENVIRONMENTAL RISK AND PROTECTION: A TYPOLOGY WITH IMPLICATIONS FOR PRACTICE IN ELEMENTARY SCHOOLS.

    PubMed

    Bowen, Natasha K; Lee, Jung-Sook; Weller, Bridget E

    2007-01-01

    Social environmental assessments can play a critical role in prevention planning in schools. The purpose of this study was to describe the importance of conducting social environmental assessments, demonstrate that complex social environmental data can be simplified into a useful and valid typology, and illustrate how the typology can guide prevention planning in schools. Data collected from 532 3(rd) through 5(th) graders using the Elementary School Success Profile were analyzed in the study. A latent profile analysis based on eight child-report social environmental dimensions identified five patterns of social environmental risk and protection. The classes were labeled High Protection, Moderate Protection, Moderate Protection/Peer Risk, Little Protection/Family Risk, and No Protection//School Risk. Class membership was significantly associated with measures of well-being, social behavior and academic performance. The article illustrates how the typology can be used to guide decisions about who to target in school-based preventions, which features of the social environment to target, and how much change to seek. Information is provided about online resources for selecting prevention strategies once these decisions are made.

  9. A Study of the Relationship between the Developmental Assets Framework and the Academic Success of At-Risk Elementary to Middle School Transitioning Students

    ERIC Educational Resources Information Center

    Jackson, Courtney

    2010-01-01

    The transitional period between elementary and middle school remains an area of concern for educators. Many middle schools are plagued with retention issues, core class failures, increased discipline problems, and decreased attendance rates among students during their transitional period. The issues increase for students labeled as at-risk…

  10. The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

    PubMed Central

    McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan

    2015-01-01

    Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

  11. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  12. South Carolina Elementary Teachers' Perceptions of Principals' Transformational Leadership in Academically Recognized and Other, High Poverty Schools

    ERIC Educational Resources Information Center

    Lewis, Julian Carlton

    2012-01-01

    This study investigated selected elementary school teachers' perceptions of principals' leadership. Ten South Carolina schools were selected based on the criterion of 50% or higher poverty index. Five schools included the feature of recognition by the state for academic success for one year or more over the 2003-2006 timeframe. One hundred three…

  13. Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis

    ERIC Educational Resources Information Center

    Dietrichson, Jens; Bøg, Martin; Filges, Trine; Klint Jørgensen, Anne-Marie

    2017-01-01

    Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured…

  14. A Study of the Relationships between Distributed Leadership, Teacher Academic Optimism and Student Achievement in Taiwanese Elementary Schools

    ERIC Educational Resources Information Center

    Chang, I-Hua

    2011-01-01

    The purpose of this study was to explore the relationships between distributed leadership, teachers' academic optimism and student achievement in learning. The study targeted public elementary schools in Taiwan and adopted stratified random sampling to investigate 1500 teachers. Teachers' perceptions were collected by a self-report scale. In…

  15. The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism

    ERIC Educational Resources Information Center

    Sullivan, Dennis D.

    2016-01-01

    This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

  16. Physical Education, Obesity, and Academic Achievement: A 2-Year Longitudinal Investigation of Australian Elementary School Children

    PubMed Central

    Cunningham, Ross B.; Fitzgerald, Robert; Olive, Lisa S.; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M.

    2012-01-01

    Objectives. We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Methods. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Results. Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. Conclusions. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development. PMID:21940922

  17. At-Risk Students Report

    ERIC Educational Resources Information Center

    Montana Office of Public Instruction, 2010

    2010-01-01

    Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

  18. Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

    PubMed

    Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

    2013-08-01

    Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

  19. Early School Engagement and Late Elementary Outcomes for Maltreated Children in Foster Care

    PubMed Central

    Pears, Katherine C.; Kim, Hyoun K.; Fisher, Philip A.; Yoerger, Karen

    2013-01-01

    Children with a history of maltreatment and placement into foster care face elevated risks of poor psychosocial outcomes including school failure, substance use, externalizing and deviant peer association. For children in the general population, school engagement appears to be a promotive factor in preventing negative outcomes. In this study, differences in behavioral, affective, and cognitive dimensions of school engagement in early elementary school were explored in maltreated children in foster care (n = 93) and a community comparison group of low SES, non-maltreated children (n = 54). It was also hypothesized that the three dimensions of school engagement would mediate the association between being maltreated and in foster care and several outcomes in late elementary school (Grades 3 to 5): academic competence, endorsement of substance use, externalizing behaviors, and deviant peer association. Measures were multi-method and multi-informant. Results showed that the children in foster care had lower affective and cognitive school engagement than children in the community comparison group. Structural equation modeling revealed that both affective and cognitive school engagement mediated the association between group status and academic competence in late elementary school. Cognitive engagement also mediated the association between group status and engagement in risk behaviors. The identification of dimensions of early school engagement that predict later outcomes suggests potential points of intervention to change trajectories of academic and behavioral adjustment for maltreated children in foster care. PMID:23477532

  20. Senge's Learning Organization and Teachers' Perceptions of Leadership at an Elementary School in Urban Ohio

    ERIC Educational Resources Information Center

    Moore, Robert J.

    2010-01-01

    Urban public schools in the United States face the problem of failure to reach academic goals of performance mandated by the No Child Left Behind Act. It was hypothesized that use of Senge's leadership model might result in academic performance in one urban elementary school. Based on Senge's shared vision leadership model as the theoretical…

  1. Describing an Academic and Nonprofit Organization Partnership to Educate At-Risk Adolescents about Cardiovascular Health

    ERIC Educational Resources Information Center

    Palazzo, Steven J.; Skager, Cherie; Kraiger, Anneliese

    2014-01-01

    There is emerging evidence to suggest community-based interventions can change community-wide behaviors and attitudes toward cardiovascular health. This article describes a partnership between an academic institution and a community nonprofit organization to develop and implement a cardiovascular health promotion program targeting at risk high…

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

    ERIC Educational Resources Information Center

    Marks, Jamar Terry

    2017-01-01

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

  3. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  4. Salivary Cortisol, Socioemotional Functioning, and Academic Performance in Anxious and Non-Anxious Children of Elementary and Middle School Age

    ERIC Educational Resources Information Center

    Mathewson, Karen J.; Miskovic, Vladimir; Cunningham, Charles E.; McHolm, Angela E.; Boyle, Michael H.; Schmidt, Louis A.

    2012-01-01

    Research Findings: Individual and contextual variables were examined in relation to children's ability to cope with socioemotional and academic challenges in a sample of typically developing (n = 51) and anxious (n = 72) children of elementary and middle school age. Anxious children had greater social difficulties than controls and showed…

  5. Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories

    PubMed Central

    Hughes, Jan N.; Liew, Jeffrey; Kwok, Oiman

    2008-01-01

    Based on a sample of 480 academically at-risk first graders, we used a cluster analysis involving multimethod assessment (i.e., teacher-report, peer-evaluation, and self-report) of behavioral and psychological engagement to identify subtypes of academic engagement. Four theoretically and practically meaningful clusters were identified and labeled as cooperative (n = 95), resistive (n =96), enthusiastic (n = 188), and disaffected (n = 101). The four types did not differ in IQ measured with the Universal Nonverbal Intelligence Test. The cooperative group consisted of more female and Hispanic students, whereas the resistive group consisted of more male and African American students. The cooperative group was the most popular among peers, followed by the enthusiastic group. The disaffected and resistive groups had more emotional symptoms than the cooperative and enthusiastic groups. Academic engagement types also differed in growth trajectories of academic achievement measured with Woodcock Johnson III Tests of Achievement from second to fourth grade. For reading, the cooperative and enthusiastic groups outperformed the resistive and disaffected groups at the beginning. However, the growth rate was similar across engagement types. For math, the engagement types did not differ at the beginning. However, the cooperative group developed at a faster rate and had higher math achievement by fourth grade than the other types. The findings support the importance of teaching temperament-based regulatory skills and of providing a positive psychological climate for children's academic learning. PMID:19343104

  6. The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders

    PubMed Central

    Gleason, Katie A.; Kwok, Oi-man; Hughes, Jan N.

    2010-01-01

    Using latent variable structural equation modeling, we tested a theoretical model positing that grade retention has a positive effect on children’s teacher- and peer-rated academic competencies and on sociometric measures of peer acceptance. We also expected that the positive effect of grade retention on peer acceptance would be mediated by children’s ability to meet academic challenges in their classrooms. Participants were 350 (52.6% male) ethnically diverse and academically at-risk first graders attending 1 of 3 school districts in Texas. An individually administered test of academic achievement, teacher-report and peer-report measures of academic competence, and peer-report measures of peer acceptance were collected on children in first grade and 1 year later, at which time 63 children were repeating first grade and 287 were in second grade. The hypothesized model provided a good fit to the data. Children’s academic competencies, as perceived by peers and teachers, fully mediated the effect of retention on subsequent peer acceptance. PMID:20431696

  7. Casualization of Academics in the Australian Higher Education: Is Teaching Quality at Risk?

    ERIC Educational Resources Information Center

    Lama, Tek; Joullié, Jean-Etienne

    2015-01-01

    This article explores the issues casual academics face in Australia and whether these pose risks to teaching quality. The logic of the rampant casualisation in Australian universities is exposed first (i.e., mainly flexibility and cost saving to offset drops in government funding), followed by a discussion on the theoretical risks casualisation…

  8. The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning

    PubMed Central

    Benner, Aprile D.; Crosnoe, Robert

    2015-01-01

    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 Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children’s academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-racial/ethnic peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development. PMID:26336320

  9. Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects

    PubMed Central

    Liew, Jeffrey; Chen, Qi; Hughes, Jan N.

    2009-01-01

    The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. PMID:20161421

  10. Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

    PubMed

    Liew, Jeffrey; Chen, Qi; Hughes, Jan N

    2010-01-01

    The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.

  11. Engineering at the Elementary Level

    ERIC Educational Resources Information Center

    McGrew, Cheryl

    2012-01-01

    Can engineering technology be taught at the elementary level? Designing and building trebuchets, catapults, solar cars, and mousetrap vehicles in a west central Florida elementary class was considered very unusual in recent years. After a review of current research on failing schools and poor curriculum, the author wondered what her school could…

  12. The Elementary Physical Education Program: Quality and Sustainability in Pennsylvania

    ERIC Educational Resources Information Center

    Weimer, Alison

    2013-01-01

    This study examined enabling conditions related to implementing and sustaining a high-quality physical education program at three elementary schools in Pennsylvania. Physical education is being reduced or removed from elementary curriculums because of reduced school budgets and a strong focus on academic standards. Furthermore, the lack of…

  13. Teacher performance goal practices and elementary students’ behavioral engagement: A developmental perspective

    PubMed Central

    Hughes, Jan N.; Wu, Wei; West, Stephen G.

    2010-01-01

    We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students’ behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. PMID:21215834

  14. Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

    PubMed

    Hughes, Jan N; Wu, Wei; West, Stephen G

    2011-02-01

    We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

  15. Play Therapy in Elementary Schools: A Best Practice for Improving Academic Achievement

    ERIC Educational Resources Information Center

    Blanco, Pedro J.; Ray, Dee C.

    2011-01-01

    This pilot study of 1st graders who are academically at risk examined the effectiveness of child-centered play therapy (CCPT). The experimental group received biweekly, 30-minute play therapy sessions for 8 weeks. Findings indicated that these 1st graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early…

  16. At-Risk Students Fact Sheet

    ERIC Educational Resources Information Center

    Montana Office of Public Instruction, 2016

    2016-01-01

    Montana's definition of a basic system of quality public elementary and secondary schools includes educational programs for at-risk students (20-9-309, MCA). State statute defines an at-risk student as a "student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's…

  17. Risk factors associated with academic difficulty in an Australian regionally located medical school.

    PubMed

    Malau-Aduli, Bunmi S; O'Connor, Teresa; Ray, Robin A; van der Kruk, Yolanda; Bellingan, Michelle; Teague, Peta-Ann

    2017-12-28

    Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. This study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009-2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated. The results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them. This study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.

  18. Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.

    2011-01-01

    The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…

  19. The Association between Academic Self-Beliefs and Reading Achievement among Children at Risk of Reading Failure

    ERIC Educational Resources Information Center

    Fives, Allyn; Russell, Dan; Kearns, Norean; Lyons, Rena; Eaton, Patricia; Canavan, John; Devaney, Carmel; O'Brien, Aoife

    2014-01-01

    This paper investigates whether children's academic self-beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6- to 8-year-olds) in socioeconomically disadvantaged areas reading at a level below…

  20. School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

    PubMed

    Balagna, Ryan M; Young, Ellie L; Smith, Timothy B

    2013-06-01

    Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.

  1. Democracy Education in Elementary Schools

    ERIC Educational Resources Information Center

    Samanci, Osman

    2010-01-01

    Elementary schools have a significant role in creating democratic attitudes and attainments in children. During elementary education, children are prepared for life, becoming familiar with rules in social life in addition to gaining academic knowledge and abilities. In this article, the importance of educating children about democracy in…

  2. The Role Behavioral Adjustment Plays in Placing Middle School Students "At Risk" of Academic Failure.

    ERIC Educational Resources Information Center

    Flynn, Timothy M.

    The role of behavioral adjustment in placing middle school students at risk academically is examined using 23 middle school teachers' and 378 parents' ratings of 389 children (53 percent blacks and 47 percent whites) on Conner's Parent Rating Scale and Conner's Teacher Rating Scale. The average rating on the scales for both sets of ratings is…

  3. Profile formation of academic self-concept in elementary school students in grades 1 to 4.

    PubMed

    Schmidt, Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; Baudson, Tanja Gabriele; Preckel, Franzis

    2017-01-01

    Academic self-concept (ASC) is comprised of individual perceptions of one's own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one's own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

  4. Profile formation of academic self-concept in elementary school students in grades 1 to 4

    PubMed Central

    Schmidt, Isabelle; Brunner, Martin; Keller, Lena; Scherrer, Vsevolod; Wollschläger, Rachel; Baudson, Tanja Gabriele; Preckel, Franzis

    2017-01-01

    Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons. PMID:28542384

  5. Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

    NASA Astrophysics Data System (ADS)

    Marpaung, M. G.; Sareharto, T. P.; Purwanti, A.; Hermawati, D.

    2017-02-01

    Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

  6. Increasing Reading/Literacy Performance of At-Risk Elementary Students through Increased Access to Fiction/Non-Fiction Resources and Incorporating Readers Theater Activities

    ERIC Educational Resources Information Center

    Salas, Gayla L.

    2008-01-01

    This action research project was developed in order to increase student literacy, particularly in the area of reading, for students who were considered at-risk. The targeted student population was 2nd grade students who were served within a primary cross-categorical special education program. The classroom was housed in an elementary (K-2) school,…

  7. Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children

    ERIC Educational Resources Information Center

    Campisi, Lisa; Serbin, Lisa A.; Stack, Dale M.; Schwartzman, Alex E.; Ledingham, Jane E.

    2009-01-01

    The current investigation examined whether inter-generational transfer of risk could be revealed through mothers' and preschool-aged children's expressive language, and whether continuity of risk persisted in these children's academic abilities, 3 years later. Participating families were drawn from the Concordia Longitudinal Risk Project, a…

  8. Science in Elementary School: Generalist Genes and School Environments

    ERIC Educational Resources Information Center

    Haworth, Claire M. A.; Kovas, Yulia; Dale, Philip S.; Plomin, Robert

    2008-01-01

    Using a genetically sensitive design, we investigated the etiology of academic performance in Science in elementary school, and its etiological links with other academic abilities and general cognitive ability ("g"). The sample consisted of over 2000 pairs of twins at 10 years of age from the Twins Early Development Study. Science performance, as…

  9. Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

    PubMed Central

    Ripple, Carol H.; Luthar, Suniya S.

    2012-01-01

    In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. PMID:24839305

  10. Early Intervention to Support the Academic Recovery of First-Year Students at Risk of Non-Continuation

    ERIC Educational Resources Information Center

    Lizzio, Alf; Wilson, Keithia

    2013-01-01

    The widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing…

  11. Impact of a Career Intervention on At-Risk Middle School Students' Career Maturity Levels, Academic Achievement, and Self-Esteem

    ERIC Educational Resources Information Center

    Legum, Harry L.; Hoare, Carol H.

    2004-01-01

    The purpose of this study was to assess the effects of a 9-week career intervention program on at-risk middle school students' career maturity levels, self-esteem, and academic achievement. This study was based on a pretest and posttest design using a control group. Data were collected from 27 at-risk middle school students representing the…

  12. Time Spent Teaching Core Academic Subjects in Elementary Schools. Comparisons across Community, School, Teacher, and Student Characteristics. Statistical Analysis Report.

    ERIC Educational Resources Information Center

    Perie, Marianne; And Others

    The proportion of time that elementary school teachers use to teach core academic subjects (English/reading/language arts, mathematics, social studies, science) is an important aspect of instruction. Spending a large proportion of time teaching core curriculum subjects may be important not only in terms of school quality, but also in terms of…

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

    ERIC Educational Resources Information Center

    Guvercin, Mustafa

    2013-01-01

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

  14. Prevalence and risk factors of violence among elementary school children in Cairo.

    PubMed

    Ez-Elarab, Hanan S; Sabbour, Sahar M; Gadallah, Mohsen A; Asaad, Tarek A

    2007-01-01

    School violence is a growing problem that has received widespread attention. Violent behavior for elementary school children is primarily expressed as physical or verbal aggression. Various factors contribute to violent and aggression by children at homes, schools or individual risk factors. The aim of the present study is to measure the prevalence of violence, risk factors, and different forms among elementary school children, to identify consequence of violent exposure and children with abnormal behavior score. A cross-sectional study was done enrolling a total of 500 elementary students from two mixed schools (private and public) 250 from each in North Cairo Educational Zone. Data collected from students, parents and teachers were: violence behavior, home and family atmosphere, peer relation, exposure to violence at school; being victimized, witness, or initiator, and other risk factors. Standardized questionnaires were used as Achenback Child Behavior checklist, parent and teacher forms of Strength and Difficulty questionnaires (SDQ), and developmental history of child. Monthly grades of students, IQ assessment, physical examination of students were recorded. Prevalence of different forms of violence was higher in public school than private; physical violence 76%, 62% respectively. All forms of violence were higher among boys. Living with a single parent (OR = 2.3), absence of an attachment figure (OR = 13.6), instrumental delivery or cesarean section (OR = 1.9), corporal punishment (OR = 3), violent video games preference (OR = 2.5), exposure to verbal aggression (OR = 3), relations with aggressive peers (OR = 3) were risk factors for violence. Teacher's report of SDQ revealed abnormal score of student's behavior in (32.4%) and (22%) students of public and private schools respectively. The most frequent problems revealed by SDQ among victimized students of both schools was conduct problems (64.7%) in teacher's report and peer relation problems 93.6% in parent

  15. The Influence of Class Management and Student Guidance upon Academic Work at the Elementary and Lower Secondary Education Levels in Japan.

    ERIC Educational Resources Information Center

    Kataoka, Tokuo

    An important aspect of Japanese schooling is the attention given to class management and student guidance, particularly at the elementary and lower secondary levels. The Japanese school curriculum for the elementary and the lower secondary schools consists of three areas: (1) regular subjects; (2) moral education; and (3) special activities. The…

  16. Gender, school and academic year differences among Spanish university students at high-risk for developing an eating disorder: An epidemiologic study

    PubMed Central

    Sepulveda, Ana R; Carrobles, Jose A; Gandarillas, Ana M

    2008-01-01

    Background The aim of this study was to assess the magnitude of the university population at high-risk of developing an eating disorder and the prevalence of unhealthy eating attitudes and behaviours amongst groups at risk; gender, school or academic year differences were also explored. Methods A cross-sectional study based on self-report was used to screen university students at high-risk for an eating disorder. The sample size was of 2551 university students enrolled in 13 schools between the ages of 18 and 26 years. The instruments included: a social-demographic questionnaire, the Eating Disorders Inventory (EDI), the Body Shape Questionnaire (BSQ), the Symptom Check List 90-R (SCL-90-R), and the Self-Esteem Scale (RSE). The sample design is a non-proportional stratified sample by academic year and school. The prevalence rate was estimated controlling academic year and school. Logistic regression analysis was used to investigate adjusted associations between gender, school and academic year. Results Female students presented unhealthy weight-control behaviours as dieting, laxatives use or self-induced vomiting to lose weight than males. A total of 6% of the females had a BMI of 17.5 or less or 2.5% had amenorrhea for 3 or more months. In contrast, a higher proportion of males (11.6%) reported binge eating behaviour. The prevalence rate of students at high-risk for an eating disorder was 14.9% (11.6–18) for males and 20.8% (18.7–22.8) for females, according to an overall cut-off point on the EDI questionnaire. Prevalence rates presented statistically significant differences by gender (p < 0.001) but not by school or academic year. Conclusion The prevalence of eating disorder risk in university students is high and is associated with unhealthy weight-control practices, similar results have been found in previous studies using cut-off points in questionnaires. These results may be taken into account to encourage early detection and a greater awareness for

  17. Classifying At-Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes

    ERIC Educational Resources Information Center

    Solberg, V. Scott H.; Carlstom, Aaron H.; Howard, Kimberly A. S.; Jones, Janice E.

    2007-01-01

    Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at-risk profiles using self-reported levels of academic confidence, motivation to attend school, perceived family support, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were…

  18. Using the personal background preparation survey to identify health science professions students at risk for adverse academic events.

    PubMed

    Johnson, Craig W; Johnson, Ronald; McKee, John C; Kim, Mira

    2009-12-01

    In the first predictive validity study of a diagnostic and prescriptive instrument for averting adverse academic status events (AASE) among multiple populations of diverse health science professions students, entering matriculates' personal background and preparation survey (PBPS) scores consistently significantly predicted 1st- or 2nd-year AASE. During 1st-year orientations, 441 entering matriculates in four southwestern schools from dental, medical, and nursing disciplines completed the 2004 PBPS. The following year during 1st-year orientations, 526 entering matriculates in five schools from dental, medical, nursing, and biomedical science disciplines completed the 2005 PBPS. The PBPS identifies and quantifies a student's noncognitive and cognitive academic performance risks. One standard deviation increments in PBPS risks consistently multiplied 1st- or 2nd-year AASE odds by approximately 140% (p < .05), controlling for underrepresented minority student (URMS) status and school affiliation. Odds of 2nd-year AASE for URMS one standard deviation above the 2004 PBPS mean reached 494% of odds for nonURMS at the mean. PBPS total risks, school affiliation, and URMS status together provided 70-76% correct predictions of 1st- or 2nd-year AASE. PBPS predictive validity did not differ significantly among dental, medical, nursing, or biomedical science schools, or URMS/nonURMS. PBPS sensitivity and specificity approached those for FDA-approved screening mammograms for breast cancer and PSA tests for prostate cancer. PBPS positive predictive values of 42-60% exceeded those for both. The diagnostic and prescriptive PBPS can facilitate proactive targeting of corrective interventions aimed at reducing AASE and attrition among health science education students at risk for academic difficulties.

  19. Bubbles, shocks and elementary technical trading strategies

    NASA Astrophysics Data System (ADS)

    Fry, John

    2014-01-01

    In this paper we provide a unifying framework for a set of seemingly disparate models for bubbles, shocks and elementary technical trading strategies in financial markets. Markets operate by balancing intrinsic levels of risk and return. This seemingly simple observation is commonly over-looked by academics and practitioners alike. Our model shares its origins in statistical physics with others. However, under our approach, changes in market regime can be explicitly shown to represent a phase transition from random to deterministic behaviour in prices. This structure leads to an improved physical and econometric model. We develop models for bubbles, shocks and elementary technical trading strategies. The list of empirical applications is both interesting and topical and includes real-estate bubbles and the on-going Eurozone crisis. We close by comparing the results of our model with purely qualitative findings from the finance literature.

  20. Positive association between attention-deficit/ hyperactivity disorder medication use and academic achievement during elementary school.

    PubMed

    Scheffler, Richard M; Brown, Timothy T; Fulton, Brent D; Hinshaw, Stephen P; Levine, Peter; Stone, Susan

    2009-05-01

    Approximately 4.4 million (7.8%) children in the United States have been diagnosed with attention-deficit/hyperactivity disorder, and 56% of affected children take prescription medications to treat the disorder. Attention-deficit/hyperactivity disorder is strongly linked with low academic achievement, but the association between medication use and academic achievement in school settings is largely unknown. Our objective was to determine if reported medication use for attention-deficit/hyperactivity disorder is positively associated with academic achievement during elementary school. To estimate the association between reported medication use and standardized mathematics and reading achievement scores for a US sample of 594 children with attention-deficit/hyperactivity disorder, we used 5 survey waves between kindergarten and fifth grade from the nationally representative Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 to estimate a first-differenced regression model, which controlled for time-invariant confounding variables. Medicated children had a mean mathematics score that was 2.9 points higher than the mean score of unmedicated peers with attention-deficit/hyperactivity disorder. Children who were medicated for a longer duration (at >2 waves) had a mean reading score that was 5.4 points higher than the mean score of unmedicated peers with attention-deficit/hyperactivity disorder. The medication-reading association was lower for children who had an individualized education program than for those without such educational accommodation. The finding of a positive association between medication use and standardized mathematics and reading test scores is important, given the high prevalence of attention-deficit/hyperactivity disorder and its association with low academic achievement. The 2.9-point mathematics and 5.4-point reading score differences are comparable with score gains of 0.19 and 0.29 school years, respectively, but these gains are

  1. At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

    PubMed

    Slater, Jessica; Tierney, Adam; Kraus, Nina

    2013-01-01

    Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.

  2. Report of decontamination at Tominari Elementary School.

    PubMed

    Katsumi, S

    2016-12-01

    On 19 April 2011, the Ministry of Education, Culture, Sports, Science, and Technology designated 13 elementary schools, including Tominari Elementary School in Date city, as high-dose schools that needed to restrict outdoor activities due to the effects of the accident at Fukushima Daiichi nuclear power plant. Approximately 1 week later, the municipal government took action to remove the topsoil from the school grounds, and the prohibition of outdoor activities at Tominari Elementary School was lifted. The school staff continued to work on decontaminating the surrounding areas using high-pressure washers and brushes. There were certain positive outcomes, but a more effective decontamination method was required. In July 2011, the municipal government started an environmental remediation project, both inside and outside the school buildings, with researchers and decontamination workers at Tominari Elementary School, involving members of the Parent-Teacher Association (PTA), local communities, and volunteers using various effective and specialised forms of decontamination. As a result, Tominari Elementary School was able to recommence swimming lessons at the end of the first semester, which had been thought to be impossible. This article will provide information about the importance of 'dialogue' for decontamination, how engagement of the experts gave members of the PTA and the local community a feeling of 'security and safety', and how the decontamination work was an ever-expanding collaborative work of a large number of people.

  3. Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English?

    ERIC Educational Resources Information Center

    Schuster, Bernard G.

    2005-01-01

    What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES…

  4. Developmental cascades: Externalizing, internalizing, and academic competence from middle childhood to early adolescence

    PubMed Central

    Moilanen, Kristin L.; Shaw, Daniel S.; Maxwell, Kari L.

    2011-01-01

    The current study was initiated to increase understanding of developmental cascades in childhood in a sample of at-risk boys (N = 291; 52% White). Mothers, teachers, and boys reported on boys’ externalizing problems, internalizing difficulties, and academic competence. Consistent with hypotheses regarding school-related transitions, high levels of externalizing problems were associated with both low levels of academic competence and high levels of internalizing problems during the early school-age period, and with elevations in internalizing problems during the transition to adolescence. Low levels of academic competence were associated with high levels of internalizing problems in middle childhood, and with high levels of externalizing problems during the transition from elementary school to middle school. Shared risk factors played a minimal role in these developmental cascades. Results suggest that there are cascading effects of externalizing problems and academic competence in childhood and early adolescence, and that some cascading effects are more likely to occur during periods of school-related transitions. Implications of developmental cascade effects for research and intervention are discussed. PMID:20576184

  5. Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-Risk Students across Ages 6 to 15

    ERIC Educational Resources Information Center

    Wu, Jiun-Yu; Hughes, Jan N.

    2015-01-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI…

  6. The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure

    ERIC Educational Resources Information Center

    Mann, Deborah; Hinds, Janet L.

    2007-01-01

    The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning,…

  7. Introducing Technology Education at the Elementary Level

    ERIC Educational Resources Information Center

    McKnight, Sean

    2012-01-01

    Many school districts are seeing a need to introduce technology education to students at the elementary level. Pennsylvania's Penn Manor School District is one of them. Pennsylvania has updated science and technology standards for grades 3-8, and after several conversations the author had with elementary principals and the assistant superintendent…

  8. Is There a Relationship between Body Mass Index, Fitness, and Academic Performance? Mixed Results from Students in a Southeastern United States Elementary School

    ERIC Educational Resources Information Center

    Wingfield, Robert Joshua; Graziano, Paulo A.; McNamara, Joseph P. H., Janicke, David M.

    2011-01-01

    The purpose of this study was to investigate relationships between body mass index (BMI), physical fitness, and academic performance in elementary school students. Specifically, BMI and scores on the President's Challenge Physical Activity and Fitness Awards Program, a physical fitness test, were compared to reading and mathematics scores on the…

  9. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

    PubMed Central

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

  10. TQM and Tough Love: At Inner-City Applegate Elementary, There Are High Expectations and No Excuses.

    ERIC Educational Resources Information Center

    Muir, Maya

    2002-01-01

    A Portland (Oregon) elementary school, formerly designated a local "crisis school," has improved academic achievement through a combination of Total Quality Management, high expectations, and tough love. Quarterly assessments enable staff to keep track of each student and guide instructional decisions. Small classes, on-site professional…

  11. Suicide awareness at the elementary school level.

    PubMed

    Fish, K B

    2000-07-01

    1. Suicidal behavior is a real and growing problem in elementary school-age children. 2. Childhood suicides often are mistaken for accidents. 3. Knowledge is an effective tool in preventing suicides. It is imperative that suicide awareness and orientation for all school staff and parents be initiated at the elementary school level.

  12. [Depression, anxiety and suicide risk symptoms among medical residents over an academic year].

    PubMed

    Jiménez-López, José Luis; Arenas-Osuna, Jesús; Angeles-Garay, Ulises

    2015-01-01

    One of the causes of dissatisfaction among residents is related to burnout syndrome, stress and depression. The aim of this study is to describe the prevalence of depression, anxiety and suicide risk symptoms and its correlation with mental disorders among medical residents over an academic year. 108 medical residents registered to second year of medical residence answered the Beck Depression Inventory, the State-Trait Anxiety Inventory and the Suicide Risk Scale of Plutchik: at the entry, six months later and at the end of the academic year. Residents reported low depressive symptoms (3.7 %), low anxiety symptoms (38 %) and 1.9 % of suicide risk at the beginning of the academic year, which increased in second measurement to 22.2 % for depression, 56.5 % for anxiety and 7.4 % for suicide risk. The statistical analysis showed significant differences between the three measurements (p < 0.001). The prevalence of depressive disorder was 4.6 % and no anxiety disorder was diagnosed. Almost all of the residents with depressive disorder had personal history of depression. None reported the work or academic environment as a trigger of the disorder. There was no association by specialty, sex or civil status. The residents that are susceptible to depression must be detected in order to receive timely attention if they develop depressive disorder.

  13. Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

    ERIC Educational Resources Information Center

    Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.

    2016-01-01

    Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

  14. The Effects of Quarter of Birth on Academic Outcomes at the Elementary School Level

    ERIC Educational Resources Information Center

    Robertson, Erin

    2011-01-01

    This paper uses public schools data to examine the effects of age on student academic achievement in light of recent trends to delay children's entry into kindergarten. To avoid problems of endogeneity, students' quarters of birth is employed as an instrument for age at entry. In particular, the effects of students' quarters of birth on math and…

  15. The Relationship between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties

    ERIC Educational Resources Information Center

    Swanson, H. Lee; Beebe-Frankenberger, Margaret

    2004-01-01

    This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD). A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in…

  16. Applying an Evidence-Based Assessment Model to Identify Students at Risk for Perceived Academic Problems following Concussion.

    PubMed

    Ransom, Danielle M; Burns, Alison R; Youngstrom, Eric A; Vaughan, Christopher G; Sady, Maegan D; Gioia, Gerard A

    2016-11-01

    The aim of this study was to demonstrate the utility of an evidence-based assessment (EBA) model to establish a multimodal set of tools for identifying students at risk for perceived post-injury academic problems. Participants included 142 students diagnosed with concussion (age: M=14.95; SD=1.80; 59% male), evaluated within 4 weeks of injury (median=16 days). Demographics, pre-injury history, self- and parent-report measures assessing symptom severity and executive functions, and cognitive test performance were examined as predictors of self-reported post-injury academic problems. Latent class analysis categorized participants into "high" (44%) and "low" (56%) levels of self-reported academic problems. Receiver operating characteristic analyses revealed significant discriminative validity for self- and parent-reported symptom severity and executive dysfunction and self-reported exertional response for identifying students reporting low versus high academic problems. Parent-reported symptom ratings [area under the receiver operating characteristic curve (AUC)=.79] and executive dysfunction (AUC=.74), and self-reported ratings of executive dysfunction (AUC=.84), symptoms (AUC=.80), and exertional response (AUC=.70) each classified students significantly better than chance (ps<.001). Hierarchical logistic regression indicated that, of the above, self-reported symptoms and executive dysfunction accounted for the most variance in the prediction of self-reported academic problems. Post-concussion symptom severity and executive dysfunction significantly predict perceived post-injury academic problems. EBA modeling identified the strongest set of predictors of academic challenges, offering an important perspective in the management of concussion by applying traditional strengths of neuropsychological assessment to clinical decision making. (JINS, 2016, 22, 1038-1049).

  17. Metacognitive Knowledge in Children at Early Elementary School

    ERIC Educational Resources Information Center

    Haberkorn, Kerstin; Lockl, Kathrin; Pohl, Steffi; Ebert, Susanne; Weinert, Sabine

    2014-01-01

    In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children's knowledge about mental processes and strategies in…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  19. Parental involvement in elementary school-aged child’s creativity

    NASA Astrophysics Data System (ADS)

    Suparmi; Suardiman, S. P.; Kumara, A.

    2018-01-01

    This study aims at describing the parental involvement in cultivating elementary school-aged child’s creativity. The qualitative research was designed with multidisciplinary study approach. Eight students and some parents from public elementary schools of Ngawen 4th of Gunungkidul, Yogyakarta, and 4 students from an elementary school in Sleman, Yogyakarta were involved in the process of collecting the data. In-depth interview, observation, and documentation were used simultaneously to collect the data. The results showed that: 1) the subject had a level of intelligence quotient; the intelligence of verbal creativity above the average level, and creative behaviour on average, 2) interaction of parents and child-related discussions, experiences, and plans, academic problems in school were needed to boost the students’ creativity, 3) interactions of parents and school-related participations in school were also encouraged to implant students’ social awareness, 4) interaction among parents communicated each other to have a better result of academic awareness, and 5) Parents should install family norms to cultivate children’s intelligence quotient.

  20. Building Bridges: Transitions from Elementary to Secondary School

    ERIC Educational Resources Information Center

    Tilleczek, Kate

    2008-01-01

    Most young people leave elementary school and move into some form of secondary school during early adolescence. At precisely the time that young people are navigating multiple developmental challenges (social, intellectual, academic, physical), they are expected to move between these intuitions of public education. The transition is commonly…

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

    PubMed

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

    2003-01-01

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

  2. Identifying Instructor's Experiences Who Teach Using the Individual Education Approach at an Elementary School

    ERIC Educational Resources Information Center

    Lopez, Alexandra

    2017-01-01

    This study focused on discovering what instructors' experiences help elementary school students develop not only academically but also socially. This qualitative multiple case study method was guided by Yin, and the purpose of the study was to investigate effective instruction strategies from the perspective of instructors who worked in an…

  3. GENDER DIFFERENCES IN RISK/PROTECTION PROFILES FOR LOW ACADEMIC PERFORMANCE.

    PubMed

    Whitney, Stephen D; Renner, Lynette M; Herrenkohl, Todd I

    2010-05-01

    Using holistic-interactionistic theory, the simultaneous nature of risk and protection factors for both males and females (age 6-11 in Wave 1) is examined using Latent Profile Analysis (LPA). Risk/protection classes are estimated using multiple risk factor variables (e.g., physical child abuse) and multiple protective factors (e.g., extracurricular activities). These risk/protection classes were used to predict low academic performance. For both males and females, high risk, low protection individuals were significantly more likely to experience low academic performance than low risk, high protection cases. Gender differences emerged in a class for females that included the importance of parental/peer disapproval of anti-social behavior as a protective factor that was not present for males. Findings support elements of the holistic-interactionistic theory for human development and suggest the need to examine risk and protective factors in combination to account for their shared influences on developmental outcomes. Implications for youths underperforming academically are discussed.

  4. Integrating Fine Arts Instruction with At Risk Students.

    ERIC Educational Resources Information Center

    Brieger, Charles; Kendall-Dudley, Lori; Sarmiento, Patty

    This report details a program design for improving fine arts instruction among at-risk students. The participants were in a second and third grade bilingual class and a first-through third-grade learning disabled and behavior disordered class in an at-risk elementary school along with a heterogeneous fourth-grade class in a neighboring Midwest…

  5. Teaching College Physics at the Local Elementary School

    NASA Astrophysics Data System (ADS)

    Hagedorn, Eric A.

    2006-12-01

    For several years physics faculty at the University of Texas at El Paso (UTEP) have taught physics to pre-service elementary and middle school teachers in an unusual location: the local elementary school! The participating pre-service elementary and middle school teachers are typically in their last semester and are fully immersed in their internships (called "student teaching" elsewhere. See Fig. 1). Rather than bringing the students back to campus for class during four of their field semesters, UTEP sends education, mathematics, and physics faculty out to the schools as part of what is referred to as the "field-based program" (FBP) even though some of this program occurs on campus.

  6. Validation Evidence for the Elementary School Version of the MUSIC® Model of Academic Motivation Inventory (Pruebas de validación para el Modelo MUSIC® de Inventario de Motivación Educativa para Escuela Primaria)

    ERIC Educational Resources Information Center

    Jones, Brett D.; Sigmon, Miranda L.

    2016-01-01

    Introduction: The purpose of our study was to assess whether the Elementary School version of the MUSIC® Model of Academic Motivation Inventory was valid for use with elementary students in classrooms with regular classroom teachers and student teachers enrolled in a university teacher preparation program. Method: The participants included 535…

  7. Visual Arts and Academic Achievement

    ERIC Educational Resources Information Center

    Gibson, Marcia A.; Larson, Meredith A.

    2007-01-01

    The focus on academic performance testing in elementary schools has caused a decrease in student experience in the arts. Visual arts (drawing, painting, sculpture, and collage) have been minimized in elementary schools. Without exposure to the special avenues of cognitive development and personal expression nurtured by visual arts, students are…

  8. A comparative study of selected Georgia elementary principals' perceptions of environmental knowledge

    NASA Astrophysics Data System (ADS)

    Campbell, Joyce League

    This study sought to establish baseline data on environmental knowledge, opinions, and perceptions of elementary principals and to make comparisons based on academic success rankings of schools and to national results. The self-reported study looked at 200 elementary principals in the state of Georgia. The population selected for the study included principals from the 100 top and 100 bottom academically ranked elementary schools as reported in the Georgia Public Policy Foundation Report Card for Parents. Their scores on the NEETF/Roper Environmental Knowledge Survey were compared between these two Georgia groups and to a national sample. Georgia elementary principals' scores were compared to environmental programs evident in their schools. The two Georgia groups were also compared on environmental opinion and perception responses on mandates, programs in schools and time devoted to these, environmental education as a priority, and the impact of various factors on the strength of environmental studies in schools. Georgia elementary principals leading schools at the bottom of the academic performance scale achieved environmental knowledge scores comparable to the national sample. However, principals of academically successful schools scored significantly higher on environmental knowledge than their colleagues from low performing schools (p < .05) and higher than the national sample (p < .001). Both Georgia principal groups strongly support a mandated environmental education curriculum for Georgia. The two groups were comparable on distributions of time devoted to environmental education across grade levels; however, principals from the more successful schools reported significantly (p < .01) greater amounts of time allotted to environmental studies. Both groups reported the same variety of environmental programs and practices evident in their schools and similar participation in these activities at various grade levels. Most significant (p < .01) was the comparison

  9. The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; Perez-Edgar, Koraly

    2011-01-01

    The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child…

  10. Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series.

    PubMed

    Coker, David L; Kim, Young-Suk Grace

    In this introduction to the special series "Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression," we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

  11. An Activity Theoretical Perspective towards the Design of an ICT-Enhanced After-School Programme for Academically At-Risk Students

    ERIC Educational Resources Information Center

    Tay, Lee Yong; Lim, Cher Ping

    2010-01-01

    This paper examines how a game-like 3D Multi-User Virtual Environment (MUVE), Quest Atlantis (QA), is used in an after-school programme to engage a group of 14 academically at-risk primary students in their learning. It adopts an activity theoretical perspective to identify the disturbances and contradictions during the implementation of the…

  12. Relations between Early Family Risk, Children's Behavioral Regulation, and Academic Achievement

    ERIC Educational Resources Information Center

    Sektnan, Michaella; McClelland, Megan M.; Acock, Alan; Morrison, Frederick J.

    2010-01-01

    This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic…

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

    PubMed Central

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

    2015-01-01

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

  14. 34 CFR 200.19 - Other academic indicators.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving... 34 Education 1 2013-07-01 2013-07-01 false Other academic indicators. 200.19 Section 200.19... academic indicators. (a) Elementary and middle schools—(1) Choice of indicator. To determine AYP...

  15. 34 CFR 200.19 - Other academic indicators.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving... 34 Education 1 2012-07-01 2012-07-01 false Other academic indicators. 200.19 Section 200.19... academic indicators. (a) Elementary and middle schools—(1) Choice of indicator. To determine AYP...

  16. 34 CFR 200.19 - Other academic indicators.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED Improving... 34 Education 1 2014-07-01 2014-07-01 false Other academic indicators. 200.19 Section 200.19... academic indicators. (a) Elementary and middle schools—(1) Choice of indicator. To determine AYP...

  17. Japanese at Mimosa Elementary School.

    ERIC Educational Resources Information Center

    Uchihara, Azusa

    2001-01-01

    Describes the Japanese program at Mimosa Elementary School in Roswell, Georgia. The success of the program has been aided by collaborative team teaching, a spiraled curriculum, creative teaching methods, Teacher -made materials, and communication among teachers, parents, and administrators. he challenges are also discussed. (Author/VWL)

  18. The Level of Diagnostic Tests' Preparation Skills among the Teachers of the First Three Elementary Grades' Teachers at the Directorate of Education of Bani Kinana District

    ERIC Educational Resources Information Center

    Yaghmour, Kholoud Subhi; Obaidat, Luai Taleb; Hamadneh, Qaseem Mohammad

    2016-01-01

    This study aimed at exploring the level of Diagnostic Tests' Preparation Skills among the teachers of the first Three Elementary Grades at the Directorate of Education of Bani Kinana District, and its relationship to the variables of gender, academic qualification, and years of experience. The sample of the study consisted of (264) male and female…

  19. System Thinking Skills at the Elementary School Level

    ERIC Educational Resources Information Center

    Assaraf, Orit Ben-Zvi; Orion, Nir

    2010-01-01

    This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that…

  20. The Academic Support Program at the University of Michigan School of Medicine.

    PubMed

    Segal, S S; Giordani, B; Gillum, L H; Johnson, N

    1999-04-01

    The University of Michigan has a support program aimed at early identification, remedial plans, and appropriate academic accommodations for at-risk students in under-graduate colleges and graduate and professional schools. Since 1994, the medical school has formally taken part in this program. Medical students at risk for academic failure (e.g., repeated failure in academic course work, licensure examinations, clinical examinations) are automatically referred to their academic counselors in the Student Programs Office of the medical school. Once a referral is made, the student is evaluated at the Office of Services for Students with Disabilities to identify problem areas. The office makes appropriate recommendations for interventions or accommodation. Tutoring, academic assistance, and other services are available through the medical school, specific divisions of the medical center, and the community. The Student Programs Office acts as a liaison between community and university assistance programs and between the student and the medical school. During the first four years of the program, 28 medical students were identified through it; of these, 24 (86%) were underrepresented minorities. Most (21) were referred during the first and third years of the curriculum. After a range of services for a variety of problems, 26 (93%) of the 28 students either graduated or continued to progress in their studies; the other two left the medical school for academic reasons.

  1. Fitness, fatness, and academic performance in seventh-grade elementary school students

    PubMed Central

    2014-01-01

    Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p < 0.001). Likewise, having a normal weight status was also related with high academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p < 0.001). Conclusions Cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

  2. Fitness, fatness, and academic performance in seventh-grade elementary school students.

    PubMed

    Sardinha, Luís B; Marques, Adilson; Martins, Sandra; Palmeira, António; Minderico, Cláudia

    2014-07-07

    In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p < 0.001). Likewise, having a normal weight status was also related with high academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p < 0.001). Cardiorespiratory fitness and weight status were independently and combined related to academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born.

  3. Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight. A Research Brief from Attendance Works and Child & Family Policy Center

    ERIC Educational Resources Information Center

    Bruner, Charles; Discher, Anne; Chang, Hedy

    2011-01-01

    Chronic absenteeism--or missing 10 percent or more of school days for any reason--is a proven early warning sign of academic risk and school dropout. Too often, though, this problem is overlooked, especially among elementary students, because of the way attendance data are tracked. This study confirms the premise that districts and schools may…

  4. Laptop Computers in the Elementary Classroom: Authentic Instruction with At-Risk Students

    ERIC Educational Resources Information Center

    Kemker, Kate; Barron, Ann E.; Harmes, J. Christine

    2007-01-01

    This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. Specifically, the research examined classroom management techniques and aspects of authentic learning relative to the student projects and activities. A mixed methods approach included classroom observations,…

  5. Elementary Organizational Structures and Young Adolescents' Self-Concept and Classroom Environment Perceptions across the Transition to Middle School

    ERIC Educational Resources Information Center

    Parker, Audra K.

    2009-01-01

    Transitions can be difficult at any age; however, the move from elementary school to middle school, coupled with the onset of adolescence, is often associated with a myriad of psychological and academic declines. One strategy currently used to "ready" elementary students for middle school is a departmentalized organizational structure. The purpose…

  6. "I Am One-of-a-Kind": Unveiling the Silence of Korean American Elementary Students' Negotiations of Culture, Language, and Literacy

    ERIC Educational Resources Information Center

    Ra, Esther H.

    2012-01-01

    In this study, the author explores the roles of family, culture, language as these shape both the articulated identities of Korean American elementary students, and their literacy practices at school. Using data from an academic year of ethnographic study at a public elementary school, located outside a northeastern metropolitan city, the author…

  7. [Analysis on risk factors of screen time among Chinese primary and middle school students in 12 provinces].

    PubMed

    Wu, X Y; Tao, S M; Zhang, S C; Zhang, Y K; Huang, K; Tao, F B

    2016-06-01

    To investigate the characteristics of screen time and its risk factors in Chinese primary and middle school students. During April 2012 and June 2012, according to the geographical distribution, the stratified random cluster sampling method was used to select 4 provinces from eastern, central and western China, respectively. The convenience sampling method was used to select 2 primary and middle schools from urban, 2 primary and middle schools from rural in each province. In each school, all grades were included, and 2 classes were selected in each grade. A total of 51 866 students or parents were selected as study participants, and 43 771 questionnaires were valid. Information on demographics, academic performance, screen time (TV, computer and cellphone) at weekdays and weekends and the prevalence of the high screen time were compared, multivariate logistic regression was used to analyze the association between screen time >2 h/d and potential influential factors. The percentage of students with screen time >2 h/d at weekdays and weekends were 16.2% (7 082/43 771) and 41.5% (18 141/43 771) (χ(2)=6 280.14, P<0.001), respectively. The distribution of P50 (P25-P75) for screen time at weekdays and weekends were 0.9(0.4-1.6) and 1.8(1.0-3.0) (Z=-131.26, P<0.001), respectively. The results of multinomial logistic regression analysis showed that, at weekdays, subjects characterized as primary school students, boys, urban area, living in western area and sufficient vigorous physical activity ≤2 d/w had higher risk for screen time >2 h/d than those characterized as elementary school students, girls, rural area, living in eastern area and sufficient vigorous physical activity >3 d/w, odds ratio were 2.01, 1.54, 1.21, 1.09, and 1.07, respectively (P<0.05 for all); subjects characterized as a normal or worse self rating academic performance had higher risk for screen time >2 h/d than those characterized as a good self rating academic performance, odds ratioes were 1

  8. Interlimb coordination and academic performance in elementary school children.

    PubMed

    da Silva Pacheco, Sheila Cristina; Gabbard, Carl; Ries, Lilian Gerdi Kittel; Bobbio, Tatiana Godoy

    2016-10-01

    The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years. Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems. © 2016 Japan Pediatric Society.

  9. Elementary Teachers' Perceptions about the Effective Features of Explicit-Reflective Nature of Science Instruction

    ERIC Educational Resources Information Center

    Adibelli-Sahin, Elif; Deniz, Hasan

    2017-01-01

    This qualitative study explored elementary teachers' perceptions about the effective features of explicit-reflective nature of science (NOS) instruction. Our participants were four elementary teachers from a public charter school located in the Southwestern U.S.A. The four elementary teachers participated in an academic year-long professional…

  10. All Our Children Can Make the Grade: A Report on the Illinois Preschool Program, Children at Risk of Academic Failure.

    ERIC Educational Resources Information Center

    Voices for Illinois Children, Chicago.

    Illinois' state-funded preschool program, the Illinois Prekindergarten Program for Children at Risk of Academic Failure, is serving almost 19,000 children in the 1989-90 period on an allocation of 48 million dollars, which was distributed to 184 projects in 353 school districts. The preschool projects serve children of 3-5 years, who are taught…

  11. An after-school dance and lifestyle education program reduces risk factors for heart disease and diabetes in elementary school children

    PubMed Central

    Hogg, Jeannette; Diaz, Alejandro; Cid, Margareth Del; Mueller, Charles; Lipman, Elizabeth Grace; Cheruvu, Sunita; Chiu, Ya-lin; Vogiatzi, Maria; Nimkarn, Saroj

    2013-01-01

    Background Forty-three percent of New York City's (NYC) school-age children are overweight or obese, placing them at risk for heart disease and type 2 diabetes mellitus (T2DM). Objective The objective of this study was to determine if an intensive after-school dance and lifestyle education program would reduce risk factors for heart disease, T2DM, and improve lifestyle choices. Subjects Subject include 64 fourth- and fifth-grade students at an elementary school in NYC. Methods Students received freestyle dance and lifestyle classes for 16 weeks and were evaluated for changes in body composition, endurance, biochemical measurements, and lifestyle choices. Results Significant improvements in BMI percentiles were found among children in the overweight and obese categories as well as in endurance and biochemical measurements that reflect heart disease and diabetes risk. Improvement was also reported in lifestyle choices. Conclusion An intensive after-school dance and lifestyle education program can reduce risk factors for heart disease and T2DM and improve lifestyle choices among elementary school children. PMID:22876547

  12. Early Interventions for At-Risk Students.

    ERIC Educational Resources Information Center

    Huxman, Frankie; Klassen, Eydie; Koontz, Barbara; Nottingham, Cheryl; Vierthaler, Charlene

    This is a report on a school-wide ethnographic study of intervention strategies for at-risk students in kindergarten through second grade. A group of 5 teachers from an elementary school of approximately 250 students in a Midwest community of about 18,000 people (2 first-grade teachers, 2 second-grade teachers, and 1 music teacher) comprised the…

  13. The Use of Two Professional Learning Community Practices in Elementary Classrooms and the English Language Arts Achievement of California's Most At-Risk Student Subgroups in a Southern California School District

    ERIC Educational Resources Information Center

    Mitchell, Carrie Lynn

    2007-01-01

    This study examines the impact of 2 professional learning community (PLC) classroom practices on the English Language Arts achievement of California's most at-risk subgroups between selected higher- and lower-performing elementary schools in a southern California school district. The conclusions from this study agree with the body of research,…

  14. Investigating Elementary School Students' Perceptions about Environment through Their Drawings

    ERIC Educational Resources Information Center

    Ozsoy, Sibel

    2012-01-01

    The purpose of this study is to determine elementary school students' perceptions about environment through their drawings. The study was carried out during the spring semester of 2010-2011 academic year. A total of 429 elementary school students, including 68 fourth grade, 78 fifth grade, 97 sixth grade, 85 seventh grade, 101 eighth grade,…

  15. The Influence of Early Parent Involvement and Depression on Academic Achievement, Psychosocial Behaviors, and Motivation in Children with Learning Disabilities across Elementary School

    ERIC Educational Resources Information Center

    Mahdavi, Seema

    2017-01-01

    Children with learning disabilities represent the largest category of students served within special education systems in schools, and are at increased risk for academic and psychosocial problems in comparison to peers without learning disabilities. While much of clinical practice and research focus has been on academic interventions,…

  16. The association of snoring and risk of obstructive sleep apnea with poor academic performance among university students.

    PubMed

    Khassawneh, Basheer Y; Alkhatib, Loiy L; Ibnian, Ali M; Khader, Yousef S

    2018-04-20

    Subjects with obstructive sleep apnea (OSA) have neurocognitive dysfunction. The aim of this study was to estimate the prevalence of symptoms and risk of OSA among university students and the association with academic performance. A cross-sectional study was conducted at Jordan University of Science and Technology. Students from faculties of engineering, medicine, nursing, pharmacy, and dentistry were asked to participate in this study. The Berlin Sleep Questionnaire was used to report symptoms and risk of OSA. Below average cumulative scores were considered poor academic performance. A total of 777 students (51% female; mean age, 20 years) completed the study questionnaire. According to the study definition, 42 students (5.4%) had high risk for OSA. Snoring was reported by 11% and daytime sleepiness and fatigue by 30%. Compared to female students, male students had more snoring (14.6 vs. 7.6%, p = 0.002) and higher risk for OSA (6.5 vs. 1.6%, p = 0.001). Both self-reported snoring and being at high risk for OSA were associated with poor academic performance (27.9 vs. 11.6% and 23.1 vs. 9.2%, respectively; p < 0.02). After adjusting for confounding factors, the odds ratio of having poor academic performance in students at high risk for OSA was 2.4 (CI 1.11-5.2, p = 0.027). Snoring and OSA were uncommon among university students. However, both were more common among male students and were associated with poor academic performance.

  17. The Link between Harsh Home Environments and Negative Academic Trajectories is Exacerbated by Victimization in the Elementary School Peer Group

    PubMed Central

    Schwartz, David; Lansford, Jennifer E.; Dodge, Kenneth A.; Pettit, Gregory S.; Bates, John E.

    2012-01-01

    This paper presents a prospective investigation focusing on the moderating role of peer victimization on associations between harsh home environments in the preschool years and academic trajectories during elementary school. The participants were 388 children (198 boys, 190 girls) who we recruited as part of an ongoing multisite longitudinal investigation. Preschool home environment was assessed with structured interviews and questionnaires completed by parents. Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Grade point averages (GPA) were obtained from reviews of school records, conducted for seven consecutive years. Indicators of restrictive punitive discipline and exposure to violence were associated with within-subject declines in academic functioning over seven years. However, these effects were exacerbated for those children who had also experienced victimization in the peer group during the intervening years. PMID:22506975

  18. Homework Involvement and Academic Achievement of Native and Immigrant Students

    PubMed Central

    Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L.; Piñeiro, Isabel; Díaz, Sara M.; Valle, Antonio

    2016-01-01

    Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students’ relationship between homework involvement and Math achievement. The sample included 1328 students, 10–16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren’t found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students. PMID:27757097

  19. Homework Involvement and Academic Achievement of Native and Immigrant Students.

    PubMed

    Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

    2016-01-01

    Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

  20. Behavioral Impacts of a Mindfulness Pilot Intervention for Elementary School Students

    ERIC Educational Resources Information Center

    Harpin, Scott B.; Rossi, AnneMarie; Kim, Amber K.; Swanson, Leah M.

    2016-01-01

    Elementary school students in today's urban classrooms face many life circumstances at home and in their communities that contribute to stress and coping needs. These stressors are often brought into the classroom, which impact learning, behaviors, and overall academic performance. Mindfulness has been used in classroom settings, particularly with…

  1. Profile of elementary school science teacher instruction in disaster risk reduction: case study of volcano disaster

    NASA Astrophysics Data System (ADS)

    Pujianto; Prabowo; Wasis

    2018-04-01

    This study examined the profile of science' teacher instruction in Disaster Risk Reduction (DRR), as a feature of instructional quality, on students’ learning experiences. A qualitative study was done to observe teacher activities in teaching of disaster preparedness. Science teacher and 14 students at grade 4 of SDN (elementary school) Kiyaran 2 are involved as the subject of this study. Teacher’ instruction was coded with regard to preparation, action, and evaluation using observation sheets and documentation. Data analysis results showed a positive significant effect of the readiness during preparation on learning process of disaster risk reduction and an indirect effect of teacher’ action on students’ learning experiences. There is a lack of teaching materials about volcano disaster in the elementary school. Teacher found difficulties on evaluation of student achievement in disaster preparedness. These findings highlight the importance of DRR in uphold science teachers’ education. Items of teachers’ skill in preparing of DRR may be used to offer model of concrete instruction situation during university workshop for maintain teacher education.

  2. Suicide among Elementary School-Aged Children.

    ERIC Educational Resources Information Center

    Nelson, Richard E; Crawford, Beth

    1990-01-01

    Questionnaires completed by approximately 125 counselors revealed contact with 187 students considering suicide during 1 academic year, 26 of whom had attempted suicide, and 1 of whom committed suicide. Critical concerns of elementary students identified by counselors included parent divorce, appearance/self-esteem, peer pressure, remarriage,…

  3. Community Violence Exposure and Children's Academic Functioning.

    ERIC Educational Resources Information Center

    Schwartz, David; Gorman, Andrea Hopmeyer

    2003-01-01

    Reports a cross-sectional investigation of the link between community violence exposure and academic difficulties for 237 urban elementary school children. Analyses indicated that community violence exposure was associated with poor academic performance. These relations appear to be mediated by symptoms of depression and disruptive behavior.…

  4. A Case Study of Change Strategies Implemented in a Turnaround Elementary School

    ERIC Educational Resources Information Center

    Colson, Jo Ann

    2012-01-01

    This case study examined the change strategies in a turnaround school at the elementary level to understand and describe how change occurred and was sustained at this campus. This study examined the factors which contributed to the change in academic success of students, examined beliefs about change that led to the change process, identified the…

  5. A Study of At-Risk Students' Perceptions of an Online Academic Credit Recovery Program in an Urban North Texas Independent School District

    ERIC Educational Resources Information Center

    Buckley, Mychl K.

    2012-01-01

    The purpose of this research study was to describe and analyze at-risk high school students' perceptions of their experiences with online academic credit recovery classes offered to them through an urban school district's dropout prevention department. The review of literature concerning curricula for online programs revealed that the variety of…

  6. The Impact of Social Interdependence on Metacomprehension Training in Upper Elementary Classrooms

    ERIC Educational Resources Information Center

    Pesout, Ondrej

    2017-01-01

    Proficient reading comprehension provides an academic advantage for 21st century learners. However, students at the upper elementary level face increasingly challenging texts that require use of metacomprehension skills. Yet, there is a lack of formal instruction that assists students in practicing these metacomprehension skills in classrooms.…

  7. Creative Dramatics in the Elementary School.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Curriculum Development.

    Creative dramatics is an art form which enables children under the guidance of an imaginative and responsive adult, to reinforce academic subjects, establish a positive self-image and develop the processes of concentration, analysis, evaluation, inference, and creativity. Designed to assist elementary teachers and administrators, this book does…

  8. Movement and Learning in Elementary School

    ERIC Educational Resources Information Center

    Lindt, Suzanne F.; Miller, Stacia C.

    2017-01-01

    Incorporating movement into elementary school lessons in reading, math, and other subjects can boost students' interest and academic learning while also helping them meet recommendations for daily involvement in physical activity. In a recent study, researchers found that students in classrooms where movement was integrated into regular lessons,…

  9. Perspectives on Change: A Continued Struggle for Academic Success and Cultural Relevancy at an American Indian School in the Midst of No Child Left Behind

    ERIC Educational Resources Information Center

    Patrick, Robert

    2008-01-01

    Warrior Elementary is a pubic school within the Navajo Nation. District and school reforms fought against school closure or private restructuring due to pressures associated with repeated failure on standardized tests under the 2001 No Child Left Behind (NCLB) Act. Warrior Elementary saw tremendous academic gains on these tests one year after a…

  10. Multiple Goals and Homework Involvement in Elementary School Students.

    PubMed

    Valle, Antonio; Pan, Irene; Núñez, José C; Rodríguez, Susana; Rosário, Pedro; Regueiro, Bibiana

    2015-10-27

    This work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp 2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp 2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp 2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

  11. The Relationship among Achievement Goals, Standardized Test Scores, and Elementary Students' Focus in School

    ERIC Educational Resources Information Center

    Jones, Martin H.; Mueller, Christian E.

    2017-01-01

    The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery-approach and less mastery-avoid achievement goals. Academic…

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

    NASA Astrophysics Data System (ADS)

    Giacalone, Valarie A.

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

  13. A Longitudinal Study of Childhood Obesity, Weight Status Change, and Subsequent Academic Performance in Taiwanese Children

    ERIC Educational Resources Information Center

    Chen, Li-Jung; Fox, Kenneth R.; Ku, Po-Wen; Wang, Ching-Hui

    2012-01-01

    Backround: This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. Methods: First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end…

  14. Academic Risk-Taking in an Online Environment

    ERIC Educational Resources Information Center

    Robinson, Linda Eleanor

    2012-01-01

    Within Higher Education, the social nature of learning may no longer equate to in-person interactions. Technology provides various interaction options and changes the learning environment. The challenge for instructors of courses in the area of teacher education is to understand the nature of academic risk-taking associated with blended learning…

  15. Early Identification of Children at Risk for Academic Difficulties Using Standardized Assessment: Stability and Predictive Validity of Preschool Math and Language Scores

    ERIC Educational Resources Information Center

    Frans, Niek; Post, Wendy J.; Huisman, Mark; Oenema-Mostert, Ineke C. E.; Keegstra, Anne L.; Minnaert, Alexander E. M. G.

    2017-01-01

    Despite the claim by several researchers that variability in performance may complicate the identification of "at-risk" children, variability in the academic performance of young children remains an undervalued area of research. The goal of this study is to examine the predictive validity for future scores and the score stability of two…

  16. Relationship between after-school care of adolescents and substance use, risk taking, depressed mood, and academic achievement.

    PubMed

    Richardson, J L; Radziszewska, B; Dent, C W; Flay, B R

    1993-07-01

    To examine the relationship between parental monitoring and six negative behaviors: cigarette, alcohol, and marijuana use; depressed mood; risk taking; and lower academic grades. Survey of 3993 ninth-grade students in six school districts in southern California. The sample consisted of 1930 boys and 2063 girls, self-classified as non-Hispanic white (32%), African-American (13%), Hispanic (46%), or Asian (9%). A relationship was found between unsupervised care after school and susceptibility to cigarette, alcohol, and marijuana use; depressed mood; risk taking; and lower academic grades. Adolescents who were unsupervised at home were slightly more likely to engage in problem behavior than those who were supervised at home. Adolescents at a neighbor's house, at school, or at a job and especially those who "hang out" were most likely to engage in problem behavior. Risk was higher if the parent had an unengaged parenting style. Although girls were less likely than boys to engage in problem behavior when supervised, as supervision decreased they were significantly more likely to have each of these problems. Family structure had little impact on risk. Self-care, especially when it occurs outside of the home, is associated with substance use, risk taking, depressed mood, and lower academic grades.

  17. Tweens at risk: examining car safety practices in four economically disadvantaged urban elementary schools in Virginia.

    PubMed

    Will, Kelli England; Dunaway, Krystall E; Lorek, Edward J

    2013-09-01

    Children aged 8- to 12-years-old ("tweens") are at high risk for crash injury, and motor vehicle crashes are their leading cause of death. Data are presented from behavioral observations (N=243), surveys (N=677), and focus groups (N=26) conducted with tweens attending four urban elementary schools in Virginia. The populations assessed were predominantly black (77.9%) and economically disadvantaged (61.9%). Focus groups revealed a number of inconsistencies in and misconceptions about safety practices. Among the 677 tweens who completed anonymous surveys, the majority (58.1%) reported wearing their seat belts "not very much at all" or "never." Many students (47.8%) reported usually sitting in the front seat or sitting in the front and back seats equally. This is despite the fact that most (92.0%) knew that the back seat was the safest place to sit. Of the 243 tweens observed in vehicles, 65.0% were unrestrained and 60.1% were seated in the front passenger seat. Findings of this study shed light on the great disparity between the national rates for child safety practices and those of children living in an economically disadvantaged urban school district. Additional intervention programs that are culturally appropriate and specifically target this age group are needed. Copyright © 2013 National Safety Council and Elsevier Ltd. All rights reserved.

  18. Does School Mobility Place Elementary School Children at Risk for Lower Math Achievement? The Mediating Role of Cognitive Dysregulation

    ERIC Educational Resources Information Center

    Friedman-Krauss, Allison H.; Raver, C. Cybele

    2015-01-01

    Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this…

  19. Job Satisfaction among Elementary School Teachers

    ERIC Educational Resources Information Center

    Chambers, Sandy Kay Bass

    2010-01-01

    This study examined teacher job satisfaction as influenced by school factors. One hundred and twenty-four elementary teachers, from one large urban school district in North Carolina, rated their level of job satisfaction. The independent variables were schools factors of (a) academic achievement, (b) student racial composition, and (c) social…

  20. An Examination of Principals' Leadership Practices: Perspectives of Those Who Teach the Academically Gifted and the Academically Challenged in Inclusion Classrooms

    ERIC Educational Resources Information Center

    King-Cassell, LaUanah

    2013-01-01

    Today, President Obama's "Blueprint for Education Reform" places the principal as the key player in raising academic standards and improving learning for all students. Research has been done on the role of the school principal in school effectiveness and school improvement at the elementary, middle, and high school levels. However, very…

  1. Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

    ERIC Educational Resources Information Center

    Gerstner, Gary M.

    2017-01-01

    This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

  2. Obligation for transparency regarding treating physician credentials at academic health centres.

    PubMed

    Martin, Paul J; Skill, N James; Koniaris, Leonidas G

    2018-02-26

    Academic health centres have historically treated patients with the most complex of diseases, served as training grounds to teach the next generations of physicians and fostered an innovative environment for research and discovery. The physicians who hold faculty positions at these institutions have long understood how these key academic goals are critical to serve their patient community effectively. Recent healthcare reforms, however, have led many academic health centres to recruit physicians without these same academic expectations and to partner with non-faculty physicians at other health systems. There has been limited transparency in regard to the expertise among the physicians and the academic faculty within these larger entities. Such lack of transparency may lead to confusion among patients regarding the qualifications of who is actually treating them. This could threaten the ethical principles of patient autonomy, benevolence and non-maleficence as patients risk making uninformed decisions that might lead to poorer outcomes. Furthermore, this lack of transparency unjustly devalues the achievements of physician faculty members as well as potentially the university they represent. In this paper, it is suggested that academic health centres have an obligation to foster total transparency regarding what if any role a physician has at a university or medical school when university or other academic monikers are used at a hospital. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

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

    PubMed

    Anderson, Susannah; Mezuk, Briana

    2012-10-01

    This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used to assess the association between debate participation and graduation and ACT performance. Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7-3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  4. Attitudes toward Elementary School Student Retention.

    ERIC Educational Resources Information Center

    Faerber, Kay; Van Dusseldorp, Ralph

    Nonpromotion of elementary school students is a highly controversial and emotional issue, and a vast amount of literature has been devoted to the topic. With the current emphasis on raising academic standards in public schools, more and more educators are viewing "social promotion" with disfavor. This study was conducted to determine current…

  5. Underachieving Gifted Students and Ways to Improve School Performance of at Risk Student Population Who Have High Potential: Improving Writing Performance in Underachieving Gifted Students

    ERIC Educational Resources Information Center

    Brown-Anfelouss, Marjorie

    2012-01-01

    Giftedness has often been equated with being academically talented or being a high achiever in school. However, there is often concern about the gifted students who could be described as unmotivated and underachieving in one or many academic areas. At the Jones Street School, a school for gifted elementary students, the location of this study,…

  6. The Functions of Writing in an Elementary Classroom.

    ERIC Educational Resources Information Center

    Florio, Susan; Clark, Christopher M.

    1982-01-01

    Describes an ethnographic study of writing in one elementary classroom that identified four functions of writing: writing to participate in community, writing to know oneself and others, writing to occupy free time, and writing to demonstrate academic competence. (HOD)

  7. Assessing Academic Risk of Student-Athletes: Applicability of the NCAA Graduation Risk Overview Model to GPA

    ERIC Educational Resources Information Center

    Johnson, James

    2013-01-01

    In an effort to standardize academic risk assessment, the NCAA developed the graduation risk overview (GRO) model. Although this model was designed to assess graduation risk, its ability to predict grade-point average (GPA) remained unknown. Therefore, 134 individual risk assessments were made to determine GRO model effectiveness in the…

  8. The Effect of Personal and School-Wide Goals on Deep Processing Strategies of At-Risk, Not At-Risk and Special Education Students.

    ERIC Educational Resources Information Center

    Anderman, Eric M.

    Middle school students (N=712) were surveyed about their achievement goals and cognitive processing strategies. Results suggest that academically at-risk students use deep strategies less and are less learning focused than not at-risk and special education students. Special education and at-risk students tended to be more ability-focused than not…

  9. Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT

    ERIC Educational Resources Information Center

    Lohman, David F.; Korb, Katrina A.; Lakin, Joni M.

    2008-01-01

    In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and…

  10. Transitions from Elementary to Middle School Math

    ERIC Educational Resources Information Center

    Schielack, Janie; Seeley, Cathy L.

    2010-01-01

    In the move from elementary to middle school mathematics, students encounter major changes in instructional materials and approaches, work expectations, school structure, and general level of difficulty in material. Research shows that, in general, students suffer significant declines in academic achievement in the transition from elementary…

  11. Tying Academics to Co-Curriculars Can Teach At-Riskers Responsibility

    ERIC Educational Resources Information Center

    Kozik, Peter L.; Cowles, Richard C.; Sweet, Dale J.

    2005-01-01

    In this paper, the authors discuss the new academic eligibility policy for at-risk students of Cato-Meridian, a small rural school district in New York State. The traditional eligibility policy that was in place at Cato-Meridian and surrounding school districts required student athletes to pass all but two of their courses. If they failed two…

  12. Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

    ERIC Educational Resources Information Center

    Jung, Karl G.; Brown, Julie C.

    2016-01-01

    To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

  13. First Year Experience for At-Risk College Students

    ERIC Educational Resources Information Center

    Connolly, Sara; Flynn, Ellen E.; Jemmott, Jill; Oestreicher, Edina

    2017-01-01

    In this study, we explored whether a uniquely designed First Year Experience (FYE) class for newly admitted at-risk college students would increase academic success; help students avoid academic probation; and increase retention for the following semester. Participants included 40 students (75% African Americans, 20% Hispanic Americans, and 5%…

  14. Success in One High-Poverty, Urban Elementary School: A Case Study

    ERIC Educational Resources Information Center

    Holman, Shavonna Leigh

    2011-01-01

    The purpose of this qualitative study was to explore the efforts implemented in a high-poverty, urban elementary school in order to increase academic achievement. The central research question was: (1) How do teachers and administrators in a high-poverty, urban school describe the strategies they use to achieve academic success? The sub-questions…

  15. Linking budgets to desired academic outputs at Dalhousie University.

    PubMed

    MacDougall, B; Ruedy, J

    1995-05-01

    In 1993, faced with continuing university budget reductions and dissatisfaction with the budget-allocation process, the Faculty of Medicine at Dalhousie University undertook a financial planning process. The goal was to develop a new resource-allocation model to better link academic budget support to desired academic outputs over a three-year period. Department heads categorized academic outputs (e.g., teaching, research, administration, and subcategories of these), determined their relative values (expressed as percentages of the total department budget to be projected), and identified acceptable units of measuring the outputs (e.g., for teaching in the first and second years of medical school, the unit was the number of teaching hours). When dollar values were assigned to the units of measure, the new model was used to calculate budget allocations for all departments. However, many departments showed large negative shifts in their budgets; these shifts were too large to be achieved within three years because of departments' contractual obligations. Therefore, a practical limit in budget shift was determined. This adjustment permitted a three-year projection of academic budgets to be made for each department. The use of the resource-allocation model has achieved the Faculty's goal by creating a better rationalization of budgets to academic outputs, but carries the risk that departments might abandon essential but "undervalued" academic activities.

  16. Let's Prepare--Not Repair--Our At Risk Students.

    ERIC Educational Resources Information Center

    Merrell, Jean Groves

    Project Earlybird assists at-risk students to anticipate the upcoming classwork and be ready for the lessons when the teacher presents them. The project is a before/after school program in which elementary students in grades 2 through 5 are given extra help with reading, mainly using computers. Elements of the program include: (1) raising…

  17. Receipt of special education services following elementary school grade retention.

    PubMed

    Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

    2009-06-01

    To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Longitudinal cohort study. Children retained in kindergarten or first (K/1) grade and third grade, presumably for academic reasons, were followed up through fifth grade. Presence or absence of an IEP. A total of 300 children retained in K/1 and 80 retained in third grade were included in the study. Of the K/1 retainees, 68.9% never received an IEP during the subsequent 4 to 5 years; of the third-grade retainees, 72.3% never received an IEP. Kindergarten/first-grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles (adjusted odds ratio, 0.17; 95% confidence interval, 0.05-0.62) and in rural communities (0.16; 0.06-0.44). Among K/1 retainees with persistently low academic achievement in math and reading, as assessed by standardized testing, 38.2% and 29.7%, respectively, never received an IEP. Most children retained in K/1 or third grade for academic reasons, including many of those who demonstrated sustained academic difficulties, never received an IEP during elementary school. Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services. In the meantime, early-grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties.

  18. Predicting Academic Achievement from Cumulative Home Risk: The Mediating Roles of Effortful Control, Academic Relationships, and School Avoidance

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn

    2012-01-01

    Components of the home environment are associated with children's academic functioning. The accumulation of risks in the home are expected to prove more detrimental to achievement than any one risk alone, but the processes accounting for this relation are unclear. Using an index of cumulative home risk (CHR) inclusive of protective factors, as…

  19. Socialization to Academic Language in a Kindergarten Classroom

    ERIC Educational Resources Information Center

    Gallagher, Colleen

    2016-01-01

    Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

  20. The Receipt of Special Education Services Following Elementary School Grade Retention

    PubMed Central

    Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

    2009-01-01

    Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Design/setting Descriptive analysis of a nationally representative, longitudinal cohort. Participants Children retained in K/1 and 3rd grade for presumed academic reasons, followed through fifth grade. Outcome measure Presence or absence of an IEP. Results 300 children retained for presumed academic reasons in K/1, and 80 in 3rd grade were included in the study. Of the K/1 retainees, 68% never received an IEP over the subsequent four to five years; of the 3rd grade retainees, 73% never received an IEP. K/1 retainees in the highest SES quintile and suburban K/1 retainees were less likely to receive an IEP than retained children in all other SES quintiles (aOR 0.17; 95% CI 0.05-0.62) and in rural communities (aOR 0.16; 95% CI 0.06-0.44), respectively. Among K/1 retainees with persistent low academic achievement in reading and math (as assessed by standardized testing), 37% and 28%, respectively, never received an IEP. Conclusions The majority of children retained in K/1 or 3rd grade for academic reasons, including a many of those who demonstrate sustained academic difficulties, never receive an IEP during elementary school. Further studies are important to elucidate whether retained elementary school children are being denied their rights to special education services. In the meantime, early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties. PMID:19487611

  1. College 101: Introducing At-Risk Students to Higher Education

    ERIC Educational Resources Information Center

    Hernandez, Paul

    2011-01-01

    Before graduate school, before his undergraduate degree, before community college, all throughout K-12, this author was considered an "at-risk" student--at risk of dropping out of school. During those early years, he took note of the things that seemed unjust and now he directs his academic work toward engaging at-risk students and…

  2. Measuring Students' Emotions in the Early Years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

    ERIC Educational Resources Information Center

    Lichtenfeld, Stephanie; Pekrun, Reinhard; Stupnisky, Robert H.; Reiss, Kristina; Murayama, Kou

    2012-01-01

    This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e.,…

  3. Testing the Limits: The Purposes and Effects of Additional, External Elementary Mathematics Assessment

    ERIC Educational Resources Information Center

    Lombardi, Karen Ann

    2011-01-01

    This mixed-methods case study focuses on the third through fifth grade classrooms at a public elementary school in a Midwestern urban school district where the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessment is being implemented. According to the school district, the goals of these tests are: to show…

  4. Assessing Graduate Education Students' Propensity toward Academic Misconduct.

    ERIC Educational Resources Information Center

    Ferrell, Charlotte M.; Ferguson, William F.

    Researchers have often noted the desirability of investigating the incidence of academic misconduct of college students who will be in employment fields requiring a high level of competence and/or a high level of personal integrity, such as elementary school and secondary school teachers. The Academic Misconduct Survey (AMS) developed by Charlotte…

  5. Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative

    ERIC Educational Resources Information Center

    Jayaprakash, Sandeep M.; Moody, Erik W.; Lauría, Eitel J. M.; Regan, James R.; Baron, Joshua D.

    2014-01-01

    The Open Academic Analytics Initiative (OAAI) is a collaborative, multi-year grant program aimed at researching issues related to the scaling up of learning analytics technologies and solutions across all of higher education. The paper describes the goals and objectives of the OAAI, depicts the process and challenges of collecting, organizing and…

  6. Modeling the interplay of multilevel risk factors for future academic and behavior problems: a person-centered approach.

    PubMed

    Lanza, Stephanie T; Rhoades, Brittany L; Nix, Robert L; Greenberg, Mark T

    2010-05-01

    This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from four US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban White, and rural White children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors.

  7. Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' Academic Achievement

    ERIC Educational Resources Information Center

    McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne

    2016-01-01

    Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young…

  8. Responding to the Marketplace: Workforce Balance and Financial Risk at Academic Health Centers.

    PubMed

    Retchin, Sheldon M

    2016-07-01

    Elsewhere in this issue, Welch and Bindman present research demonstrating that academic health centers (AHCs) continue to disproportionately comprise specialists and subspecialist faculty physicians compared with community-based physician groups. This workforce composition has served AHCs well through the years-specialists fuel the clinical engine of the major tertiary and quaternary missions of AHCs, and they also dominate much of the clinical and translational research enterprise. AHCs are not alone-less than one-third of U.S. physicians practice primary care. However, health reform has prompted many health systems to reconsider this configuration. Payers, employers, and policy makers are shifting away from fee-for-service toward value-based care. Large community-based physician groups and their parent health systems appear to be far ahead of AHCs with a more balanced physician workforce. Many are leveraging their emphasis on primary care to participate in population health initiatives, such as accountable care organizations, and some own their own health plans. These approaches largely assume some element of financial risk and require both a more balanced workforce and an infrastructure to accommodate the management of covered lives. It remains to be seen whether AHCs will reconsider their own physician specialty composition to emphasize primary care-and, if they do, whether the traditional academic model, or a more community-based approach, will prevail.

  9. Educational Aspiration-Expectation Discrepancies: Relation to Socioeconomic and Academic Risk-Related Factors

    ERIC Educational Resources Information Center

    Boxer, Paul; Goldstein, Sara E.; DeLorenzo, Tahlia; Savoy, Sarah; Mercado, Ignacio

    2011-01-01

    This study examines whether disconnection between educational aspirations and expectations is associated with socioeconomic status, academic performance, academic risk-related behaviors and related psychosocial factors in an ethnically and economically diverse sample of early adolescents from a public middle school (N = 761). Results suggest that…

  10. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

    ERIC Educational Resources Information Center

    Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

    2017-01-01

    In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

  11. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At-Risk Children: Mediating Processes

    ERIC Educational Resources Information Center

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic…

  12. Elementary School Literacy: Critical Issues.

    ERIC Educational Resources Information Center

    Dreher, Mariam Jean, Ed.; Slater, Wayne H., Ed.

    Providing a thorough grounding on important topics in elementary school literacy for experienced teachers and graduate students early in their programs, this book addresses a number of critical issues such as grouping and reading instruction, emergent literacy, learning to read and write with at-risk children, developing vocabulary, learning in…

  13. Support for school-based obesity prevention efforts: attitudes among administrators at nationally representative samples of US elementary schools.

    PubMed

    Turner, Lindsey; Slater, Sandy J; Chaloupka, Frank J

    2013-08-01

    With the continued threat of childhood obesity, many public health intervention efforts focus on school settings. The current study sought to document administrator attitudes regarding obesity and interest in improving relevant school practices (i.e., nutrition and physical activity) in elementary schools. Mail-back surveys were used to gather data from public and private elementary schools during the 2006-2007, 2007-2008, 2008-2009, and 2010-2011 school years. In each year, a different set of items pertaining to administrator attitudes was included. Numbers of responding schools annually ranged from 259 to 336 private schools, and from 578 to 748 public schools. The vast majority of elementary school administrators (>90%) agreed that schools can play a role in addressing childhood obesity, physical education improves a variety of academic outcomes, and they were interested in improving practices at their school. Concern about childhood obesity and perceiving that schools can play a role in addressing obesity were both associated with more interest in improving school practices. However, only one-third of administrators agreed that parents were interested in participating in improving nutrition and physical activity practices, suggesting opportunities for efforts to improve collaboration. Administrators are generally very supportive of school-based efforts to improve nutrition and physical activity practices and see the value in doing so. Given the amount of time children spend in school, schools are an essential venue for efforts to address childhood obesity.

  14. The Academic Motivation of At-Risk Students in a Counseling Prevention Program

    ERIC Educational Resources Information Center

    Scheel, Michael John; Madabhushi, Soumya; Backhaus, Autumn

    2009-01-01

    School dropout is a problem that has distressing personal and societal consequences. Not surprising, students who drop out are typically not academically motivated. This phenomenological study examined the meanings that students construct about academic motivation while participating in a dropout prevention program that primarily uses counseling.…

  15. Effective multi-level, multi-sector, school-based obesity prevention programming improves weight, blood pressure, and academic performance, especially among low-income, minority children.

    PubMed

    Hollar, Danielle; Lombardo, Michelle; Lopez-Mitnik, Gabriella; Hollar, Theodore L; Almon, Marie; Agatston, Arthur S; Messiah, Sarah E

    2010-05-01

    Successfully addressing childhood onset obesity requires multilevel (individual, community, and governmental), multi-agency collaboration. The Healthier Options for Public Schoolchildren (HOPS)/OrganWise Guys (OWG) quasi-experimental controlled pilot study (four intervention schools, one control school, total N=3,769; 50.2% Hispanic) was an elementary school-based obesity prevention intervention designed to keep children at a normal, healthy weight, and improve health status and academic achievement. The HOPS/OWG included the following replicable, holistic components: (1) modified dietary offerings, (2) nutrition/lifestyle educational curricula; (3) physical activity component; and (4) wellness projects. Demographic, anthropometric (body mass index [BMI]), blood pressure, and academic data were collected during the two-year study period (2004-6). Statistically significant improvements in BMI, blood pressure, and academic scores, among low-income Hispanic and White children in particular, were seen in the intervention versus controls. Holistic school-based obesity prevention interventions can improve health outcomes and academic performance, in particular among high-risk populations.

  16. Psychometric Properties of the Student Risk Screening Scale: An Effective Tool for Use in Diverse Urban Elementary Schools

    ERIC Educational Resources Information Center

    Oakes, Wendy Peia; Wilder, Kaitlin S.; Lane, Kathleen Lynne; Powers, Lisa; Yokoyama, Lynn T. K.; O'Hare, Mary Ellen; Jenkins, Abbie B.

    2010-01-01

    The authors examined the psychometric properties of the "Student Risk Screening Scale", as used in three ethnically, culturally, and economically diverse urban midwestern elementary schools. The results suggest strong internal consistency ([alpha] = 0.81-0.82) and test-retest stability (r = 0.86). Initial ratings of risk as measured by…

  17. School-based interventions for elementary school students with ADHD.

    PubMed

    DuPaul, George J; Gormley, Matthew J; Laracy, Seth D

    2014-10-01

    Children with attention-deficit/hyperactivity disorder (ADHD) experience significant difficulties with behavior, social functioning, and academic performance in elementary school classrooms. Although psychotropic medication may enhance classroom behavior, pharmacologic treatment is rarely sufficient in addressing the many challenges encountered by individuals with ADHD in school settings. This article describes 3 evidence-based strategies including behavioral, academic, and self-regulation interventions. Future directions for research on school-based interventions are discussed. Copyright © 2014 Elsevier Inc. All rights reserved.

  18. Elementary School Teachers' Experiences in a Professional Learning Community Addressing the Gender Gap

    ERIC Educational Resources Information Center

    Boyles, Glenda F.

    2011-01-01

    International research and academic performance measures indicate that boys are scoring lower on standardized tests than girls in reading and writing. At the time of this study, boys had lower standardized test scores than girls in an elementary school in a southeastern state in the United States. The purpose of this qualitative case study was to…

  19. Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

    PubMed Central

    2011-01-01

    Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students. PMID:21235802

  20. Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents.

    PubMed

    Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

    2011-01-14

    Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

  1. Facilitating Lasting Changes at an Elementary School

    ERIC Educational Resources Information Center

    James, Laurie

    2016-01-01

    The purpose of this study was to determine how to minimize waste in a school setting by reducing, reusing, recycling, and composting waste products. Specifically, the desire was to identify what steps could be taken to decrease waste practices at a Title I elementary school. Through the Washington Green Schools certification process, a Waste and…

  2. Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk

    ERIC Educational Resources Information Center

    Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee

    2017-01-01

    Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to…

  3. Academic and Social Outcomes for High-Risk Youths in Manitoba

    ERIC Educational Resources Information Center

    Brownell, Marni D.; Roos, Noralou P.; MacWilliam, Leonard; Leclair, Leanne; Ekuma, Okechukwu; Fransoo, Randy

    2010-01-01

    This study examined academic and social outcomes for high-risk youths in Manitoba, using longitudinal, population-based data. All children born in Manitoba in 1984-1985 who resided in Winnipeg the year they turned 18 were included in analyses (N = 11,703). High risk youths were defined as those involved with child welfare services, living in…

  4. Early elementary school intervention to reduce conduct problems: a randomized trial with Hispanic and non-Hispanic children.

    PubMed

    Barrera, Manuel; Biglan, Anthony; Taylor, Ted K; Gunn, Barbara K; Smolkowski, Keith; Black, Carol; Ary, Dennis V; Fowler, Rollen C

    2002-06-01

    Children's aggressive behavior and reading difficulties during early elementary school years are risk factors for adolescent problem behaviors such as delinquency, academic failure, and substance use. This study determined if a comprehensive intervention that was designed to address both of these risk factors could affect teacher, parent, and observer measures of internalizing and externalizing problems. European American (n = 116) and Hispanic (n = 168) children from 3 communities who were selected for aggressiveness or reading difficulties were randomly assigned to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. At the end of intervention, playground observations showed that treated children displayed less negative social behavior than controls. At the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. The study's limitations and implications for prevention are discussed.

  5. Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

    ERIC Educational Resources Information Center

    Sungur, Semra; Senler, Burcu

    2010-01-01

    The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

  6. Effect of Peer Nominations of Teacher-Student Support at Individual and Classroom Levels on Social and Academic Outcomes

    PubMed Central

    Hughes, Jan N.; Im, Myung Hee; Wehrly, Sarah E.

    2014-01-01

    This longitudinal study examined the prospective relations between 713 elementary students’ individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students’ peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students’ peer academic reputation, net the effect of PTSR and covariates. Students’ academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers’ perceptions of teacher support and of the structure of those perceptions for children’s social and academic outcomes. Implications for practice are discussed. PMID:24930822

  7. Modeling the Interplay of Multilevel Risk Factors for Future Academic and Behavior Problems: A Person-Centered Approach

    PubMed Central

    Lanza, Stephanie T.; Rhoades, Brittany L.; Nix, Robert L.; Greenberg, Mark T.

    2010-01-01

    This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from 4 US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban white, and rural white children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors. PMID:20423544

  8. Identifying Qualified Underrepresented-Minority Students Who Otherwise Appear to Be at Academic Risk.

    ERIC Educational Resources Information Center

    Van Winkle, Lon J.; Perhac, Peter A.

    1996-01-01

    Sixteen premedical students from underrepresented minority groups participated in a six-week, six-course program at the Chicago College of Osteopathic Medicine (Illinois). Academic performance before and during program participation was compared for students subsequently offered or denied admission. Accepted and denied students could be…

  9. Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial.

    PubMed

    Donnelly, Joseph E; Hillman, Charles H; Greene, Jerry L; Hansen, David M; Gibson, Cheryl A; Sullivan, Debra K; Poggio, John; Mayo, Matthew S; Lambourne, Kate; Szabo-Reed, Amanda N; Herrmann, Stephen D; Honas, Jeffery J; Scudder, Mark R; Betts, Jessica L; Henley, Katherine; Hunt, Suzanne L; Washburn, Richard A

    2017-06-01

    We compared changes in academic achievement across 3years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention (A+PAAC), in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity (MVPA) compared to a non-intervention control. Elementary schools in eastern Kansas (n=17) were cluster randomized to A+PAAC (N=9, target ≥100min/week) or control (N=8). Academic achievement (math, reading, spelling) was assessed using the Wechsler Individual Achievement Test-Third Edition (WIAT-III) in a sample of children (A+PAAC=316, Control=268) in grades 2 and 3 at baseline (Fall 2011) and repeated each spring across 3years. On average 55min/week of A+PACC lessons were delivered each week across the intervention. Baseline WIAT-III scores (math, reading, spelling) were significantly higher in students in A+PAAC compared with control schools and improved in both groups across 3years. However, linear mixed modeling, accounting for baseline between group differences in WIAT-III scores, ethnicity, family income, and cardiovascular fitness, found no significant impact of A+PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions. A+PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls. Our target of 100min/week of active lessons was not achieved; however, students attending A+PAAC schools received an additional 55min/week of MVPA which may be associated with both physical and mental health benefits, without a reduction in time devoted to academic instruction. Copyright © 2017. Published by Elsevier Inc.

  10. Public Support for Successful Instructional Practices for At-Risk Students.

    ERIC Educational Resources Information Center

    Hilliard, Asa G., III

    It is possible for at-risk students to perform at demanding academic levels, and their achievement can be improved dramatically in a relatively short time. Effective ways to teach at-risk children have already been identified; no new research is needed. This report covers the following specific issues related to educating high-risk students. It…

  11. Examining the Relationship between Comparative and Self-Focused Academic Data Visualizations in At-Risk College Students' Academic Motivation

    ERIC Educational Resources Information Center

    Aguilar, Stephen J.

    2018-01-01

    This qualitative study focuses on capturing students' understanding two visualizations often utilized by learning analytics-based educational technologies: bar graphs, and line graphs. It is framed by Achievement Goal Theory--a prominent theory of students' academic motivation--and utilizes interviews (n = 60) to investigate how students at risk…

  12. "A Nation at Risk" and "Sputnik": Compared and Reconsidered

    ERIC Educational Resources Information Center

    Johanningmeier, Erwin V.

    2010-01-01

    Recent scholarship has suggested that: "A Nation at Risk" had put education on the national agenda," that it "catapulted education near to the top of the national political agenda," and that it started "an ambitious and well-publicized elementary and secondary education reform ... that has already lasted for more than a quarter of a century." The…

  13. Educators and Programs Reaching Out to At-Risk Youth.

    ERIC Educational Resources Information Center

    Lee, M. Linda

    1990-01-01

    Presents examples of how using technology can help raise self-esteem and improve academic performance for students who are identified as being at-risk. Topics discussed include the use of computer labs, filmstrips, and videos to strengthen academic skills, and to deal with such social issues as drop-outs, alcoholism, pregnancy, and suicide. Two…

  14. Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years.

    PubMed

    Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M

    2016-11-01

    Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

  15. Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

    ERIC Educational Resources Information Center

    Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

    2018-01-01

    The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

  16. Examining the Efficacy of a Multitiered Intervention for At-Risk Readers in Grade 1

    ERIC Educational Resources Information Center

    Smith, Jean Louise M.; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith; Kosty, Derek; Baker, Scott K.

    2016-01-01

    This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

  17. Relations between Student Perceptions of Their School Environment and Academic Achievement

    ERIC Educational Resources Information Center

    Gietz, Carmen; McIntosh, Kent

    2014-01-01

    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…

  18. Adolescent mental health and academic functioning: empirical support for contrasting models of risk and vulnerability.

    PubMed

    Lucier-Greer, Mallory; O'Neal, Catherine W; Arnold, A Laura; Mancini, Jay A; Wickrama, Kandauda K A S

    2014-11-01

    Adolescents in military families contend with normative stressors that are universal and exist across social contexts (minority status, family disruptions, and social isolation) as well as stressors reflective of their military life context (e.g., parental deployment, school transitions, and living outside the United States). This study utilizes a social ecological perspective and a stress process lens to examine the relationship between multiple risk factors and relevant indicators of youth well-being, namely depressive symptoms and academic performance, as well as the mediating role of self-efficacy (N = 1,036). Three risk models were tested: an additive effects model (each risk factor uniquely influences outcomes), a full cumulative effects model (the collection of risk factors influences outcomes), a comparative model (a cumulative effects model exploring the differential effects of normative and military-related risks). This design allowed for the simultaneous examination of multiple risk factors and a comparison of alternative perspectives on measuring risk. Each model was predictive of depressive symptoms and academic performance through persistence; however, each model provides unique findings about the relationship between risk factors and youth outcomes. Discussion is provided pertinent to service providers and researchers on how risk is conceptualized and suggestions for identifying at-risk youth. Reprint & Copyright © 2014 Association of Military Surgeons of the U.S.

  19. 25 CFR 36.22 - Standard VII-Elementary instructional program.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 25 Indians 1 2012-04-01 2011-04-01 true Standard VII-Elementary instructional program. 36.22 Section 36.22 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum...

  20. 25 CFR 36.22 - Standard VII-Elementary instructional program.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 25 Indians 1 2013-04-01 2013-04-01 false Standard VII-Elementary instructional program. 36.22 Section 36.22 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum...

  1. 25 CFR 36.22 - Standard VII-Elementary instructional program.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 25 Indians 1 2014-04-01 2014-04-01 false Standard VII-Elementary instructional program. 36.22 Section 36.22 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum...

  2. Manganese exposure from drinking water and children's academic achievement.

    PubMed

    Khan, Khalid; Wasserman, Gail A; Liu, Xinhua; Ahmed, Ershad; Parvez, Faruque; Slavkovich, Vesna; Levy, Diane; Mey, Jacob; van Geen, Alexander; Graziano, Joseph H; Factor-Litvak, Pam

    2012-01-01

    Drinking water manganese (WMn) is a potential threat to children's health due to its associations with a wide range of outcomes including cognitive, behavioral and neuropsychological effects. Although adverse effects of Mn on cognitive function of the children indicate possible impact on their academic achievement little evidence on this issue is available. Moreover, little is known regarding potential interactions between exposure to Mn and other metals, especially water arsenic (WAs). In Araihazar, a rural area of Bangladesh, we conducted a cross-sectional study of 840 children to investigate associations between WMn and WAs and academic achievement in mathematics and languages among elementary school-children, aged 8-11 years. Data on As and Mn exposure were collected from the participants at the baseline of an ongoing longitudinal study of school-based educational intervention. Annual scores of the study children in languages (Bangla and English) and mathematics were obtained from the academic achievement records of the elementary schools. WMn above the WHO standard of 400μg/L was associated with 6.4% score loss (95% CI=-12.3 to -0.5) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any statistically significant associations between WMn and academic achievement in either language. Neither WAs nor urinary As was significantly related to any of the three academic achievement scores. Our finding suggests that a large number of children in rural Bangladesh may experience deficits in mathematics due to high concentrations of Mn exposure in drinking water. Copyright © 2011 Elsevier Inc. All rights reserved.

  3. A Qualitative Analysis of Mexican-Immigrant Mothers' Involvement in a High-Performing Low-Income Elementary School

    ERIC Educational Resources Information Center

    Russell, Isela

    2013-01-01

    This qualitative study explores how low-income first- and second-generation Mexican-immigrant mothers, the largest sub-group of the Latino population, support the academic success of their children who are in a low-income successful elementary school. The specific setting was Roosevelt Elementary located in North Texas. Participants were selected…

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

    ERIC Educational Resources Information Center

    Wu, Hsin-Chieh

    2012-01-01

    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…

  5. Manhood, Scholarship, Perseverance, Uplift, and Elementary Students: An Example of School and Community Collaboration

    ERIC Educational Resources Information Center

    Powell, Frankie Denise; Fields, Larry D.; Bell, Edwin D.; Johnson, Gwendolyn S.

    2007-01-01

    Dr. Larry D. Fields, the former principal of Rowland H. Latham Elementary, led the development of a complementary learning model that became known as the Latham Way. The Latham Way produced remarkable academic success among poor minority students. The chi-square of the expected and the actual scores in reading and mathematics were significant at p…

  6. Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Akos, Patrick; Rose, Roderick A.; Orthner, Dennis

    2015-01-01

    The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data…

  7. Incidence and risk factors of injuries and their impact on academic success: A prospective study in PETE students.

    PubMed

    Bliekendaal, S; Goossens, L; Stubbe, J H

    2017-12-01

    Injuries can have a major impact on the physical performance and academic career of physical education teacher education (PETE) students. To investigate the injury problem, risk factors, and the impact of injuries on academic success, 252 PETE students were followed during their first semester. Risk factor analysis was conducted by means of logistic regression analysis with a differentiation for upper body, lower body, acute, overuse, and severe injuries. An incidence of 1.26 injuries/student/semester was found. Most injuries involved the lower body (61%), were new injuries (76%), occurred acutely (66%), and were sustained during curricular gymnastics (25%) or extracurricular soccer (28%). Significant risk factors for lower body acute injuries were age (OR=2.14; P=.01), previous injury (OR=2.23; P=.01), and an injury at the start of the year (OR=2.56; P=.02). For lower body overuse injuries, gender (OR=2.85; P=.02) and the interval shuttle run test score (OR=2.44; P=.04) were significant risk factors. Previous injury (OR=2.59; P=.04) and injury at the start of the year (upper body: OR=4.57; P=.02; lower body: OR=3.75; P<.01) were risk factors for severe injuries. Injury-related time loss was positively related to total academic success (r=.20; P=.02) and success in theoretical courses (r=.24; P=<.01). No association was found between time loss and academic success for sport courses. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. Systematic Screening at the Elementary Level: Considerations for Exploring and Installing Universal Behavior Screening

    ERIC Educational Resources Information Center

    Oakes, Wendy Peia; Lane, Kathleen Lynne; Ennis, Robin Parks

    2016-01-01

    This descriptive study reports data from one elementary school whose leadership team explored and installed systematic behavior screening as part of their tiered model of prevention. The authors compared student performance on two school-selected screening tools: the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and…

  9. Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance.

    PubMed

    Arthur, Michael W; Brown, Eric C; Briney, John S; Hawkins, J David; Abbott, Robert D; Catalano, Richard F; Becker, Linda; Langer, Michael; Mueller, Martin T

    2015-08-01

    School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement. © 2015, American School Health Association.

  10. Association between Physical Fitness and Academic Achievement in a Cohort of Danish School Pupils

    ERIC Educational Resources Information Center

    Andersen, Mikkel P.; Mortensen, Rikke N.; Vardinghus-Nielsen, Henrik; Franch, Jesper; Torp-Pedersen, Christian; Bøggild, Henrik

    2016-01-01

    Background: Time spent on physical activity in elementary school has been altered to improve core academics. However, little is known about the relationship between physical fitness and academic achievement. We examined the association between physical fitness and academic achievement and investigated the influence of parental socioeconomic status…

  11. Symptoms of sleep disorders and objective academic performance.

    PubMed

    de Carvalho, Luciane Bizari Coin; do Prado, Lucila Bizari Fernandes; Ferrreira, Vanessa Ruotolo; da Rocha Figueiredo, Mariana Bezerra; Jung, Aline; de Morais, José Fausto; do Prado, Gilmar Fernandes

    2013-09-01

    We aimed to compare the academic performance of children with and without symptoms of sleep disorders (SSD). We distributed 5400 questionnaires (Sleep Disturbance Scale for Children [SDSC], Brazilian version) to 7- to 10-year-old children at public elementary schools in São Paulo, Brazil. We analyzed the academic grades of Portuguese (Port) and Mathematics (Math) in 2384 children (1224 girls; 51%). Grades were assigned on a scale of 0-10 and five was considered a passing grade. Children with symptoms of sleep disorders (SSD) and symptoms of sleep-breathing disorders (SSBD) were compared to children with no symptoms of SSD (no-SSD). Mean Port (6.6±2.2) and Math (6.3±2.2) grades were lower in children with SSD or sleep-breathing disorders (SBD) than those among children with no-SSD (Port, 7.1±2.1 and Math, 7.1±2.1; P<.05). Boys with SSD or SSBD had lower grades (Port, 6.4±2.2 and Math, 6.1±2.2) than girls (Port, 6.9±2.2 and Math, 6.5±2.2; P<.05). There were more children with failing Port grades with SSD or SSBD (13%) than those among children with no-SSD (9%; P<.05). Regarding Math, 25.4% of SSD or SSBD children had failing grades vs. 8.4% of children with no-SSD (P<.05). In our sample, children with SSD particularly SBD were at increased risk for poor academic performance in Math and Port. Copyright © 2013 Elsevier B.V. All rights reserved.

  12. A Study of a High Performing, High Poverty Elementary School on the Texas-Mexico Border

    ERIC Educational Resources Information Center

    Lopez, Cynthia Iris

    2012-01-01

    Transforming low performing schools to ensure the academic success of Hispanic children situated in poverty remains an educational challenge. External factors impacting student learning are often targeted as the main reasons for poor academic achievement, thereby advancing the culturally deficit model. This study is about an elementary school that…

  13. Teaching Body and Spatial Awareness in Elementary Physical Education Using Integration of Core Content Subjects

    ERIC Educational Resources Information Center

    Hollett, Nikki; Sluder, J. Brandon; Taunton, Sally; Howard-Shaughnessy, Candice

    2016-01-01

    Studies have found that movement can have a positive effect on the linguistic and intellectual capabilities of the brain, proving that physical fitness is related to academic performance. By allowing elementary students to move around and be involved in physical activity at school, the brain is able to make stronger connections with the material…

  14. Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

    PubMed

    Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

    2014-06-01

    This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  15. Group Counseling for African American Elementary Students: An Exploratory Study

    ERIC Educational Resources Information Center

    Steen, Sam

    2009-01-01

    This article describes a group counseling intervention promoting academic achievement and ethnic identity development for twenty fifth grade African American elementary students. The Multigroup Ethnic Identity Measure (MEIM) scores of students participating in the treatment group improved significantly over those in the control group. Implications…

  16. Fifth-Grade Turkish Elementary School Students' Listening and Reading Comprehension Levels with Regard to Text Types

    ERIC Educational Resources Information Center

    Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit; Rasinski, Timothy

    2010-01-01

    The aim of this study was to examine fifth grade elementary school students' listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The…

  17. Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

    ERIC Educational Resources Information Center

    Leatham, Lychelle

    2017-01-01

    This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

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

    PubMed

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

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

  19. A Comparative Analysis of 6th Grade Academic and Nonacademic Outcomes in Two Different School Configurations

    ERIC Educational Resources Information Center

    MacFarland, Anne M.

    2017-01-01

    The purpose of this two-group descriptive efficacy study was to explore the relationship between school configuration and academic and non-academic outcomes of sixth grade elementary students compared to academic and non-academic outcomes of sixth grade middle school students. The independent variable is the school configuration. Group 1 includes…

  20. Screening for Behavioral Risk: Identification of High Risk Cut Scores within the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; Taylor, Crystal N.; von der Embse, Nathaniel P.

    2018-01-01

    The purpose of this study was to support the identification of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) cut scores that could be used to detect high-risk students. Teachers rated students across two time points (Time 1 n = 1,242 students; Time 2 n = 704) using the SAEBRS and the Behavioral and Emotional Screening System…

  1. Recess for Elementary School Students. A Position Paper from the National Association for Sport and Physical Education

    ERIC Educational Resources Information Center

    American Alliance for Health, Physical Education, Recreation and Dance (NJ1), 2006

    2006-01-01

    It is the position of the National Association for Sport and Physical Education (NASPE) that all elementary school children should be provided with at least one daily period of recess of at least 20 minutes in length. Various cited organizations support school recess as an integral component of a child's physical, social, and academic development,…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  3. From inside the black box: Teacher perceptions of science instruction at the elementary level

    NASA Astrophysics Data System (ADS)

    Ferrini, Cynthia D.

    Science education reform projects aimed at elementary school children arose in the 1960's. The most prevalent of these reforms utilized the inquiry, or hands-on, science method. Billions of dollars have been invested in these reforms. Yet, reports indicate that science is not being taught at the level one might expect in elementary schools. This research was an analysis of the problems and concerns teachers at one school district faced as they tried to implement and sustain elementary inquiry science instruction. The district chosen was a large suburban district in the Western United States. The population was ninety percent Caucasian with a slightly more ethnically diverse school population. This district was chosen because it had an elementary science program for over twenty years and had received national acclaim for that program. The district had a stable and homogeneous staff there was a low administrator and teacher turnover rate and the elementary teaching population was ninety percent Caucasian and ninety percent female. Interviews with administrators and teachers were conducted. Data were collected from focus groups of teachers and science partners. Observations of elementary science classroom instruction and professional development sessions were made. Results of this research indicated that one important key to elementary science reform rests in the hands of teachers. Once the door to the classroom is closed, the teacher can decide to teach or not to teach science. The findings of this research illustrate that teachers hold ideas about science and science instruction that are antithetical to some tenets of inquiry science. Until these ideas are addressed it will be difficult, if not impossible, to implement a systemic elementary inquiry science program. This study demonstrates that professional development for elementary teachers in science needs to change from a focus on the mechanical usage of individual units to a focus on teacher expectations for

  4. Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

    PubMed Central

    Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

    2016-01-01

    BACKGROUND School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. This study examined relationships between school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance in Washington State. METHODS Hierarchical Generalized Linear Models were used to examine predictive associations between school-averaged levels of substance use and risk and protective factors and Washington State students’ likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS Results indicate that levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS The findings suggest that implementing prevention programs that target empirically identified risk and protective factors have the potential to positively affect students’ academic achievement. PMID:26149305

  5. Manganese Exposure from Drinking Water and Children’s Academic Achievement

    PubMed Central

    Khan, Khalid; Wasserman, Gail A.; Liu, Xinhua; Ahmed, Ershad; Parvez, Faruque; Slavkovich, Vesna; Levy, Diane; Mey, Jacob; van Geen, Alexander; Graziano, Joseph H.; Factor-Litvak, Pam

    2012-01-01

    Drinking water manganese (WMn) is a potential threat to children’s health due to its associations with a wide range of outcomes including cognitive, behavioral and neuropsychological effects. Although adverse effects of Mn on cognitive function of the children indicate possible impact on their academic achievement little evidence on this issue is available.. Moreover, little is known regarding potential interactions between exposure to Mn and other metals, especially water arsenic (WAs). In Araihazar, a rural area of Bangladesh, we conducted a cross-sectional study of 840 children to investigate associations between WMn and WAs and academic achievement in mathematics and languages among elementary school-children, aged 8–11 years. Data on As and Mn exposure were collected from the participants at the baseline of an ongoing longitudinal study of school-based educational intervention. Annual scores of the study children in languages (Bangla and English) and mathematics were obtained from the academic achievement records of the elementary schools. WMn above the WHO standard of 400 μg/L was associated with 6.4 percentage score loss (95% CI=0.5, 12.3) in mathematics achievement test scores, adjusted for WAs and other sociodemographic variables. We did not find any significant associations between WMn and academic achievement in either language. Neither WAs nor urinary As was significantly related to any of the three academic achievement scores. Our finding suggests that a large number of children in rural Bangladesh may experience deficits in mathematics due to high concentrations of Mn exposure in drinking water. PMID:22182530

  6. September 11: An Elementary School at Ground Zero.

    ERIC Educational Resources Information Center

    Lehmuller, Pierre; Switzer, Anna

    2002-01-01

    Describes what happened at New York City's Public School 234 after the terrorist attack on the World Trade Center on September 11. The prekindergarten through grade 5 elementary school of 655 students was located near ground zero. Emphasizes efforts to ensure students' immediate safety and security, provide rapid evacuation, and move to another…

  7. What Is Hip-Hop-Based Education Doing in "Nice" Fields Such as Early Childhood and Elementary Education?

    ERIC Educational Resources Information Center

    Love, Bettina L.

    2015-01-01

    Hip-Hop-Based Education (HHBE) has resulted in many positive educational outcomes, ranging from teaching academic skills to teaching critical reflection at secondary levels. Given what HHBE initiatives have accomplished, it is troubling that there is an absence of attention to these methods in education programs for elementary and early childhood…

  8. Sustaining School Achievement in California's Elementary Schools after State Monitoring

    ERIC Educational Resources Information Center

    McCabe, Molly

    2010-01-01

    This study examined the Academic Performance Index (API) and Adequate Yearly Progress (AYP) achievement trends between 2004 and 2006 of 58 California public elementary schools after exiting state monitoring and investigated practices for sustaining consistent achievement growth. Statistical methods were used to analyze statewide achievement trends…

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

    ERIC Educational Resources Information Center

    Carvajal, Manuel J.; And Others

    1993-01-01

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

  10. Validity of the Student Risk Screening Scale: Evidence of Predictive Validity in a Diverse, Suburban Elementary Setting

    ERIC Educational Resources Information Center

    Menzies, Holly M.; Lane, Kathleen Lynne

    2012-01-01

    In this study the authors examined the psychometric properties of the "Student Risk Screening Scale" (SRSS), including predictive validity in terms of student outcomes in behavioral and academic domains. The school, a diverse, suburban school in Southern California, administered the SRSS at three time points as part of regular school…

  11. Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups

    ERIC Educational Resources Information Center

    Salinas, Moises F.; Garr, Johanna

    2009-01-01

    The purpose of the present study is to determine the effect that learner-centered classrooms and schools have on the academic performance of minority and nonminority groups. A diverse sample of schools at the elementary school level were selected. Teachers were also asked to complete the Assessment of Learner Centered Practices questionnaire, an…

  12. Investigating the Effectiveness of SW-PBIS on School's Accountability at Both Elementary and Middle Schools

    ERIC Educational Resources Information Center

    Ryoo, Ji Hoon; Hong, Saahoon

    2011-01-01

    Due to the lack of effectiveness of the punitive school approach toward challenging behaviors (Luiselli, Putnam, Handler, & Feinberg, 2005; Reynolds, Skiba, Graham, Sheras, Conoley, & Garcia-Vazquez, 2006), public schools have searched for an innovative approach to better serve students who are at risk for academic failure and dropout/expulsion. A…

  13. Characteristics and Contributions of School Subjects at the Elementary Level: Results of a Survey of Pre-Service Elementary Teachers from Four Quebec Universities

    ERIC Educational Resources Information Center

    Lebrun, Johanne; Lenoir, Yves; Oliveira, Anderson Araujo; Morin, Marie-Pier; McConnell, Anne Catherine

    2011-01-01

    This article presents the results of a survey questionnaire involving 841 third and fourth year students enrolled in a French language Bachelors degree program in Elementary Education at four Quebec universities. The questionnaire dealt with pre-service elementary teachers' representations of the teaching and learning of four school subjects:…

  14. Learning Theory and Its Application to At-Risk Programs for Elementary School Children.

    ERIC Educational Resources Information Center

    Statler, Judy K.; Petersen, George J.

    Synthesizing research on effective at-risk/dropout prevention programs and the learning theory articulated in the American Psychological Association (APA) Learner-Centered Principles, this study examined the essential components present in an exemplary at-risk/dropout prevention program for kindergarten through sixth grade students. The…

  15. Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

    PubMed

    DeLay, Dawn; Zhang, Linlin; Hanish, Laura D; Miller, Cindy F; Fabes, Richard A; Martin, Carol Lynn; Kochel, Karen P; Updegraff, Kimberly A

    2016-11-01

    Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  17. Art Therapy Programs with At-Risk Students in Public Schools

    ERIC Educational Resources Information Center

    Varallo, Patrick A.

    2012-01-01

    Educating and meeting the multiple needs of students at risk of low academic achievement has been a growing concern for public schools in the United States. Many at-risk students require alternative school-based interventions. This study examined the operation, premise, and objectives of art therapy integrated in 14 school districts across the…

  18. Activity Based Curriculum for Elementary Education. Additional Activities, K-6.

    ERIC Educational Resources Information Center

    Wichita Public Schools, KS.

    This elementary curriculum is a vehicle to provide manipulative activities that reinforce academic skills through meaningful, relevant, activity-based awareness of modern society. The twenty-six activity plans included in the curriculum place a major emphasis upon realistic or concrete experiences that deal with the manipulation and exploration of…

  19. Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning

    ERIC Educational Resources Information Center

    Deck, Anita S.

    2016-01-01

    As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate…

  20. Elementary School Garden Programs Enhance Science Education for All Learners

    ERIC Educational Resources Information Center

    Rye, James A.; Selmer, Sarah J.; Pennington, Sara; Vanhorn, Laura; Fox, Sarah; Kane, Sarah

    2012-01-01

    A national movement is underway to establish elementary school gardens, which can serve both academic and social purposes. These gardens can positively impact students' science achievement and provide the thematic and hands-on approach especially conducive to learning for students with disabilities. Garden-based learning (GBL) broadens the scope…

  1. The Children's Lab at Northern State University. Elementary Teachers Moving toward Scientific Literacy.

    ERIC Educational Resources Information Center

    Knecht, Paul S.

    The Children's Lab at Northern State University (South Dakota) is a science concept development laboratory for use by students in a physical science course for preservice elementary teachers. Its function is to develop science content knowledge in preservice elementary teachers, with the ultimate goal of developing science literacy in children.…

  2. Relational Aggression and Academic Performance in Elementary School

    ERIC Educational Resources Information Center

    Risser, Scott D.

    2013-01-01

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

  3. Personal Strengths and Perceived Teacher Support as Predictors of Singapore Students' Academic Risk Status

    ERIC Educational Resources Information Center

    Caleon, Imelda S.; Wui, Ma. Glenda L.; Chiam, Ching Leen; King, Ronnel B.; Tan, Jennifer Pei-Ling; Tan, Chee Soon

    2017-01-01

    This study explored the relative salience of students' personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort's mean score in a national test administered at the end of primary education, and were identified as low risk…

  4. Biblio-Therapeutic Book Creations by Pre-Service Student Teachers: Helping Elementary School Children Cope

    ERIC Educational Resources Information Center

    Haeseler, Lisa Ann

    2009-01-01

    Many elementary school children may cope with difficult life struggles such as disabilities, abuse, loss, and identity issues. This article details original, student generated, biblio-therapeutic book creations and how this genre teaches positive ways for children at-risk to cope with tough life circumstances. Pre-service, elementary college…

  5. English Language Arts Scores among Sixth Grade Students Enrolled on an Elementary versus Middle School Campus

    ERIC Educational Resources Information Center

    Johnson, La-Trice

    2013-01-01

    A K-12 school district located in southern California was faced with overcrowding at 1of its middle schools for the 2011-2012 school year. This project study was designed to explore if an elementary or middle school campus was best in supporting students' academics while they were in transition to 6th grade middle school. Maslow's hierarchy of…

  6. An Analysis of Academic Achievement in Public Elementary Open-Enrollment Charter and Traditional Public Schools

    ERIC Educational Resources Information Center

    Benson, Tammy

    2012-01-01

    The purpose of this study was to examine two types of school organizational structures: elementary open-enrollment charter schools and elementary traditional public schools. The study examined the degree to which attendance rates (based upon the prior school year's data), class size and average number of years of teaching experience were related…

  7. Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

    ERIC Educational Resources Information Center

    Larson, Joanne

    2006-01-01

    This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond…

  8. Examining Multidimensional Middle Grade Outcomes after Early Elementary School Grade Retention

    ERIC Educational Resources Information Center

    Hwang, Sophia; Cappella, Elise; Schwartz, Kate

    2016-01-01

    Recently, researchers have begun to employ rigorous statistical methods and developmentally-informed theories to evaluate outcomes for students retained in non-kindergarten early elementary school. However, the majority of this research focuses on academic outcomes. Gaps remain regarding retention's effects on psychosocial outcomes important to…

  9. Towards a Typology of At-Risk Students: A Case Study in Singapore

    ERIC Educational Resources Information Center

    Dobele, Angela R.; Kopanidis, Foula; Gangemi, Michael; Thomas, Stuart; Janssen, Rabea; Blasche, Rose E.

    2012-01-01

    The purpose of this study is to examine at-risk students and the reasons they give to explain their poor academic performance, with a view to developing a typology of at-risk students. A case study methodology was used to investigate the total population of at-risk students for Semester 2, 2008 studying at the Singapore campus of an…

  10. Are Boys That Bad? Gender Gaps in Measured Skills, Grades and Aspirations in Czech Elementary Schools

    ERIC Educational Resources Information Center

    Mateju, Petr; Smith, Michael L.

    2015-01-01

    This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils.…

  11. Hope, Core Self-Evaluations, Emotional Well-Being, Health-Risk Behaviors, and Academic Performance in University Freshmen.

    PubMed

    Griggs, Stephanie; Crawford, Sybil L

    2017-09-01

    The purpose of the current online cross-sectional study was to examine the relationship between hope, core self-evaluations (CSE), emotional well-being, health-risk behaviors, and academic performance in students enrolled in their first year of college. Freshmen (N = 495) attending a large public university in the Northeastern United States completed an online survey between February 1 and 13, 2017. Linear regression, path analysis, and structural equation modeling procedures were performed. CSE mediated the relationship between hope and emotional well-being and academic performance. Contrary to the hypotheses, higher hope predicted more sexual risk-taking behaviors and alcohol use. CSE is an important component of Hope Theory, which is useful for predicting emotional well-being and academic performance, but not as useful for predicting drug use, alcohol use, and sexual risk taking. Hope and CSE interventions are needed to improve academic performance and emotional well-being in university freshmen. [Journal of Psychosocial Nursing and Mental Health Services, 55(9), 33-42.]. Copyright 2017, SLACK Incorporated.

  12. Rethinking Intelligence: The Role of Mindset in Promoting Success for Academically High-Risk Students

    ERIC Educational Resources Information Center

    Sriram, Rishi

    2014-01-01

    This study utilized an experimental pretest-posttest control group design to determine if changing the way academically high-risk college students view intelligence affected their academic effort and achievement when compared to students in a control intervention. Results indicated that students taught to view intelligence as malleable reported…

  13. The Two and a Half Learning Model: A Consequence of Academic Dishonesty

    ERIC Educational Resources Information Center

    Sahin, Mehmet

    2016-01-01

    Academic dishonesty has been regarded as a problem but not a visible and declared one in every type of educational setting from elementary school to graduate level all over the world. Dishonesty or misconduct in the academic realm covers plagiarism, fabrication, deception, cheating, bribery, sabotage, professorial misconduct and impersonation.…

  14. Academic Achievement and Transcendental Meditation: A Study with At-Risk Urban Middle School Students

    ERIC Educational Resources Information Center

    Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.

    2011-01-01

    The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…

  15. Productive procrastination: academic procrastination style predicts academic and alcohol outcomes.

    PubMed

    Westgate, Erin C; Wormington, Stephanie V; Oleson, Kathryn C; Lindgren, Kristen P

    2017-03-01

    Productive procrastination replaces one adaptive behavior with another adaptive-albeit less important-behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles- non-procrastinators , academic productive procrastinators , non-academic productive procrastinators, non-academic procrastinators , and classic procrastinators . Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps < .01). Non-procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts.

  16. Productive procrastination: academic procrastination style predicts academic and alcohol outcomes

    PubMed Central

    Westgate, Erin C.; Wormington, Stephanie V.; Oleson, Kathryn C.; Lindgren, Kristen P.

    2017-01-01

    Productive procrastination replaces one adaptive behavior with another adaptive—albeit less important—behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles—non-procrastinators, academic productive procrastinators, non-academic productive procrastinators, non-academic procrastinators, and classic procrastinators. Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps < .01). Non-procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts. PMID:28804158

  17. On Everyday Stress and Coping Strategies among Elementary School Children

    ERIC Educational Resources Information Center

    Sotardi, Valerie A.

    2013-01-01

    Elementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of tension is an important part of a child's education because adaptation to stress is likely to influence academic and developmental success. However,…

  18. Curricular Orientations in Elementary School Music: Roles, Pedagogies, and Values.

    ERIC Educational Resources Information Center

    Bresler, Liora

    1996-01-01

    Explores the day-to-day music curriculum in three elementary schools. Identifies three orientations toward the role of music education: (1) the functional, based on traditional academic goals and content; (2) the complementary, relegating music to a hidden curriculum; and (3) the expansive, focusing on enhancing perceptual and problem-solving…

  19. Disciplined knowledge: Differentiating and binding the elementary science curriculum

    NASA Astrophysics Data System (ADS)

    Hayes, Michael Thomas

    The purpose of this research was to investigate elementary science curriculum differentiation at two schools with widely divergent student demographics. Historically, elementary school students of ethnic-minority and low-socioeconomic backgrounds have not performed on traditional assessments of academic achievement and progress in science education at the same level as their White and more affluent peers. This inequality has long been of interest to the proponents of science education reform who are concerned with the ability of students to participate successfully in a democratic society and in the labor market. Differentiating the curriculum such that students, because of their socioeconomic, ethnic, or racial backgrounds, receive different knowledge, skills, and experiences is a key component of school activity that supports social inequality. Participants in the study included the teachers and students of four classrooms in two schools with student populations that differed in their socioeconomic and ethnic demographics. Qualitative research methods, including fieldnotes, audiorecordings, and interviews, were utilized to gather data. The collection and analysis of data were articulated in a developmental research process in which theories and interpretations were continuously constructed and tested for validity. The results of this research show that the science curricula at the two schools were different, with differences being understood in terms of the populations served. The particular form of differentiation observed in this study was closely correlated to elements of social discipline, knowledge segmentation and reconfiguration, time and pacing, control of bodies, and testing. The elementary science curriculum at the two schools differed in the formality and intensity with which the curriculum was constructed in adherence to these elements of discipline. Such differences cannot be understood in traditional terms as supporting White middle-class students

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

    ERIC Educational Resources Information Center

    Reeves, Jonathan Bart

    2010-01-01

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

  1. Latent profiles of problem behavior within learning, peer, and teacher contexts: identifying subgroups of children at academic risk across the preschool year.

    PubMed

    Bulotsky-Shearer, Rebecca J; Bell, Elizabeth R; Domínguez, Ximena

    2012-12-01

    Employing a developmental and ecological model, the study identified initial levels and rates of change in academic skills for subgroups of preschool children exhibiting problem behavior within routine classroom situations. Six distinct latent profile types of emotional and behavioral adjustment were identified for a cohort of low-income children early in the preschool year (N=4417). Profile types provided a descriptive picture of patterns of classroom externalizing, internalizing, and situational adjustment problems common to subgroups of children early in the preschool year. The largest profile type included children who exhibited low problem behavior and were characterized as well-adjusted to the preschool classroom early in the year. The other profile types were characterized by distinct combinations of elevated internalizing, externalizing, and situational problem behavior. Multinomial logistic regression identified younger children and boys at increased risk for classification in problem types, relative to the well-adjusted type. Latent growth models indicated that children classified within the extremely socially and academically disengaged profile type, started and ended the year with the lowest academic skills, relative to all other types. Implications for future research, policy, and practice are discussed. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness.

    PubMed

    Kamtsios, Spiridon; Karagiannopoulou, Evangelia

    2016-02-01

    The purpose of the study was to establish the reliability, the structural and the convergent validity of the "Dimensions of Academic Hardiness Questionnaire" for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the "Athens Coping Scale". Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the "Dimensions of Academic Hardiness" scores with one theoretically related measure, the "Athens Coping Scale". The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children's previous experiences has been distinguished. The relation between the "Dimensions of Academic Hardiness" and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

  3. Creating a peaceful school learning environment: a controlled study of an elementary school intervention to reduce violence.

    PubMed

    Twemlow, S W; Fonagy, P; Sacco, F C; Gies, M L; Evans, R; Ewbank, R

    2001-05-01

    The impact of a manual-based antiviolence program on the learning climate in an elementary school over 4 years was compared with the outcome in a control school. The two schools were matched for demographic characteristics. The intervention in the experimental school was based on zero tolerance for bullying; the control school received only regular psychiatric consultation. Disciplinary and academic achievement data were collected in both schools. The experimental school showed significant reductions in discipline referrals and increases in scores on standardized academic achievement measures. A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.

  4. No Child Left Behind Act of 2001. Title I: Improving the Academic Achievement of the Disadvantaged. 107th Congress, 1st Session.

    ERIC Educational Resources Information Center

    National Clearinghouse for Bilingual Education, Washington, DC.

    The purpose of Title I of the Elementary and Secondary Education Act of 1965 is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. After presenting a statement of…

  5. Reduced risk estimations after remediation of lead (Pb) in drinking water at two US school districts.

    PubMed

    Triantafyllidou, Simoni; Le, Trung; Gallagher, Daniel; Edwards, Marc

    2014-01-01

    The risk of students to develop elevated blood lead from drinking water consumption at schools was assessed, which is a different approach from predictions of geometric mean blood lead levels. Measured water lead levels (WLLs) from 63 elementary schools in Seattle and 601 elementary schools in Los Angeles were acquired before and after voluntary remediation of water lead contamination problems. Combined exposures to measured school WLLs (first-draw and flushed, 50% of water consumption) and home WLLs (50% of water consumption) were used as inputs to the Integrated Exposure Uptake Biokinetic (IEUBK) model for each school. In Seattle an average 11.2% of students were predicted to exceed a blood lead threshold of 5 μg/dL across 63 schools pre-remediation, but predicted risks at individual schools varied (7% risk of exceedance at a "low exposure school", 11% risk at a "typical exposure school", and 31% risk at a "high exposure school"). Addition of water filters and removal of lead plumbing lowered school WLL inputs to the model, and reduced the predicted risk output to 4.8% on average for Seattle elementary students across all 63 schools. The remnant post-remediation risk was attributable to other assumed background lead sources in the model (air, soil, dust, diet and home WLLs), with school WLLs practically eliminated as a health threat. Los Angeles schools instead instituted a flushing program which was assumed to eliminate first-draw WLLs as inputs to the model. With assumed benefits of remedial flushing, the predicted average risk of students to exceed a BLL threshold of 5 μg/dL dropped from 8.6% to 6.0% across 601 schools. In an era with increasingly stringent public health goals (e.g., reduction of blood lead safety threshold from 10 to 5 μg/dL), quantifiable health benefits to students were predicted after water lead remediation at two large US school systems. © 2013.

  6. Key Findings. 5th Grade. Fall 2004. Sample Report Elementary

    ERIC Educational Resources Information Center

    WestED (NJ3), 2004

    2004-01-01

    This document is a sample framework for elementary school reports. The framework is for an elementary school district that administered the Elementary School California Healthy Kids Survey (CHKS) in Fall 2004 to fifth-grade students. The CHKS is a comprehensive youth health-risk and resilience data collection service, sponsored by the California…

  7. Elementary Coteachers' Understanding about Differentiated Instructional Practices for Students with Disabilities

    ERIC Educational Resources Information Center

    King, Betty Smith

    2016-01-01

    Despite a rural Georgia school district's effort to increase the academic performance of all students, the achievement gap persists between general education and special education students. The purpose of the study was to explore what factors hindered coteachers from consistently applying differentiated instruction in elementary inclusion…

  8. The Relationship between Elementary Principals' Visionary Leadership and Students' Reading Performance

    ERIC Educational Resources Information Center

    Mora-Whitehurst, Rina

    2013-01-01

    This article focuses on elementary principals as instructional leaders, as well as public school initiatives and educational accountability in the United States. It presents the methodology, instrumentation, measures of academic achievement in Florida, data collection, and processing procedures. Finally, it presents data analysis, results of the…

  9. An Investigation into the Relationship between Academic Risk Taking and Chemistry Laboratory Anxiety in Turkey

    ERIC Educational Resources Information Center

    Öner Sünkür, Meral

    2015-01-01

    This study evaluates the relationship between academic risk taking and chemistry laboratory anxiety using a relational scanning model. The research sample consisted of 127 undergraduate students (sophomores, juniors and seniors) in the Chemistry Teaching Department at Dicle University. This research was done in the spring semester of the 2012 to…

  10. The Effects of Using Space to Teach Standard Elementary School Curriculum

    NASA Technical Reports Server (NTRS)

    Ewell, Robert N.

    1996-01-01

    This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

  11. Personalized Learning for the At-Risk through Intervention and Referral Services

    ERIC Educational Resources Information Center

    DePass Pipkin, Tamika S.

    2012-01-01

    The purpose of this mixed-methodology study was to examine whether Personalized Student Learning Plans (PSLPs) could reduce at-risk students' academic and social dysfunction. At-risk students were referred to Intervention & Referral Services (I&RS) and PSLPs were used to develop a personal plan for progress. Data sources included…

  12. Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students

    ERIC Educational Resources Information Center

    Merriman, Lauren

    2012-01-01

    Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…

  13. How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

    PubMed

    Loughlin-Presnal, John; Bierman, Karen L

    2017-09-01

    Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  14. Relationship between cognitive functions and prevalence of fatigue in elementary and junior high school students.

    PubMed

    Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

    2011-06-01

    Fatigue is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance, we attempted to determine whether cognitive functions were associated with the prevalence of fatigue. Participants were 148 elementary school students from 4th- to 6th-grades and 152 junior high school students from 7th- to 9th-grades. Participants completed a questionnaire about fatigue (Japanese version of the Chalder Fatigue Scale) and paper-and-pencil and computerized cognitive tests which could evaluate the abilities of motor processing, immediate, delayed and working memory, selective, divided and alternative attention, retrieve learned material, and spatial construction. We found that in multivariate logistic regression analyses adjusted for grade and gender, slow motor processing was positively correlated with the prevalence of fatigue in the elementary school students and decreases in working memory and divided and alternative attention processing were positively correlated with the prevalence of fatigue in the junior high school students. The grade-dependent development of cognitive function influences the severity of fatigue in elementary and junior high school students. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  15. A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

    PubMed

    Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

    2008-05-01

    The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

  16. Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum

    NASA Astrophysics Data System (ADS)

    Cartwright, T. J.; Hallar, B.

    2018-02-01

    In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3-4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other 'mandated' curriculum like math and reading.

  17. Teleconferencing across Borders: Promoting Literacy--and More--in the Elementary Grades.

    ERIC Educational Resources Information Center

    Szente, Judit

    2003-01-01

    Chronicles the experiences of teachers and elementary students from the United States and Costa Rica as they participated in a videoconferencing project, initiated by Costa Rican students and made possible by CATE, Center for Applied Technologies in Education. Notes that the distance learning experience enhanced academic, technological and…

  18. Evocative gene-parenting correlations and academic performance at first grade: an exploratory study.

    PubMed

    Propper, Cathi B; Shanahan, Michael J; Russo, Rosemary; Mills-Koonce, W Roger

    2012-11-01

    Academic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene-parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock-Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock-Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school.

  19. Undirected learning styles and academic risk: Analysis of the impact of stress, strain and coping.

    PubMed

    Kimatian, Stephen; Lloyd, Sara; Berger, Jeffrey; Steiner, Lorraine; McKay, Robert; Schwengal, Deborah

    2017-01-01

    . This association suggests that successful remediation of at-risk residents must address stress, strain and coping if long term academic improvement is expected. Further research to identify the value of stress, strain, and coping screening and education is warranted.

  20. The Narrative Experiences of Hmong American Adolescent Males Labeled "Educationally 'At Risk'"

    ERIC Educational Resources Information Center

    Endo, R.

    2017-01-01

    This article analyzes the narrative experiences of Hmong American adolescent males who were labeled "at risk" or "high risk" for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools…

  1. Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale with Elementary Age English Learners

    ERIC Educational Resources Information Center

    Lane, Kathleen Lynne; Richards-Tutor, Catherine; Oakes, Wendy Peia; Connor, Kristin

    2014-01-01

    We report findings of a validation study exploring the Student Risk Screening Scale (SRSS; Drummond, 1994) for use with English learners (ELs) attending a large suburban elementary school. First, we explored the reliability of the SRSS by examining internal consistency, with results indicating adequate internal consistency (0.83). Second, we…

  2. Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

    ERIC Educational Resources Information Center

    Bursal, Murat

    2017-01-01

    This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

  3. The Accelerated Schools Project: Pope Elementary School, 1993-94.

    ERIC Educational Resources Information Center

    Windward Oahu School District, Kailu, HI.

    This report describes the first year of implementation of the 5-year Accelerated Schools Project (ASP) at Blanche Pope Elementary School in rural Oahu (Hawaii). ASP trains school staff and community members to transform governance, curriculum, and instruction in schools serving predominantly at-risk and minority, low-achieving students. In…

  4. Strategies to Increase Student Attendance at an Elementary School

    ERIC Educational Resources Information Center

    Fitzpatrick-Doria, Geraldine Ann

    2013-01-01

    This action research study addressed the need to increase student attendance at an elementary school. Previously, this school's Average Daily Attendance (ADA) has been 92%. With having nearly 900 students, there are approximately 70 daily absences, 1,400 monthly absences, and 13,000 yearly absences. To address the challenge, the researcher…

  5. Influencing Antecedents of Adolescent Risk-Taking Behaviour in Elementary School: Results of a 4-Year Quasi-Experimental Controlled Trial

    ERIC Educational Resources Information Center

    Maruska, K.; Morgenstern, M.; Isensee, B.; Hanewinkel, R.

    2010-01-01

    Effects of the life skills programme "Eigenstandig werden" (Becoming independent) on life skills and on identified antecedents of adolescent health risk behaviour, childhood internalizing and externalizing behaviour were tested in an elementary school setting. A quasi-experimental controlled trial with five repeated measures was…

  6. The Impact of Multi-Age Instruction on Academic Performance in Mathematics and Reading

    ERIC Educational Resources Information Center

    Baukol, David

    2010-01-01

    Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be…

  7. The Synergy Program: Reframing Critical Reading and Writing for At-Risk Students

    ERIC Educational Resources Information Center

    Heaney, April

    2006-01-01

    In this description of a learning community for "at-risk" and basic writing students at the University of Wyoming, I outline the reasons our students resist academic writing prior to their entry into college--reasons largely unrelated to typical perceptions of at-risk students as "lazy" or intellectually less capable. For…

  8. Temperament Clusters and Individual Differences in the Elementary Classroom: A Summary.

    ERIC Educational Resources Information Center

    Barclay, James R.

    This study examines the interaction of individual differences in pupils' temperament and ability with variations in educational strategies used in elementary school classrooms. This interaction was analyzed by re-examining the data from 2 previous studies of the effects of various educational strategies on social and academic behavior problems.…

  9. Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial.

    PubMed

    Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Doolaard, Simone; Bosker, Roel J; Visscher, Chris

    2016-03-01

    Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size [ES] 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching. Copyright © 2016 by the American Academy of Pediatrics.

  10. An Inter-Cultural Comparative Study on Elementary Science Teachers' Perceptions of Their Behavior and Inservice Needs between Japan and North Carolina.

    ERIC Educational Resources Information Center

    Shimizu, Kinya

    This study compared several facets of teacher education between Japan and North Carolina. Similarities and differences in elementary science teachers' perceptions of the academic backgrounds in Japan and North Carolina were evaluated as well as similarities and differences in elementary teachers' perceptions of classroom practices in Japan and…

  11. Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

    PubMed

    Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

    2015-04-01

    To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p < 0.001). Although learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

  12. Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth

    NASA Astrophysics Data System (ADS)

    Eckels Anderson, Chessa

    This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.

  13. Utility of Toca-R Scores during the Elementary School Years in Identifying Later Violence among Adolescent Males

    ERIC Educational Resources Information Center

    Petras, Hanno; Chilcoat, Howard D.; Leaf, Philip J.; Ialongo, Nicholas S.; Kellam, Sheppard G.

    2004-01-01

    Objective: To evaluate the utility of a teacher-rating instrument (TOCA-R) of aggressive behavior during elementary school years in identifying boys at risk for later violence. Method: A community epidemiological sample of 415 public school boys was rated at six time points during elementary school regarding their level of aggressive/disruptive…

  14. Aerospace Concepts at the Elementary Level

    ERIC Educational Resources Information Center

    Journal of Aerospace Education, 1975

    1975-01-01

    Presents materials compiled to assist the elementary teacher in preparing teaching units in aerospace education. Suggests specific and general objectives and lists important concepts and questions pertaining to areas such as: history of flight, weather and flying, airplanes, jets, rockets, space travel, and the solar system. (MLH)

  15. Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren.

    PubMed

    Bouffard, Thérèse; Marcoux, Marie-France; Vezeau, Carole; Bordeleau, Luce

    2003-06-01

    Children's perceived competence and intrinsic motivation are assumed to be very high at the outset of schooling. However, how they change and how they relate to each other and to academic achievement across early schooling years remain open to question. This 3-year longitudinal study was aimed at examining the following questions. Do children's perceived competence and intrinsic motivation about reading and mathematics change across the first 3 years of schooling? Do their perceived competence and intrinsic motivation differ according to academic domains? Do their perceived competence and intrinsic motivation relate to their academic achievement in each academic domain? A total of 115 elementary schoolchildren (63 boys and 52 girls) were examined in first grade (mean age = 84,5 months, SD =.67) and for the next 2 years. Children responded to questionnaires about their perceived competence and intrinsic motivation in reading and mathematics. Year-end grades in these two subjects were used as a measure of performance. Changes in perceived competence and intrinsic motivation, and between-year intercorrelations, were observed to differ according to academic domains and gender. Intrinsic motivation did not make a significant contribution to academic achievement at either school grade or in any academic domain, whereas perceived competence was significantly related to achievement at each school grade in both reading and mathematics. Differences between boys and girls observed in this study were not linked to a specific domain and cannot be attributed to gender-role stereotypes. Girls appeared to be more precocious in differentiating their competence and intrinsic motivation according to academic domain, as well as in being able to process and integrate information about their ability from past performances in a domain to judge their competence in the same domain.

  16. Parental Involvement and Perceived At-Risk Student Performance: Views from Predominantly Hispanic Parents

    ERIC Educational Resources Information Center

    Braley, Richard; Slate, John R.; Cavazos, Jose

    2009-01-01

    These researchers analyzed the perceptions of parents of students determined to be at-risk about their involvement with their children. Parents (n = 229), predominantly Hispanic, were surveyed from elementary schools, middle schools, and high schools in a district in South Texas near the Texas-Mexico border. Quantitative data obtained from the…

  17. Does elementary school alcohol, tobacco, and marijuana use increase middle school risk?

    PubMed

    Wilson, Nance; Battistich, Victor; Syme, S Leonard; Boyce, W Thomas

    2002-06-01

    To assess whether alcohol, tobacco, and other drug (ATOD) use in elementary school may have serious implications for continued ATOD use in middle school and beyond. Longitudinal analyses were conducted on questionnaire data from 331 middle school students who had previously provided ATOD-use data during elementary school. Non-school personnel administered questionnaires in three participating school districts in three different states. The sample of students was ethnically and geographically diverse, including students from a range of low socioeconomic status backgrounds living in rural, urban or inner-city environments. Middle school alcohol use was almost three times as likely to occur if alcohol use had occurred in elementary school (OR = 2.94, p <.001). Elementary school use of tobacco and marijuana also greatly increased the likelihood of middle school use (OR = 5.35, p <.001 and OR = 4.25, p <.05, respectively). Early use of ATOD is associated with greatly increased odds of later use, which has important implications for the timing of drug prevention programs. Preventive interventions designed for use in pediatric practice settings should commence no later than elementary school, during the middle childhood years.

  18. Project Success Environment: A Positive Contingency Program for Elementary Teachers Management.

    ERIC Educational Resources Information Center

    Thompson, Marion; And Others

    The third year of the project, funded under Elementary Secondary Education Act Title III, was essentially a replication of Year Two. Second Year results indicated that the success technique had provided inner-city teachers with both an effective classroom management system, and an effective program for the acceleration of academic performance.…

  19. Academic Optimism and Collective Responsibility: An Organizational Model of the Dynamics of Student Achievement

    ERIC Educational Resources Information Center

    Wu, Jason H.

    2013-01-01

    This study was designed to examine the construct of academic optimism and its relationship with collective responsibility in a sample of Taiwan elementary schools. The construct of academic optimism was tested using confirmatory factor analysis, and the whole structural model was tested with a structural equation modeling analysis. The data were…

  20. Academic Discussions: An Analysis of Instructional Discourse and an Argument for an Integrative Assessment Framework

    ERIC Educational Resources Information Center

    Elizabeth, Tracy; Ross Anderson, Trisha L.; Snow, Elana H.; Selman, Robert L.

    2012-01-01

    This article describes the structure of academic discussions during the implementation of a literacy curriculum in the upper elementary grades. The authors examine the quality of academic discussion, using existing discourse analysis frameworks designed to evaluate varying attributes of classroom discourse. To integrate the overlapping qualities…

  1. Cardiovascular Risk Factors and Physical Activity Behavior among Elementary School Personnel: Baseline Results from the ACTION! Worksite Wellness Program

    ERIC Educational Resources Information Center

    Webber, Larry S.; Rice, Janet C.; Johnson, Carolyn C.; Rose, Donald; Srinivasan, Sathanur R.; Berenson, Gerald S.

    2012-01-01

    Background: Although the prevalence of obesity is increasing during adulthood, there have been few assessments of obesity, cardiovascular risk factors, and levels of physical activity among adult elementary school staff. Methods: Data were collected from 745 African-American and White female school personnel in a suburban school district in…

  2. Using Group Counseling to Improve the Attendance of Elementary School Students with High Rates of Absenteeism: An Action Research Study

    ERIC Educational Resources Information Center

    Webb-Landman, Eleanor

    2012-01-01

    The foundations of academic and social learning are laid in the early years of school, and attendance is critical to school success. However, research suggests that chronic absenteeism is a significant problem at the elementary school level (Chang & Romero, 2008; Romero & Lee, 2007). This paper presents the results of an action research…

  3. Academic Delay of Gratification and Children's Study Time Allocation as a Function of Proximity to Consequential Academic Goals

    ERIC Educational Resources Information Center

    Zhang, Lili; Karabenick, Stuart A.; Maruno, Shun'ichi; Lauermann, Fani

    2011-01-01

    Students (N=302) in Chinese elementary schools were assessed regarding their academic delay of gratification (ADOG) and reported the time they devoted to non-school study and playtime during an extended interval prior to taking a high-stakes final exam. Students high compared those low in ADOG were more likely to spend time studying and less time…

  4. Position Paper: English Language Curriculum Guidelines for Elementary School English Language Learners

    ERIC Educational Resources Information Center

    Miele, Anthony

    2007-01-01

    English Language Development (ELD) and Academic English Development (AED) curricula in most public schools lack a communicative method and consist mostly of dry, meaningless grammar lessons devoid of relevance and authentic context. The purpose of this project is to develop guidelines to teach English language to elementary school children…

  5. Educational Outcomes for Children At-Risk: The Influence of Individual Differences in Children's Temperaments

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha; Reed, Evelyn

    2012-01-01

    Individual differences in temperament can be protective or risk factors that may enhance or interfere with children's healthy development and educational success. This study examined the concurrent and predictive relationships between temperament, school adjustment, and academic achievement in children at-risk. Seventy-seven children at-risk, ages…

  6. Cognitive and Noncognitive Predictors of Academic Difficulty and Attrition.

    ERIC Educational Resources Information Center

    Cariaga-Lo, Liza D.; Enarson, Cam E.; Crandall, Sonia J.; Zaccaro, Daniel J.; Richards, Boyd F.

    1997-01-01

    A study investigated when medical students are at greatest risk of academic failure and which cognitive or noncognitive factors place them at risk. Subjects were 658 medical students matriculating at Wake Forest University (North Carolina) over five years. Results suggest the majority of academic delays occur in the first two years. Specific…

  7. Students at Risk: The Teachers' Call to Action!

    ERIC Educational Resources Information Center

    Bonilla, Carlos A., Ed.; Goss, Joyce, Ed.

    Written by a team of graduate student teachers, this collection of papers focuses on the challenges of teaching at-risk students and the development of successful classroom strategies. The first chapter, "Kids in Need: The Teachers' Perspective," addresses Hispanic children in poverty, the effects of poverty on academic achievement, and…

  8. Effective Schooling for English Language Learners: What Elementary Principals Should Know and Do

    ERIC Educational Resources Information Center

    Smiley, Patricia; Salsberry, Trudy

    2007-01-01

    Organized around a series of "Critical Questions" and "Leadership Challenges", this book offers knowledge and expertise about the elementary principal's leadership role in effective instructional strategies, student assessment, school climate, parent involvement, and other ways to improve the academic achievement of English Language learners.…

  9. Relations between early family risk, children’s behavioral regulation, and academic achievement

    PubMed Central

    Sektnan, Michaella; McClelland, Megan M.; Acock, Alan; Morrison, Frederick J.

    2010-01-01

    This study examined relations among early family risk, children’s behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 – 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk. PMID:20953343

  10. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners

    ERIC Educational Resources Information Center

    Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina

    2018-01-01

    We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…

  11. The Academic Achievement Gap between African American and White Students: An Exploratory Study on Reading Achievement and Intrinsic Motivation

    ERIC Educational Resources Information Center

    Herron-McCoy, La-Monica

    2009-01-01

    The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether…

  12. A Menu of Activities in Different Intelligence Areas to Differentiate Instruction for Upper Elementary Students Related to the Book "Because of Winn-Dixie"

    ERIC Educational Resources Information Center

    Elser, Caroline F.; Rule, Audrey C.

    2008-01-01

    Today's elementary classrooms are becoming more diverse, requiring teachers to provide effective instruction to children with a wide range of academic performance, ability, background, and interest. This work focuses on the development of a menu of differentiated instructional activities for teaching literacy to upper elementary students. The…

  13. The Effects of Aesthetic Science Activities on Improving At-Risk Families Children's Anxiety about Learning Science and Positive Thinking

    ERIC Educational Resources Information Center

    Hong, Zuway-R.; Lin, Huann-Shyang; Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Chia-Jung

    2014-01-01

    The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families' children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention…

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

    PubMed

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

    2014-03-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and 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. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  15. The Impact of School Community Partnerships on the Success of Elementary Schools

    ERIC Educational Resources Information Center

    Grady, Kevin Richard

    2010-01-01

    This study employed multiple regression modeling to examine the success of 63 California elementary schools in terms of (a) school-community social capital, (b) student academic performance, (c) student behavioral incident rate, and (d) teacher turnover rate with respect to the extent of school-community partnership programs. Also of interest to…

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

    PubMed Central

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

    2018-01-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p<.001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595

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

    PubMed

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

    2015-12-01

    Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (p< .001) improvement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.

  18. Effects of a Preschool Plus Follow-on Intervention Program for Children at Risk.

    ERIC Educational Resources Information Center

    Reynolds, Arthur J.

    As part of the Longitudinal Study of Children at Risk, this study evaluated the Child Parent Center (CPC) Program, a preschool to third grade intervention program funded by the Elementary and Secondary Education Act (ESEA) Chapter I. Subjects were 915 low-income black children from 20 inner-city schools who were differentially exposed to…

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

    ERIC Educational Resources Information Center

    Dunst, Carl J.; Hamby, Deborah W.

    2016-01-01

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

  20. (How) Does Obesity Harm Academic Performance? Stratification at the Intersection of Race, Sex, and Body Size in Elementary and High School

    ERIC Educational Resources Information Center

    Branigan, Amelia R.

    2017-01-01

    In this study I hypothesize a larger penalty of obesity on teacher-assessed academic performance for white girls in English, where femininity is privileged, than in math, where stereotypical femininity is perceived to be a detriment. This pattern of associations would be expected if obesity largely influences academic performance through social…

  1. The Effects of Rewards and Punishments on Motivations of the Elementary School Student

    ERIC Educational Resources Information Center

    Matera, Bryan D.

    2009-01-01

    Past research has shown that rewards and punishments imposed on elementary school students may contribute to increases in student motivation and academic achievement. However, alternative research findings indicate that students may exhibit temporary compliance with such external stimuli and may not develop intrinsic motivation to perform well…

  2. Program Evaluation of Growin' to Win: A Latchkey and Summer Program for At-Risk Youth.

    ERIC Educational Resources Information Center

    James, William H.; And Others

    This document presents an evaluation of the effectiveness of the Growin' to Win Project, an after-school and summer program targeted at elementary and middle school aged youth at high risk of substance abuse and gang involvement. Growin' to Win is an expansion of a model latchkey program piloted at two Tacoma (Washington) schools in 1990. The…

  3. Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation

    ERIC Educational Resources Information Center

    Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.

    2016-01-01

    This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…

  4. Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance

    PubMed Central

    Brotman, Laurie Miller; Dawson-McClure, Spring; Kamboukos, Dimitra; Huang, Keng-Yen; Calzada, Esther J.; Goldfeld, Keith; Petkova, Eva

    2017-01-01

    IMPORTANCE Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. OBJECTIVE To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. DESIGN, SETTING, AND PARTICIPANTS This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. INTERVENTIONS ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). MAIN OUTCOMES AND MEASURES Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. RESULTS A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the

  5. Extracurricular Activity and Parental Involvement Predict Positive Outcomes in Elementary School Children

    ERIC Educational Resources Information Center

    Lagace-Seguin, Daniel G.; Case, Emily

    2010-01-01

    The main goal of this study was to explore if parental involvement and extracurricular activity participation could predict well-being and academic competence in elementary school children. Seventy-two children (mean age = 10.9 years, SD = 0.85) and their parents participated. Results revealed that parental pressure and support, when paired with…

  6. Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1993-94. OER Report.

    ERIC Educational Resources Information Center

    Augustin, Marc

    The Acquisition of Learning by Facilitating Academics (Project ALFA) was an Elementary and Secondary Education Act Title VII-funded project in its second year in 1993-94. The project operated at a high school in Brooklyn, and served 75 Haitian-speaking students of limited English proficiency with fewer than 5 years in an English-speaking school.…

  7. Identifying At-Risk Students in General Chemistry via Cluster Analysis of Affective Characteristics

    ERIC Educational Resources Information Center

    Chan, Julia Y. K.; Bauer, Christopher F.

    2014-01-01

    The purpose of this study is to identify academically at-risk students in first-semester general chemistry using affective characteristics via cluster analysis. Through the clustering of six preselected affective variables, three distinct affective groups were identified: low (at-risk), medium, and high. Students in the low affective group…

  8. Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

    NASA Astrophysics Data System (ADS)

    Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

    2017-12-01

    In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing

  9. Academic Achievement of African American Boys: A City-Wide, Community-Based Investigation of Risk and Resilience

    ERIC Educational Resources Information Center

    Fantuzzo, John; LeBoeuf, Whitney; Rouse, Heather; Chen, Chin-Chih

    2012-01-01

    In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations…

  10. Elementary Student Perceptions of School Climate and Associations with Individual and School Factors

    ERIC Educational Resources Information Center

    La Salle, Tamika P.; Zabek, Faith; Meyers, Joel

    2016-01-01

    School climate has increasingly been recognized as an essential component of school improvement owing to the established associations between a positive school climate and academic outcomes for students. Our study examines associations among a brief measure of school climate assessing elementary student perceptions and the College and Career Ready…

  11. A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

    ERIC Educational Resources Information Center

    Van Camp, Sarah S.

    1978-01-01

    A three-year longitudinal study conducted to assess the incidence of mixed laterality in elementary school children showed that thirty-seven percent of the eighty-two subjects had mixed laterality. No relationship was found between perceptual motor and academic achievement as measured by teacher ratings and mixed laterality. (MF)

  12. Threats and Strategies to Counter Threats: Voices of Elementary School Foreign Language Learniers

    ERIC Educational Resources Information Center

    Rosenbusch, Marcia Harmon; Sorensen, Laurie

    2004-01-01

    The experience described by Kay Hoag, Advocacy Chair of the National Network for Early Language Learning (NNELL), exemplifies the threat of program elimination and/or cutbacks that elementary school foreign language programs across the nation experienced with increased frequency during the 2002-2003 academic year. Reports of these threats…

  13. Computation of elementary modes: a unifying framework and the new binary approach

    PubMed Central

    Gagneur, Julien; Klamt, Steffen

    2004-01-01

    Background Metabolic pathway analysis has been recognized as a central approach to the structural analysis of metabolic networks. The concept of elementary (flux) modes provides a rigorous formalism to describe and assess pathways and has proven to be valuable for many applications. However, computing elementary modes is a hard computational task. In recent years we assisted in a multiplication of algorithms dedicated to it. We require a summarizing point of view and a continued improvement of the current methods. Results We show that computing the set of elementary modes is equivalent to computing the set of extreme rays of a convex cone. This standard mathematical representation provides a unified framework that encompasses the most prominent algorithmic methods that compute elementary modes and allows a clear comparison between them. Taking lessons from this benchmark, we here introduce a new method, the binary approach, which computes the elementary modes as binary patterns of participating reactions from which the respective stoichiometric coefficients can be computed in a post-processing step. We implemented the binary approach in FluxAnalyzer 5.1, a software that is free for academics. The binary approach decreases the memory demand up to 96% without loss of speed giving the most efficient method available for computing elementary modes to date. Conclusions The equivalence between elementary modes and extreme ray computations offers opportunities for employing tools from polyhedral computation for metabolic pathway analysis. The new binary approach introduced herein was derived from this general theoretical framework and facilitates the computation of elementary modes in considerably larger networks. PMID:15527509

  14. Stakeholders' Perceptions of Physical Education at a Selected Elementary School

    ERIC Educational Resources Information Center

    Gonzales, Monica

    2013-01-01

    The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the…

  15. Reward Allocation and Academic versus Social Orientation toward School.

    ERIC Educational Resources Information Center

    Peterson, Candida C.; Peterson, James L.

    1978-01-01

    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)…

  16. The Parent Component of the Kindergarten and Elementary Intervention Project (KEIP).

    ERIC Educational Resources Information Center

    Taylor, Linda

    This paper describes an experimental early intervention program called the Kindergarten and Elementary Intervention Program, which provides support for at-risk students, their parents, and teachers. It aims at the improvement of early school adjustment through approaches designed to accommodate a wide range of individual differences; improve and…

  17. Emotional Intelligence and Academic Achievement in 11th Grade At-Risk Students

    ERIC Educational Resources Information Center

    Nelson, Patricia Diane

    2009-01-01

    As the emphasis on measures of student academic achievement increases, educational researchers and practitioners are interested in identifying factors that demonstrate effectiveness in supporting student achievement. This quantitative, correlational study explored the influence of emotional intelligence on closing the achievement gap. A study of…

  18. Required Academic Proficiency (RAP) Program: Final Report.

    ERIC Educational Resources Information Center

    Ronacher, Karl; And Others

    The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

  19. A Residence Life Plan for Success for At-Risk College Students: Reviving "In Loco Parentis"

    ERIC Educational Resources Information Center

    Johnson, Marques; Flynn, Ellen; Monroe, Maxine

    2016-01-01

    In this study, we explored whether a residence life plan designed to meet the academic and psychosocial development of at-risk housing students, where oversight and support were provided on a weekly basis, and a proactive, intrusive counseling approach was implemented, would be effective for academic success. Participants included 74 urban at-risk…

  20. Improving the students’ skills in developing geometry learning by building the character of academic atmosphere in Study Program of Elementary School Teacher Universitas Negeri Semarang

    NASA Astrophysics Data System (ADS)

    Nugraheni, N.; Wahyuningsih

    2018-03-01

    The purposes of this study for knowing how to improve the character of academic atmosphere to improve the ability in designing geometry learning on Study Program of Elementary School TeacherUniversitas Negeri Semarang students. This research is a classroom action research conducted in two cycles and each cycle consists of two meetings. Each cycle consists of planning, execution, observation, and evaluation. The subjects of this study are lecturers of geometry and students who take geometry course. The technique in collecting data is using test and non-test techniques. The data analysis is done in quantitative and qualitative descriptive analysis. The result of research shows that the lecturers’ activity is in good category and student activity is on very good category. While the students’ learning outcomes are in good category. From the field notes, students are able to perform independent and structured tasks with their full responsibility, hard work, and diligence. It shows that the character of academic atmosphere has increased. It is suggested that a set of task bills so that prerequisites have been owned by the students. Structured tasks should be given to see the students’ ability.

  1. Experiential Education: Understanding the Impact of Remotely Operated Vehicles on At-Risk Student Learning

    ERIC Educational Resources Information Center

    Kelly, James E.

    2014-01-01

    How do educators engage students in the curriculum? State and Common Core Standards determine what to teach; how those standards are taught varies. This research examined a group of at-risk elementary and secondary students using underwater Remotely Operated Vehicles (ROVs) as part of an experiential education program in a rural Michigan school…

  2. Elementary School Computer Access, Socioeconomic Status, Ethnicity, and Grade 5 Student Achievement

    ERIC Educational Resources Information Center

    Barrett, Julie Ann

    2013-01-01

    Purpose: The purpose of this study was to describe the current school computer access rates of elementary school students and to determine the extent to which school computer access relates to academic achievement among Grade 5 students in the state of Texas. Specifically, the relationship of school computer access to student passing rates on the…

  3. Unpacking socio-economic risks for reading and academic self-concept in primary school: Differential effects and the role of the preschool home learning environment.

    PubMed

    Crampton, Alexandria; Hall, James

    2017-09-01

    Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. n = 3,172 British children aged 3-10 years and their families. A secondary analysis of the nationally representative UK EPPE database. Multilevel structural equation modelling calculated the direct, indirect, and total impacts of early socio-economic risks (0-3 years) and preschool home learning environments (3-5 years) upon children's reading ability and academic self-concept between 7 and 10 years. Early socio-economic risk had different effects upon children's reading ability and academic self-concept. Early socio-economic risks affected children's reading at ages 7 and 10 both directly and indirectly via effects upon preschool home learning environments. By contrast, early socio-economic risks had only indirect effects upon children's academic self-concept via less stimulating home learning environments in the preschool period and by limiting reading abilities early on in primary school. Although the impacts of early socio-economic risks are larger and more easily observed upon reading than upon academic self-concept, they can impact both by making it less likely that children will experience enriching home learning environments during the preschool period. This has implications for social policymakers, early educators, and interventionists. Intervening early and improving preschool home learning environments can do more than raise children's reading abilities; secondary benefits may also be achievable upon children's self-concept. © 2017 The British Psychological Society.

  4. Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-risk Students Across Ages 6 to 15

    PubMed Central

    Wu, Jiun-Yu; Hughes, Jan N.

    2014-01-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form three correlated factors: Warmth, Conflict, and Intimacy. Cronbach’s alphas (α) ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on RM-ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitation and implication for practice are discussed. PMID:24884450

  5. Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.

    PubMed

    Wu, Jiun-Yu; Hughes, Jan N

    2015-03-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form 3 correlated factors: Warmth, Conflict, and Intimacy. Cronbach's alphas ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on repeated-measures ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitations and implications for practice are discussed.

  6. Academic Performance in Children of Mothers With Schizophrenia and Other Severe Mental Illness, and Risk for Subsequent Development of Psychosis: A Population-Based Study

    PubMed Central

    Lin, Ashleigh; Di Prinzio, Patsy; Young, Deidra; Jacoby, Peter; Whitehouse, Andrew; Waters, Flavie; Jablensky, Assen; Morgan, Vera A.

    2017-01-01

    Objective: We examined the academic performance at age 12 years of children of mothers diagnosed with schizophrenia or other severe mental illness using a large whole-population birth cohort born in Western Australia. We investigated the association between academic performance and the subsequent development of psychotic illness. Method: The sample comprised 3169 children of mothers with severe mental illness (schizophrenia, bipolar disorder, unipolar major depression, delusional disorder or other psychoses; ICD-9 codes 295–298), and 88 353 children of comparison mothers without known psychiatric morbidity. Academic performance of children was indexed on a mandatory state-wide test of reading, spelling, writing and numeracy. Results: A larger proportion of children (43.1%) of mothers with severe mental illness performed below the acceptable standard than the reference group (30.3%; children of mothers with no known severe mental illness). After adjusting for covariates, children of mothers with any severe mental illness were more likely than the reference group to perform below-benchmark on all domains except reading. For all children, poor spelling was associated with the later development of psychosis, but particularly for those at familial risk for severe mental illness (hazard ratio [HR] = 1.81; 95% CI for HR = 1.21, 2.72). Conclusions: Children of mothers with a severe mental illness are at increased risk for sub-standard academic achievement at age 12 years, placing these children at disadvantage for the transition to secondary school. For children with familial risk for severe mental illness, very poor spelling skills at age 12 years may be an indicator of risk for later psychotic disorder. PMID:27131155

  7. Relationship between Classroom Absenteeism and Stress Risk/Buffer Factors, Depressogenic Attributional Style, Depression and Classroom Academic Performance.

    ERIC Educational Resources Information Center

    Slem, Charles M.

    The relationship between classroom absenteeism and academic performance has been well documented. To assess the relationship between absenteeism and traditional stress risk/buffer factors, depressogenic attributional style, depression and academic performance, 68 students completed the Internal-External Control Scale, two versions of life event…

  8. Using the Theory of Multiple Intelligences to Increase Fourth-Grade Students' Academic Achievement in Science

    ERIC Educational Resources Information Center

    Davis, Linda

    2004-01-01

    This applied dissertation was designed to increase the academic achievement of 4th-grade students in science. The problem to be solved was that 4th-grade students in a rural elementary school exhibited low academic achievement in science. The researcher utilized the multiple intelligences (MI) theory and brain-based learning to develop the IMPACT…

  9. A longitudinal study of childhood obesity, weight status change, and subsequent academic performance in Taiwanese children.

    PubMed

    Chen, Li-Jung; Fox, Kenneth R; Ku, Po-Wen; Wang, Ching-Hui

    2012-09-01

    This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end of each grade. Weight and height were measured at the beginning of each grade. A weight change variable was created based on each child's weight status difference at grades 1 and 6. A multivariate linear regression model for predicting academic performance at grade 6 was developed with adjustment for individual characteristics and family factors. A latent growth curve (LGC) showed the association between changes in body mass index (BMI) and in academic performance across a 6-year period. BMI in children increased significantly across 6 years. The rate of increase in BMI over 6 years was higher for children with higher baseline BMIs than it was for children with lower baseline BMIs. However, BMI changes were not significantly associated with changes of academic performance. There was no significant relationship between initial obesity or change in weight status and subsequent academic performance. It appears that either being or becoming overweight/obese did not impact academic achievement for these Taiwanese children. © 2012, American School Health Association.

  10. A nurse-led model at public academic hospitals maintains high adherence to colorectal cancer surveillance guidelines.

    PubMed

    Symonds, Erin L; Simpson, Kalindra; Coats, Michelle; Chaplin, Angela; Saxty, Karen; Sandford, Jayne; Young Am, Graeme P; Cock, Charles; Fraser, Robert; Bampton, Peter A

    2018-06-18

    To examine the compliance of colorectal cancer surveillance decisions for individuals at greater risk with current evidence-based guidelines and to determine whether compliance differs between surveillance models. Prospective auditing of compliance of surveillance decisions with evidence-based guidelines (NHMRC) in two decision-making models: nurse coordinator-led decision making in public academic hospitals and physician-led decision making in private non-academic hospitals. Selected South Australian hospitals participating in the Southern Co-operative Program for the Prevention of Colorectal Cancer (SCOOP). Proportions of recall recommendations that matched NHMRC guideline recommendations (March-May 2015); numbers of surveillance colonoscopies undertaken more than 6 months ahead of schedule (January-December 2015); proportions of significant neoplasia findings during the 15 years of SCOOP operation (2000-2015). For the nurse-led/public academic hospital model, the recall interval recommendation following 398 of 410 colonoscopies (97%) with findings covered by NHMRC guidelines corresponded to the guideline recommendations; for the physician-led/private non-academic hospital model, this applied to 257 of 310 colonoscopies (83%) (P < 0.001). During 2015, 27% of colonoscopies in public academic hospitals (mean, 27 months; SD, 13 months) and 20% of those in private non-academic hospitals (mean, 23 months; SD, 12 months) were performed more than 6 months earlier than scheduled, in most cases because of patient-related factors (symptoms, faecal occult blood test results). The ratio of the numbers of high risk adenomas to cancers increased from 6.6:1 during 2001-2005 to 16:1 during 2011-2015. The nurse-led/public academic hospital model for decisions about colorectal cancer surveillance intervals achieves a high degree of compliance with guideline recommendations, which should relieve burdening of colonoscopy resources.

  11. Using a Brief Preschool Early Numeracy Skills Screener to Identify Young Children with Mathematics Difficulties

    ERIC Educational Resources Information Center

    Purpura, David J.; Reid, Erin E.; Eiland, Michael D.; Baroody, Arthur J.

    2015-01-01

    A critical component in enhancing academic success is identifying children at risk of later academic difficulties. Although significant efforts have been devoted to design effective assessment processes in elementary school, fewer efforts (particularly for mathematics) have been made for preschool. The focus of this study was to design and…

  12. The impact of oral health on the academic performance of disadvantaged children.

    PubMed

    Seirawan, Hazem; Faust, Sharon; Mulligan, Roseann

    2012-09-01

    We measured the impact of dental diseases on the academic performance of disadvantaged children by sociodemographic characteristics and access to care determinants We performed clinical dental examinations on 1495 disadvantaged elementary and high school students from Los Angeles County public schools. We matched data with academic achievement and attendance data provided by the school district and linked these to the child's social determinants of oral health and the impact of oral health on the child's school and the parents' school or work absences. Students with toothaches were almost 4 times more likely to have a low grade point average. About 11% of students with inaccessible needed dental care missed school compared with 4% of those with access. Per 100 elementary and high school-aged children, 58 and 80 school hours, respectively, are missed annually. Parents averaged 2.5 absent days from work or school per year because of their children's dental problems. Oral health affects students' academic performance. Studies are needed that unbundle the clinical, socioeconomic, and cultural challenges associated with this epidemic of dental disease in children.

  13. Focusing Elementary Students with Active Classrooms: Exploring Teachers' Perceptions of Self-Initiated Practices

    ERIC Educational Resources Information Center

    Foran, Christine A.; Mannion, Cynthia; Rutherford, Gayle

    2017-01-01

    The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers…

  14. The Relationship between Self-Efficacy and Achievement in At-Risk High School Students

    ERIC Educational Resources Information Center

    Gold, Jarrett Graham

    2010-01-01

    The focus of this quantitative survey study was the examination of the relationship between self-efficacy and academic achievement in 164 at-risk high school students. The study used Bandura's self-efficacy as the theoretical framework. The research questions involved understanding the levels of self-efficacy in at-risk high school students and…

  15. Turning around at-Risk Schools: What Effective Principals Do

    ERIC Educational Resources Information Center

    Nor, Sharifah Md; Roslan, Samsilah

    2009-01-01

    At-risk schools are defined by the Department of Education in the state of Selangor, Malaysia as schools with serious disciplinary problems and low academic achievement. In 2003, the Selangor Department of Education identified 22 schools in this category (Selangor State Department of Education, 2003). Some have shown remarkable improvements and…

  16. An Equal Chance: Educating At-Risk Children to Succeed.

    ERIC Educational Resources Information Center

    McCormick, Kathleen

    This report describes a "third wave" of educational reform that focuses on improving academic achievement and preventing dropping out among disadvantaged children. It contains eight sections. The Executive Summary surveys the dimensions of the at-risk situation and strategies to confront it. "The Scope of the Problem" provides background on the…

  17. Social Risk and Peer Victimization in Elementary School Children: The Protective Role of Teacher-Student Relationships.

    PubMed

    Elledge, L Christian; Elledge, Allison R; Newgent, Rebecca A; Cavell, Timothy A

    2016-05-01

    Children not accepted or actively rejected by peers are at greater risk for peer victimization. We examined whether a positive teacher-student relationship can potentially buffer these children from the risk of peer victimization. Participants were 361 elementary school children in the 4th or 5th grade. Peer-report measures were used to assess teacher-student relationship quality (TSRQ), social preference, and rejected sociometric status; peer victimization was assessed via self-, peer-, and teacher-reports. As expected, social preference assessed in the fall semester was a significant negative predictor of self- and peer-reported victimization measured in the spring, controlling for prior levels of peer victimization. TSRQ in the fall was not a significant unique predictor of self-, peer-, or teacher-reported victimization the following spring, controlling for fall victimization and social preference scores. We found a significant interaction between social preference and TSRQ in predicting self-, peer-, and teacher-reported peer victimization: Social preference significantly predicted peer victimization, but only for those children with relatively poor student-teacher relationships. Subgroup analysis revealed that children actively rejected by peers in the fall reported significantly less peer victimization in the spring (controlling for fall victimization scores) when their fall TSRQ scores were at or above the sample mean compared to rejected children whose TSRQ scores were low (i.e., < -0.5 SD below the mean). Findings offer preliminary support for the notion that teacher-student relationship quality can buffer children at social risk for continued peer victimization.

  18. Urban school leadership for elementary science education: Meeting the needs of English Language Learners

    NASA Astrophysics Data System (ADS)

    Alarcon, Maricela H.

    Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

  19. [Alcohol use and health-risk behaviours among academic students in Podkarpackie].

    PubMed

    Zadarko-Domaradzka, Maria; Zadarko, Emilian; Barabasz, Zbigniew; Sobolewski, Marek

    2013-01-01

    Alcohol over-use is one of the risk behaviour and has harmful effects on health. In the whole European Region ever forth death among 15-29 years old people is caused by alcohol over. use. The aim of the paper is to present the degree of alcohol consumption propagation among academic stu. dents in Podkarpackie, as well as estimate the occurrence of hazardous drinking. Anonymous questionnaire survey was conducted among academic students in 2010. Chi-square test was used for statistical analysis. There is statistical difference regarding alcohol use between women and men. Men report to drink more and more frequent. Regular alcohol use was declared by 11.9% of men and 2.3% of women. Hazardous drinking was reported by 20.7% students. Age does not statistically differ the occurrence of hazardous drinking. However, it is interesting that although among the group of 19 years old, every seventh student reports hazardous drinking, among the other groups it was reported by every fifth student. More students from urban areas (24%), than from rural areas (18%) report hazardous drinking. Students living in dormitory almost twice more frequent are at the risk of hazardous drinking (29%), than those living with parents (17%). Among female students hazardous drinking was reported by the following faculties: touristic and recreation (24%), law(13%), medical (14%) and mathematic-environmental (15%). Among men students hazardous drinking was highly reported by law and administration faculty students (33%). Among hazardous drinking students as many as 45% regularly smoke cigarettes.

  20. The Efficacy of an American Indian Culturally-Based Risk Prevention Program for Upper Elementary School Youth Residing on the Northern Plains Reservations.

    PubMed

    Usera, John J

    2017-04-01

    Culturally-based risk behavior prevention programs for American Indian elementary school children are sparse. Thus a group of American Indian educators collaborated in the creation of a program that helps children make healthy decisions based on their cultural and traditional value system. In this paper the effectiveness of Lakota Circles of Hope (LCH), an elementary school culturally-based prevention program was studied and evaluated. Three cohorts of fourth and fifth graders participated in a mixed methods quasi-experimental evaluative research design that included focus groups and surveys prior to and following the intervention. Five research questions regarding the program's impact on students' self-esteem and self-efficacy, Lakota identity, communication, conflict resolution and risk behaviors were addressed in this study. Participants were compared to non-participants in three American Indian reservation school sites. Educators completed a survey to record their observations and feedback regarding the implementation of the program within their respective school sites. The study provides preliminary evidence that, when delivered with fidelity, LCH contributes to statistically significant changes in risk behaviors, Lakota identity, respect for others, and adult and parent communication. A two-way multivariate analysis of variance with post hoc analysis of data collected from the LCH participants (N = 1392) were used to substantiate a significant increase in respect for others and a decrease in risk behaviors which included alcohol, tobacco, and substance use at the 0.10 alpha level. Significant positive improvements in parent and adult communication and an increased Lakota identity at the 0.01 alpha level were obtained. There were no significant differences in self-esteem and conflict resolution from pre to post intervention and in comparison with non LCH participating students.

  1. It's Elementary: Special Topics in Elementary Education.

    ERIC Educational Resources Information Center

    Crawford, Patricia A., Ed.; Burriss, Kathleen Glascott, Ed.

    As elementary teachers work to educate and meet the needs of the students in their care, their job has become increasingly challenging and demanding. This volume addresses a variety of issues and topics related to elementary education around eight sectional themes relevant to the work of elementary teachers: celebrating diversity, classroom…

  2. Neighborhood Characteristics, Parental Practices and Children’s Math Achievement in Elementary School

    PubMed Central

    Greenman, Emily; Bodovski, Katerina; Reed, Katherine

    2014-01-01

    This paper investigates the relationships among neighborhood characteristics, education-related parental practices, and children’s academic achievement during a critical but under-studied stage of children’s educational trajectories – the elementary school years. Using a large, nationally representative database of American elementary school students – the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS–K) – and contextual data from the 2000 U.S. Census, we examine parental practices and neighborhood characteristics at the beginning of children’s school careers (grades K-1) and their associations with math achievement through the end of the 5th grade. Findings Net of family-level characteristics, higher levels of early education- oriented parental practices were associated with higher mathematics achievement at the end of 5th grade, while neighborhood disadvantage was associated with lower 5th grade math achievement. Families residing in high poverty, high unemployment, low-education neighborhoods employed fewer education- oriented practices with their kindergarten- first grade children, but the positive effect of such parental practices on children’s mathematics achievement was stronger for children who live in disadvantaged neighborhoods. PMID:25125713

  3. Sources of Self-Efficacy: An Investigation of Elementary School Students in France

    ERIC Educational Resources Information Center

    Joet, Gwenaelle; Usher, Ellen L.; Bressoux, Pascal

    2011-01-01

    The purpose of this study was to assess the influence of Bandura's (1997) theorized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of 3rd-grade elementary school students (N = 395) in France, to examine whether classroom context might explain a significant portion of the variation in self-efficacy, and to assess…

  4. Chance, choice and opportunity: Life history study of two exemplary female elementary science teachers

    NASA Astrophysics Data System (ADS)

    Hitt, Kathleen Milligan

    The purpose of this two-year study was to investigate why two female elementary teachers became exemplary science teachers, despite conditions which do not promote such achievement. Each teachers' progress was examined using life history methodology. The study's theoretical grounding included females' academic and attitudinal success in science education. Purposeful sampling of peers, administrators, and college professors produced two research participants. Both teachers participated in interviews, observations, and member checks lasting over one year. Data were analyzed inductively, resulting in two life histories. Comparing the life stories using confluence theory (Feldman, 1986) indicated four major categories for consideration: risk-taking; life-long learning; gender equity; and mentors. Risk-taking is necessary for female elementary teachers because of their often poor educational background. Few female role models support efforts for achievement. Life-long learning, including extensive reading and graduate-level classes, supports female teachers' personal and professional growth. Exposure to new ideas and teacher practices encourages curricular change and refinement in science education. Gender inequity and the male-packaging of science is an issue to be resolved by female elementary teachers. Mentors can provide interaction and feedback to refine science instructional practices. Professors, peers, and mentor teachers support instructional and content knowledge efforts. Recommendations for science education in classroom practices, preservice teacher education and continuing professional development include female-friendly approaches to science instruction. Decreased competitive practices through cooperative learning and gender inclusive language encourages female participation and achievement in classrooms. Hands-on, inquiry-based instruction and verbalization encourages female students' achievement in science education. Preservice teachers must receive

  5. Kindergarten Social Withdrawal and Reading Achievement: A Cross-Lagged Path Model for At-Risk Learners

    ERIC Educational Resources Information Center

    Hall, Cristin M.; Welsh, Janet A.; Bierman, Karen L.; Nix, Robert

    2016-01-01

    The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well-established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not…

  6. Examining the Timing of Educational Changes among Elementary Schools after the Implementation of NCLB

    ERIC Educational Resources Information Center

    Heck, Ronald H.; Chang, Jana

    2017-01-01

    Purpose: This article examines the timing of changes of key educational process indicators within three groups of elementary schools after No Child Left Behind (NCLB) implementation--schools that met adequate yearly progress targets consistently, schools that entered restructuring due to prolonged academic failure but failed to exit, and schools…

  7. Distance Learning for Gifted Students: Outcomes for Elementary, Middle, and High School Aged Students

    ERIC Educational Resources Information Center

    Wallace, Patricia

    2009-01-01

    Although distance learning often is cited as a potentially useful strategy to provide appropriately challenging academic coursework to gifted students, little research has been conducted on its use or effectiveness with this population, particularly with younger students in elementary school. In this study, distance learning outcomes for gifted…

  8. The Physically Handicapped and Health Impaired Children: Do They Prosper in Regular Toronto Elementary Schools?

    ERIC Educational Resources Information Center

    Larter, Sylvia E.

    The experience of 88 physically handicapped and health impaired (PH/HI) children attending Toronto, Canada, regular elementary schools in either regular classes or "integrated" special education classes was assessed with regard to their academic, social, emotional, medical, and physical needs. The integrated classification meant they…

  9. Empowering At-Risk Students: Storytelling as a Pedagogical Tool.

    ERIC Educational Resources Information Center

    Burk, Nanci M.

    Due to the fact that college classrooms are increasingly culturally diverse, the challenge for instructors is to foster a learning environment in which students gain a more focused sense of identity and achieve academic success. Through the use of stories in the communication classroom, at-risk students from diverse backgrounds can recognize the…

  10. Proactive Approaches to Improving Outcomes for At-Risk Students.

    ERIC Educational Resources Information Center

    Freeman, G.; Gum, M.; Blackbourn, J. M.

    This paper outlines two approaches for improving outcomes for students at risk for academic failure. Both take a systemic approach to the problem by focusing on how specific circumstances create a reality of failure for many students. One school analyzed factors related to retention/promotion decisions and determined that four factors directly…

  11. Module Cluster: TTP-003.00 (GSC) Modifying Academic Behavior.

    ERIC Educational Resources Information Center

    Brent, George

    The purpose of this module cluster is to enable students to demonstrate that they can plan for changes in the academic behavior of their elementary school pupils and then change the behavior. The cluster is intended for use after the completion of normal college entrance competencies, liberal arts requirements, practicum experience, methods…

  12. Assessing the Effectiveness of First Step to Success: Are Short-Term Results the First Step to Long-Term Behavioral Improvements?

    ERIC Educational Resources Information Center

    Sumi, W. Carl; Woodbridge, Michelle W.; Javitz, Harold S.; Thornton, S. Patrick; Wagner, Mary; Rouspil, Kristen; Yu, Jennifer W.; Seeley, John R.; Walker, Hill M.; Golly, Annemieke; Small, Jason W.; Feil, Edward G.; Severson, Herbert H.

    2013-01-01

    This article reports on the effectiveness of First Step to Success, a secondary-level intervention appropriate for students in early elementary school who experience moderate to severe behavior problems and are at risk for academic failure. The authors demonstrate the intervention's short-term effects on multiple behavioral and academic outcomes…

  13. Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement

    ERIC Educational Resources Information Center

    Hughes, Jan N.; Wu, Jiun-Yu; Kwok, Oi-Man; Villarreal, Victor; Johnson, Audrea Y.

    2012-01-01

    The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at-risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in Grade 2…

  14. Making Learning Meaningful: International Perspectives on Teaching Children Considered to Be "At-Risk" for School Failure

    ERIC Educational Resources Information Center

    Wehman, Therese; Savage, Michael; White, Jeanne; Lee, Nancy; Grimes, Judy

    2011-01-01

    This interdisciplinary cross-cultural research project surveyed teachers in elementary schools in five countries: South Africa, Australia, Jamaica, England, and the United States. This study attempted to define and identify best practices used in teaching children considered to be "at-risk" in these five countries: Three research…

  15. Smoking and its risk factors in Chinese elementary and middle school students: a nationally representative sample study.

    PubMed

    Zhang, Xinghui; Li, Yajun; Zhang, Qin; Lu, Furong; Wang, Yun

    2014-05-01

    The purpose of this study was to examine the prevalence of smoking in a nationally representative sample of Chinese elementary and middle school students and to investigate its risk factors from families and schools. The data were from the National Children's Study of China (NCSC), in which 24,013 fourth- to ninth-grade students were recruited from 100 counties in 31 provinces in China. Chi-square tests and one-way ANOVAs were used to analyze the relationships between smoking and the risk factors. Logistic regressions were used to calculate odds ratios. The prevalence of ever smokers and current smokers were 19.0% and 5.4%. Focusing on current smokers, boys, middle school students, rural students, boarding students, non-only children and those owning parents with low educational levels reported smoking significantly more than girls, elementary school students, urban students, non-boarding students, only children and those owning parents with high educational levels. Lower trust and support from teachers and higher parent-child conflict positively predicted both smoking and smoking frequency. Lower trust and support from classmates was associated with higher possibility of smoking. However, higher trust and support from classmates was associated with higher smoking frequency. Teacher smoking and friend smoking were only predictive of smoking, but not of smoking frequency. Boys, middle school students, rural students, boarding students, non-only children and those owning parents with low educational levels need special attention. The most risk factors for smoking and smoking frequency were lower trust and support from teachers and higher parent-child conflict. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. Examining student-generated questions in an elementary science classroom

    NASA Astrophysics Data System (ADS)

    Diaz, Juan Francisco, Jr.

    This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

  17. Academic Performance in Children of Mothers With Schizophrenia and Other Severe Mental Illness, and Risk for Subsequent Development of Psychosis: A Population-Based Study.

    PubMed

    Lin, Ashleigh; Di Prinzio, Patsy; Young, Deidra; Jacoby, Peter; Whitehouse, Andrew; Waters, Flavie; Jablensky, Assen; Morgan, Vera A

    2017-01-01

    We examined the academic performance at age 12 years of children of mothers diagnosed with schizophrenia or other severe mental illness using a large whole-population birth cohort born in Western Australia. We investigated the association between academic performance and the subsequent development of psychotic illness. The sample comprised 3169 children of mothers with severe mental illness (schizophrenia, bipolar disorder, unipolar major depression, delusional disorder or other psychoses; ICD-9 codes 295-298), and 88 353 children of comparison mothers without known psychiatric morbidity. Academic performance of children was indexed on a mandatory state-wide test of reading, spelling, writing and numeracy. A larger proportion of children (43.1%) of mothers with severe mental illness performed below the acceptable standard than the reference group (30.3%; children of mothers with no known severe mental illness). After adjusting for covariates, children of mothers with any severe mental illness were more likely than the reference group to perform below-benchmark on all domains except reading. For all children, poor spelling was associated with the later development of psychosis, but particularly for those at familial risk for severe mental illness (hazard ratio [HR] = 1.81; 95% CI for HR = 1.21, 2.72). Children of mothers with a severe mental illness are at increased risk for sub-standard academic achievement at age 12 years, placing these children at disadvantage for the transition to secondary school. For children with familial risk for severe mental illness, very poor spelling skills at age 12 years may be an indicator of risk for later psychotic disorder. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

  18. Preschool and Children's Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?

    PubMed

    Bassok, Daphna; Gibbs, Chloe R; Latham, Scott

    2018-04-17

    This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes-both at school entry (M age  = 5.6 years in both cohorts) and through third grade-have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. © 2018 Society for Research in Child Development.

  19. The "Second Academic Revolution": Interpretations of Academic Entrepreneurship

    ERIC Educational Resources Information Center

    Zheng, Peijun

    2010-01-01

    The number and scope of faculty and institutions involved in academic entrepreneurship continues to expand, and this has significant implications for universities, involving potentially wonderful opportunities but also dire risks. This paper looks beyond academic capitalism, a theory that currently dominates the study of higher education, by…

  20. Predictors of Graduation of Readmitted "At Risk" College Students

    ERIC Educational Resources Information Center

    Berkovitz, Roslyn A.; O'Quin, Karen

    2007-01-01

    We conducted an archival study of at-risk students who had "stopped out" of college for many reasons (academic dismissal, financial problems, personal problems, etc.) and who later were accepted to return to school. Approximately 27% of the accepted students chose not to return. Those who returned had higher grade point averages, had completed…

  1. Rethinking Locus of Agency in the At-Risk Condition.

    ERIC Educational Resources Information Center

    Higgs, Graham E.

    The goal of this paper is to articulate a theoretical basis for work with at-risk students and to provide a foundation for new methods for teachers who will be working with this population. The topic is narrowed to concerns related to academic achievement. There is overwhelming scientific evidence that external conditions are major antecedent…

  2. Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis

    ERIC Educational Resources Information Center

    Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle

    2016-01-01

    This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…

  3. A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level

    ERIC Educational Resources Information Center

    Hokayem, Hayat; Ma, Jingjing; Jin, Hui

    2015-01-01

    This study examines to what extent elementary students use feedback loop reasoning, a key component of systems thinking, to reason about interactions among organisms in ecosystems. We conducted clinical interviews with 44 elementary students (1st through 4th grades). We asked students to explain how populations change in two contexts: a…

  4. Study of the Special Education Initial Referral and Placement Process in MCPS Elementary Schools.

    ERIC Educational Resources Information Center

    Bowman, Jan E.; Frechtling, Joy A.

    The study examined procedures utilized in 28 elementary schools in Montgomery County (Maryland) when a student is found to have academic or behavioral problems that make functioning in the regular classroom difficult. The study examined one part of special education--how the school system initially identifies students for special services. The…

  5. Perceived Norms and Social Values to Capture School Culture in Elementary and Middle School

    ERIC Educational Resources Information Center

    Galvan, Adriana; Spatzier, Agnieszka; Juvonen, Jaana

    2011-01-01

    The current study was designed to gain insights into shifting school culture by examining perceived peer group norms and social values across elementary and middle school grades. Perceived norms were assessed by asking participants (N = 605) to estimate how many grade mates were academically engaged, disengaged, and antisocial. To capture social…

  6. Academic Socialization and the Transition to Elementary School: Parents' Conceptions of School Readiness, Practices, and Children's Academic Achievement Trajectories

    ERIC Educational Resources Information Center

    Puccioni, Jaime Lynn

    2012-01-01

    By the time children enter kindergarten, significant socioeconomic and racial gaps in academic achievement exist (Coley, 2002; Rouse, Brooks-Gunn, & Mclanahan, 2005). Kindergarten is considered to be a pivotal point of educational transition, as academic achievement upon kindergarten entry is associated with subsequent academic success…

  7. Efficacy and Academic Emphasis: A Leadership Factor in Elementary School Principals, and Its Relationship to Hope, Resilience, Optimism, and View of Intelligence

    ERIC Educational Resources Information Center

    Riegel, Lisa A.

    2012-01-01

    The goal of this research was to explore the construct of academic optimism at the principal level and examine possible explanatory variables for the factors that emerged from the principal academic optimism scale. Academic optimism contains efficacy, trust and academic emphasis (Hoy, Tarter & Woolfolk Hoy, 2006). It has been studied at the…

  8. Friendship Concept and Community Network Structure among Elementary School and University Students.

    PubMed

    Hernández-Hernández, Ana María; Viga-de Alva, Dolores; Huerta-Quintanilla, Rodrigo; Canto-Lugo, Efrain; Laviada-Molina, Hugo; Molina-Segui, Fernanda

    2016-01-01

    We use complex network theory to study the differences between the friendship concepts in elementary school and university students. Four friendship networks were identified from surveys. Three of these networks are from elementary schools; two are located in the rural area of Yucatán and the other is in the urban area of Mérida, Yucatán. We analyzed the structure and the communities of these friendship networks and found significant differences among those at the elementary schools compared with those at the university. In elementary schools, the students make friends mainly in the same classroom, but there are also links among different classrooms because of the presence of siblings and relatives in the schools. These kinds of links (sibling-friend or relative-friend) are called, in this work, "mixed links". The classification of the communities is based on their similarity with the classroom composition. If the community is composed principally of students in different classrooms, the community is classified as heterogeneous. These kinds of communities appear in the elementary school friendship networks mainly because of the presence of relatives and siblings. Once the links between siblings and relatives are removed, the communities resembled the classroom composition. On the other hand, the university students are more selective in choosing friends and therefore, even when they have friends in the same classroom, those communities are quite different to the classroom composition. Also, in the university network, we found heterogeneous communities even when the presence of sibling and relatives is negligible. These differences made up a topological structure quite different at different academic levels. We also found differences in the network characteristics. Once these differences are understood, the topological structure of the friendship network and the communities shaped in an elementary school could be predicted if we know the total number of students

  9. Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study. Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2009-3016

    ERIC Educational Resources Information Center

    Carlson, Elaine; Daley, Tamara; Bitterman, Amy; Heinzen, Harriotte; Keller, Brad; Markowitz, Joy; Riley, Jarnee

    2009-01-01

    The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS…

  10. Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

    ERIC Educational Resources Information Center

    Kamps, Debra; And Others

    1989-01-01

    Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

  11. Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools

    ERIC Educational Resources Information Center

    Çakir, Ismail

    2015-01-01

    This study aimed to determine the teachers' choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38…

  12. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  13. 'Hip-hop' stroke: a stroke educational program for elementary school children living in a high-risk community.

    PubMed

    Williams, Olajide; Noble, James M

    2008-10-01

    Public stroke recognition is poor and poses a barrier to acute stroke treatment. We describe a stroke literacy program that teaches elementary school children in high-risk communities to recognize stroke and form an urgent action plan; we then present results of an intervention study using the program. "Hip-Hop" Stroke uses culturally and age-appropriate music and dance to enhance an interactive didactic curriculum including the FAST mnemonic (Facial droop, Arm weakness, Speech disturbance, Time to call 911). The program occurred in central Harlem, New York City, a community with high stroke risk. During the 2006 to 2007 school year, 582 fourth, fifth, and sixth graders (9 to 11 years of age) participated in 1-hour sessions over 3 consecutive days. Stroke knowledge was tested before and after the program with a 94% group participant retention. Students learned and retained knowledge well for stroke localization (20% correct before intervention, 93% correct immediately afterward, and 86% correct after 3-month delay; P<0.001 both posttests versus baseline), the term "brain attack" (16% pretest, 95% immediate, 86% delayed; P<0.001), and to call 911 for stroke (78% pretest, 99.8% immediate, 98% delayed; P<0.001). FAST stroke symptoms (facial droop and slurred speech) were better retained than non-FAST symptoms (headache and blurred vision) at 3 months (P<0.001). For stroke prevention measures, dietary change and exercise were better learned than concepts of diabetes, hypertension, and cholesterol. Elementary school children are educable about stroke, retain their knowledge well, and may be able to appropriately activate emergency services for acute stroke. Incorporating cultural elements such as hip-hop music may improve retention of stroke knowledge among the youth.

  14. Mothers' Depression and Educational Attainment and Their Children's Academic Trajectories

    ERIC Educational Resources Information Center

    Augustine, Jennifer March; Crosnoe, Robert

    2010-01-01

    In this study, we take a dynamic approach to studying the connections among mothers' education, their depression, and their children's academic trajectories during elementary school. Applying latent growth curve modeling to longitudinal data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth…

  15. Academic and Personal Development through Group Work: An Exploratory Study

    ERIC Educational Resources Information Center

    Steen, Sam

    2011-01-01

    This exploratory study linked academic and personal development within a group counseling intervention. A pre-test post-test research design compared social skills, learning behaviors, and achievement with a convenience sample and control group of students from three elementary schools. For the treatment group, grade point average in Language Arts…

  16. Identifying children at risk for being bullies in the United States.

    PubMed

    Shetgiri, Rashmi; Lin, Hua; Flores, Glenn

    2012-01-01

    To identify risk factors associated with the greatest and lowest prevalence of bullying perpetration among U.S. children. Using the 2001-2002 Health Behavior in School-Aged Children, a nationally representative survey of U.S. children in 6th-10th grades, bivariate analyses were conducted to identify factors associated with any (once or twice or more), moderate (two to three times/month or more), and frequent (weekly or more) bullying. Stepwise multivariable analyses identified risk factors associated with bullying. Recursive partitioning analysis (RPA) identified risk factors which, in combination, identify students with the highest and lowest bullying prevalence. The prevalence of any bullying in the 13,710 students was 37.3%, moderate bullying was 12.6%, and frequent bullying was 6.6%. Characteristics associated with bullying were similar in the multivariable analyses and RPA clusters. In RPA, the highest prevalence of any bullying (67%) accrued in children with a combination of fighting and weapon-carrying. Students who carry weapons, smoke, and drink alcohol more than 5 to 6 days/week were at greatest risk for moderate bullying (61%). Those who carry weapons, smoke, have more than one alcoholic drink per day, have above-average academic performance, moderate/high family affluence, and feel irritable or bad-tempered daily were at greatest risk for frequent bullying (68%). Risk clusters for any, moderate, and frequent bullying differ. Children who fight and carry weapons are at greatest risk of any bullying. Weapon-carrying, smoking, and alcohol use are included in the greatest risk clusters for moderate and frequent bullying. Risk-group categories may be useful to providers in identifying children at the greatest risk for bullying and in targeting interventions. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  17. A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students

    ERIC Educational Resources Information Center

    DeLoach, Regina M.

    2011-01-01

    The purpose of this "post hoc," summative evaluation was to evaluate the effectiveness of classroom-embedded, individualistic, computer-based learning for middle school students placed at academic risk in schools with a high proportion of Title I eligible students. Data were mined from existing school district databases. For data (n = 393)…

  18. A Control-Value Theory Approach: Relationships between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children

    ERIC Educational Resources Information Center

    Lohbeck, Annette; Nitkowski, Dennis; Petermann, Franz

    2016-01-01

    Background: Research on test anxiety of elementary school children has mainly focused on prevalence rates and gender differences. Less work has addressed predictors of test anxiety in elementary school children. According to the control-value theory developed by Pekrun ("Educ Psychol Rev" 18:315-341. doi: 10.1007/s10648-006-9029-9,…

  19. Development of visual working memory and distractor resistance in relation to academic performance.

    PubMed

    Tsubomi, Hiroyuki; Watanabe, Katsumi

    2017-02-01

    Visual working memory (VWM) enables active maintenance of goal-relevant visual information in a readily accessible state. The storage capacity of VWM is severely limited, often as few as 3 simple items. Thus, it is crucial to restrict distractor information from consuming VWM capacity. The current study investigated how VWM storage and distractor resistance develop during childhood in relation to academic performance in the classroom. Elementary school children (7- to 12-year-olds) and adults (total N=140) completed a VWM task with and without visual/verbal distractors during the retention period. The results showed that VWM performance with and without distractors developed at similar rates until reaching adult levels at 10years of age. In addition, higher VWM performance without distractors was associated with higher academic scores in literacy (reading and writing), mathematics, and science for the younger children (7- to 9-year-olds), whereas these academic scores for the older children (10- to 12-year-olds) were associated with VWM performance with visual distractors. Taken together, these results suggest that VWM storage and distractor resistance develop at a similar rate, whereas their contributions to academic performance differ with age. Copyright © 2016 Elsevier Inc. All rights reserved.

  20. Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

    ERIC Educational Resources Information Center

    Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L.

    2007-01-01

    The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…