Achieving Equity in Higher Education: The Unfinished Agenda

ERIC Educational Resources Information Center

Astin, Alexander W.; Astin, Helen S.

2015-01-01

In this retrospective account of their scholarly work over the past 45 years, Alexander and Helen Astin show how the struggle to achieve greater equity in American higher education is intimately connected to issues of character development, leadership, civic responsibility, and spirituality. While shedding some light on a variety of questions…

Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels

ERIC Educational Resources Information Center

Sartawi, AbdelAziz; Alsawaie, Othman N.; Dodeen, Hamzeh; Tibi, Sana; Alghazo, Iman M.

2012-01-01

This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity--Category Specific and Task Specific. Motivation was…

Improving Elementary-Level Mathematics Achievement in a Large Urban District: The Effects of Direct Instruction

ERIC Educational Resources Information Center

Stockard, Jean

2010-01-01

This paper examines changes in the average mathematics achievement of students in the Baltimore City Public School System (BCPSS) from 1998 to 2003, comparing students in schools that implemented Direct Instruction with students in other schools. First-grade students who received Direct Instruction had significantly higher levels of achievement on…

PCOS women show significantly higher homocysteine level, independent to glucose and E2 level

PubMed Central

Eskandari, Zahra; Sadrkhanlou, Rajab-Ali; Nejati, Vahid; Tizro, Gholamreza

2016-01-01

Background: It is reasonable to think that some biochemical characteristics of follicular fluid (FF) surrounding the oocyte may play a critical role in determining the quality of oocyte and the subsequent potential needed to achieve fertilization and embryo development. Objective: This study was carried out to evaluate the levels of FF homocysteine (Hcy) in IVF candidate polycystic ovary syndrome (PCOS) women and any relationships with FF glucose and estradiol (E2) levels. Materials and Methods: In this case control study which was performed in Dr. Tizro Day Care and IVF Center 70 infertile patients were enrolled in two groups: comprising 35 PCOS and 35 non PCOS women. Long protocol was performed for all patients. FF Hcy, glucose and E2 levels were analyzed at the time of oocyte retrieval. Results: It was observed that FF Hcy level was significantly higher in PCOS patients compared with non PCOSs (p<0.01). Observations demonstrated that in PCOS group, the Hcy level increased independent to E2, glucose levels, BMI and age, while the PCOS group showed significantly higher BMI compared with non-PCOS group (p=0.03). However, no significant differences were revealed between groups for FF glucose and E2 levels. Conclusion: Present data showed that although FF glucose and E2 levels were constant in PCOS and non PCOS patients, but the FF Hcy levels in PCOS were significantly increased (p=0.01). PMID:27679823

Variables associated with achievement in higher education: A systematic review of meta-analyses.

PubMed

Schneider, Michael; Preckel, Franzis

2017-06-01

The last 2 decades witnessed a surge in empirical studies on the variables associated with achievement in higher education. A number of meta-analyses synthesized these findings. In our systematic literature review, we included 38 meta-analyses investigating 105 correlates of achievement, based on 3,330 effect sizes from almost 2 million students. We provide a list of the 105 variables, ordered by the effect size, and summary statistics for central research topics. The results highlight the close relation between social interaction in courses and achievement. Achievement is also strongly associated with the stimulation of meaningful learning by presenting information in a clear way, relating it to the students, and using conceptually demanding learning tasks. Instruction and communication technology has comparably weak effect sizes, which did not increase over time. Strong moderator effects are found for almost all instructional methods, indicating that how a method is implemented in detail strongly affects achievement. Teachers with high-achieving students invest time and effort in designing the microstructure of their courses, establish clear learning goals, and employ feedback practices. This emphasizes the importance of teacher training in higher education. Students with high achievement are characterized by high self-efficacy, high prior achievement and intelligence, conscientiousness, and the goal-directed use of learning strategies. Barring the paucity of controlled experiments and the lack of meta-analyses on recent educational innovations, the variables associated with achievement in higher education are generally well investigated and well understood. By using these findings, teachers, university administrators, and policymakers can increase the effectivity of higher education. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

TESTOSTERONE LEVELS ACHIEVED BY MEDICALLY TREATED TRANSGENDER WOMEN IN A UNITED STATES ENDOCRINOLOGY CLINIC COHORT.

PubMed

Liang, Jennifer J; Jolly, Divya; Chan, Kelly J; Safer, Joshua D

2018-02-01

Most transgender women depend on medical treatment alone to lower testosterone levels in order to align physical appearance with gender identity. The medical regimen in the United States typically includes spironolactone and estrogens. The purpose of this cross-sectional study was to assess the testosterone suppression achieved among transgender women treated with spironolactone and estrogens. Testosterone and estradiol levels were extracted from the electronic medical records of 98 anonymized transgender women treated with oral spironolactone and oral estrogen therapy at the Endocrinology Clinic at Boston Medical Center. Patients starting therapy required about 9 months to reach a steady-state testosterone, with significant heterogeneity of levels achieved among patients. Patients with normal body mass index (BMI) had higher testosterone levels, whereas patients with obese BMI had lower testosterone levels throughout treatment. Stratification of patients by age or spironolactone dosage revealed no significant difference in testosterone levels achieved. At steady state, patients in the highest suppressing quartile were able to achieve testosterone levels of 27 ng/dL, with a standard deviation of 21 ng/dL. Measured serum estradiol levels did not change over time and did not correlate with dosage of estradiol administered. Among a cohort of transgender women treated with spironolactone and estrogen, the highest suppressing quartile could reliably achieve testosterone levels in the female range at virtually all times. The second highest suppressing quartile could not achieve female levels but remained below the male range virtually all of the time. One quartile was unable to achieve any significant suppression. BMC = Boston Medical Center BMI = body mass index CPY = cyproterone acetate LC-MS/MS = liquid chromatography-tandem mass spectrometry Q = quartile.

State-level variations in income-related inequality in health and health achievement in the US.

PubMed

Xu, Ke Tom

2006-07-01

The objective of this study was to examine state-level variations in income-related inequality in health and overall health achievement in the US. Data that were representative of the US and each state in 2001 were extracted from the Current Population Survey 2001. Income-related inequality in health and health achievement were measured by Health Concentration and Health Achievement Indices, respectively. Significant variations were found across states in income-related inequality in health and health achievement. In particular, states in the south and east regions, on average, experienced a higher degree of health inequality and lower health achievement. About 80% of the state-level variation in health achievement could be explained by demographics, economic structure and performance, and state and local government spending and burden. In contrast, medical care resource indicators were not found to contribute to health achievement in states. States with better health achievement were more urbanized, had lower proportions of minority groups, females and the elderly, fewer individuals below the poverty line, larger primary industry, and lower unemployment rates. Also, per capita state and local government spending, particularly the proportion spent on public health, was positively associated with better health achievement. Because of the direct implications of health level and distribution in resource allocation and social norms, states with a lower level of health achievement need to prioritize efforts in increasing and reallocating resources to diminish health inequality and to improve population health.

The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries

ERIC Educational Resources Information Center

Magen-Nagar, Noga

2016-01-01

The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics,…

Six Increasingly Higher Levels of Wellness Based on Holistic Principles and Risk Factor Science.

ERIC Educational Resources Information Center

Cassel, Russell N.

1987-01-01

Describes program for achievement of higher wellness levels based on holistic principles and risk factor science. Levels focus on (1) heart disease risk factors and how to reverse them; (2) unconscious needs at conflict with one's conscious goals; (3) identity status, meaning to love and to be loved; (4) autogenics; and (5) full ego development…

Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students

ERIC Educational Resources Information Center

Lawrence, A. S. Arul; Barathi, C.

2016-01-01

Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the…

Soy Mujer!: A Case Study for Understanding Latina Achievement in Higher Education

ERIC Educational Resources Information Center

Stephens, Elizabeth

2012-01-01

Latinas are one of fastest growing segments of the population in the United States, which clearly shows a need to better understand and support education for Latinas within higher education. This study sought to understand the process for and experience of Latinas' academic achievement within higher education. The study focused particularly on the…

Chronic sleep reduction is associated with academic achievement and study concentration in higher education students.

PubMed

van der Heijden, Kristiaan B; Vermeulen, Marije C M; Donjacour, Claire E H M; Gordijn, Marijke C M; Hamburger, Hans L; Meijer, Anne M; van Rijn, Karin J; Vlak, Monique; Weysen, Tim

2018-04-01

Inadequate sleep impairs cognitive function and has been associated with worse academic achievement in higher education students; however, studies that control for relevant background factors and include knowledge on sleep hygiene are scarce. This study examined the association of chronic sleep reduction (i.e. symptoms of chronic sleep reduction such as shortness of sleep, sleepiness and irritation), subjective sleep quality and sleep hygiene knowledge with academic achievement (grades and study credits) and study concentration among 1378 higher education students (71% female, mean age 21.73 years, SD = 3.22) in the Netherlands. Demographic, health, lifestyle and study behaviour characteristics were included as covariates in hierarchical regression analyses. After controlling for significant covariates, only chronic sleep reduction remained a significant predictor of lower grades (last exam, average in current academic year). Better sleep quality and sleep hygiene knowledge were associated with better academic achievement, but significance was lost after controlling for covariates, except for a remaining positive association between sleep hygiene beliefs and grades in the current academic year. Moreover, better sleep quality and lower scores on chronic sleep reduction were associated with better study concentration after controlling for significant covariates. To conclude, chronic sleep reduction is associated with academic achievement and study concentration in higher education students. Inadequate sleep hygiene knowledge is moderately associated with worse academic achievement. Future research should investigate whether sleep hygiene interventions improve academic achievement in students of higher education. © 2017 European Sleep Research Society.

Effects of Higher and Lower Level Writing-To-Learn Assignments on Higher and Lower Level Examination Questions

ERIC Educational Resources Information Center

Nevid, Jeffrey S.; Ambrose, Michael A.; Pyun, Yea Seul

2017-01-01

Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom's taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher…

Spatial Skills as a Predictor of First Grade Girls' Use of Higher Level Arithmetic Strategies

ERIC Educational Resources Information Center

Laski, Elida V.; Casey, Beth M.; Yu, Qingyi; Dulaney, Alana; Heyman, Miriam; Dearing, Eric

2013-01-01

Girls are more likely than boys to use counting strategies rather than higher-level mental strategies to solve arithmetic problems. Prior research suggests that dependence on counting strategies may have negative implications for girls' later math achievement. We investigated the relation between first-grade girls' verbal and spatial skills and…

48 CFR 46.311 - Higher-level contract quality requirement.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Higher-level contract... REGULATION CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Clauses 46.311 Higher-level contract quality requirement. The contracting officer shall insert the clause at 52.246-11, Higher-Level Contract Quality...

Explaining Achievement in Higher Education

ERIC Educational Resources Information Center

Jansen, Ellen P. W. A.; Bruinsma, Marjon

2005-01-01

This research project investigated the relationship between students' pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of deep information processing strategies, and academic achievement. Ability measured by grade-point average in pre-university education was the most important predictor of…

Country-Level Correlates of Educational Achievement: Evidence from Large-Scale Surveys

ERIC Educational Resources Information Center

He, Jia; Van de Vijver, Fons J. R.; Kulikova, Alena

2017-01-01

Linking country-level educational achievement with other country-level indicators has the potential to drive systemic educational changes, as these correlates may reflect characteristics relevant for policy-making decisions to improve educational effectiveness. This study establishes a nomological network of educational achievement at the country…

Relationship between Uric Acid Level and Achievement Motivation. Final Report.

ERIC Educational Resources Information Center

Mueller, Ernst F.; French, John R. P., Jr.

In an investigation of the relationship of uric acid (a metabolic end product) to achievement, this study hypothesized that a person's serum urate level (a factor often associated with gout) is positively related to achievement need as well as indicators of actual achievement. (Speed of promotion and number of yearly publications were chosen as…

Hierarchical Control Using Networks Trained with Higher-Level Forward Models

PubMed Central

Wayne, Greg; Abbott, L.F.

2015-01-01

We propose and develop a hierarchical approach to network control of complex tasks. In this approach, a low-level controller directs the activity of a “plant,” the system that performs the task. However, the low-level controller may only be able to solve fairly simple problems involving the plant. To accomplish more complex tasks, we introduce a higher-level controller that controls the lower-level controller. We use this system to direct an articulated truck to a specified location through an environment filled with static or moving obstacles. The final system consists of networks that have memorized associations between the sensory data they receive and the commands they issue. These networks are trained on a set of optimal associations that are generated by minimizing cost functions. Cost function minimization requires predicting the consequences of sequences of commands, which is achieved by constructing forward models, including a model of the lower-level controller. The forward models and cost minimization are only used during training, allowing the trained networks to respond rapidly. In general, the hierarchical approach can be extended to larger numbers of levels, dividing complex tasks into more manageable sub-tasks. The optimization procedure and the construction of the forward models and controllers can be performed in similar ways at each level of the hierarchy, which allows the system to be modified to perform other tasks, or to be extended for more complex tasks without retraining lower-levels. PMID:25058706

Leadership, self-efficacy, and student achievement

NASA Astrophysics Data System (ADS)

Grayson, Kristin

This study examined the relationships between teacher leadership, science teacher self-efficacy, and fifth-grade science student achievement in diverse schools in a San Antonio, Texas, metropolitan school district. Teachers completed a modified version of the Leadership Behavior Description Question (LBDQ) Form XII by Stogdill (1969), the Science Efficacy and Belief Expectations for Science Teaching (SEBEST) by Ritter, Boone, and Rubba (2001, January). Students' scores on the Texas Assessment of Knowledge and Skills (TAKS) measured fifth-grade science achievement. At the teacher level of analysis multiple regressions showed the following relationships between teachers' science self-efficacy and teacher classroom leadership behaviors and the various teacher and school demographic variables. Predictors of teacher self efficacy beliefs included teacher's level of education, gender, and leadership initiating structure. The only significant predictor of teacher self-efficacy outcome expectancy was gender. Higher teacher self-efficacy beliefs predicted higher leadership initiating structure. At the school level of analysis, higher school levels of percentage of students from low socio-economic backgrounds and higher percentage of limited English proficient students predicted lower school student mean science achievement. These findings suggest a need for continued research to clarify relationships between teacher classroom leadership, science teacher self-efficacy, and student achievement especially at the teacher level of analysis. Findings also indicate the importance of developing instructional methods to address student demographics and their needs so that all students, despite their backgrounds, will achieve in science.

Common Core, Socioeconomic Status, and Middle Level Student Achievement: Implications for Teacher Preparation Programs in Higher Education

ERIC Educational Resources Information Center

Dotson, Lauren; Foley, Virginia

2017-01-01

This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement are the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…

American Indians and Alaska Natives in Higher Education: Promoting Access and Achievement.

ERIC Educational Resources Information Center

Pavel, D. Michael

This chapter draws on an extensive literature review to examine factors that influence the access and achievement of American Indians and Alaska Natives in higher education. American Indians are less likely to attend college than other U.S. ethnic groups. This underrepresentation is partly due to precollege attributes: low scores on college…

Paramedic Initiation of Neuroprotective Agent Infusions: Successful Achievement of Target Blood Levels and Attained Level Effect on Clinical Outcomes in the FAST-MAG Pivotal Trial (Field Administration of Stroke Therapy - Magnesium).

PubMed

Shkirkova, Kristina; Starkman, Sidney; Sanossian, Nerses; Eckstein, Marc; Stratton, Samuel; Pratt, Frank; Conwit, Robin; Hamilton, Scott; Sharma, Latisha; Liebeskind, David; Restrepo, Lucas; Valdes-Sueiras, Miguel; Saver, Jeffrey L

2017-07-01

Paramedic use of fixed-size lumen, gravity-controlled tubing to initiate intravenous infusions in the field may allow rapid start of neuroprotective therapy for acute stroke. In a large, multicenter trial, we evaluated its efficacy in attaining target serum levels of candidate neuroprotective agent magnesium sulfate and the relation of achieved magnesium levels to outcome. The FAST-MAG phase 3 trial (Field Administration of Stroke Therapy - Magnesium) randomized 1700 patients within 2 hours of onset to paramedic-initiated, a 15-minute loading intravenous infusion of magnesium or placebo followed by a 24-hour maintenance dose. The drug delivery strategy included fixed-size lumen, gravity-controlled tubing for field drug administration, and a shrink-wrapped ambulance kit containing both the randomized field loading and hospital maintenance doses for seamless continuation. Among patient randomized to active treatment, magnesium levels in the first 72 hours were assessed 987 times in 572 patients. Mean patient age was 70 years (SD±14 years), and 45% were women. During the 24-hour period of active infusion, mean achieved serum level was 3.91 (±0.8), consistent with trial target. Mg levels were increased by older age, female sex, lower weight, height, body mass index, and estimated glomerular filtration rate, and higher blood urea nitrogen, hemoglobin, and higher hematocrit. Adjusted odds for clinical outcomes did not differ by achieved Mg level, including disability at 90 days, symptomatic hemorrhage, or death. Paramedic infusion initiation using gravity-controlled tubing permits rapid achievement of target serum levels of potential neuroprotective agents. The absence of association of clinical outcomes with achieved magnesium levels provides further evidence that magnesium is not biologically neuroprotective in acute stroke. © 2017 American Heart Association, Inc.

2×2 dominant achievement goal profiles in high-level swimmers.

PubMed

Fernandez-Rio, Javier; Cecchini Estrada, Jose A; Mendez-Giménez, Antonio; Fernández-Garcia, Benjamín; Saavedra, Pablo

2014-01-01

The goal of this study was to assess achievement goal dominance, self-determined situational motivation and competence in high-level swimmers before and after three training sessions set at different working intensities (medium, sub-maximal and maximal). Nineteen athletes (males, n=9, 18.00±2.32 years; females, n=10, 16.30±2.01 years, range = 14-18) agreed to participate. They completed a questionnaire that included the Dominant Achievement Goal assessment instrument, the 2×2 Achievement Goals Questionnaire for Sport (AGQ-S), The Situational Motivation Scale (SIMS) and the Competence subscale of the Basic Psychological Needs in Exercise questionnaire (BPNES). Results indicated that participants overwhelmingly showed mastery-approach achievement goal dominance, and it remained stable at the conclusion of the different training sessions under all intensity levels. This profile was positively correlated to self-determined situational motivation and competence. However, swimmers' feelings of competence increased only after the medium intensity level training session. After the completion of the maximal intensity training session, swimmers' self-determined motivation was significantly lower compared to the other two training sessions, which could be caused by a temporary period of burnout. Results indicated that high-level swimmers had a distinct mastery-approach dominant achievement goal profile that was not affected by the workload of the different training sessions. They also showed high levels of self-determined situational motivation and competence. However, heavy workloads should be controlled because they can cause transitory burnout.

Strategies for achieving high-level expression of genes in Escherichia coli.

PubMed Central

Makrides, S C

1996-01-01

Progress in our understanding of several biological processes promises to broaden the usefulness of Escherichia coli as a tool for gene expression. There is an expanding choice of tightly regulated prokaryotic promoters suitable for achieving high-level gene expression. New host strains facilitate the formation of disulfide bonds in the reducing environment of the cytoplasm and offer higher protein yields by minimizing proteolytic degradation. Insights into the process of protein translocation across the bacterial membranes may eventually make it possible to achieve robust secretion of specific proteins into the culture medium. Studies involving molecular chaperones have shown that in specific cases, chaperones can be very effective for improved protein folding, solubility, and membrane transport. Negative results derived from such studies are also instructive in formulating different strategies. The remarkable increase in the availability of fusion partners offers a wide range of tools for improved protein folding, solubility, protection from proteases, yield, and secretion into the culture medium, as well as for detection and purification of recombinant proteins. Codon usage is known to present a potential impediment to high-level gene expression in E. coli. Although we still do not understand all the rules governing this phenomenon, it is apparent that "rare" codons, depending on their frequency and context, can have an adverse effect on protein levels. Usually, this problem can be alleviated by modification of the relevant codons or by coexpression of the cognate tRNA genes. Finally, the elucidation of specific determinants of protein degradation, a plethora of protease-deficient host strains, and methods to stabilize proteins afford new strategies to minimize proteolytic susceptibility of recombinant proteins in E. coli. PMID:8840785

Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

PubMed

Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

2017-09-18

This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

ERIC Educational Resources Information Center

Kaminskiene, Lina; Stasiunaitiene, Egle

2013-01-01

The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

Achievement of cholesterol targets and prescribing of higher-cost statins: a cross-sectional study in general practice.

PubMed

Fleetcroft, Robert; Schofield, Peter; Duerden, Martin; Ashworth, Mark

2012-12-01

There is conflicting evidence as to whether achievement of cholesterol targets at the population level is dependent on the choice and cost of statin. To investigate the practice-level relationship between cholesterol quality indicators in patients with heart disease, stroke, and diabetes and prescribing of low-cost statins. Correlations and linear regression modelling of retrospective cross-sectional practice-level data with potential explanatory variables in 7909 (96.4%) general practices in England in 2008-2009. Quality indicator data were obtained from the Information Centre and prescribing data from the NHS Business Authority. A 'cholesterol quality indicator' score was constructed by dividing the numbers of patients achieving the target for cholesterol control of ≤5 mmol/l in stroke, diabetes, and heart disease by the numbers on each register. A 'low-cost statin' ratio score was constructed by dividing the numbers of defined daily doses of simvastatin and pravastatin by the total numbers of defined daily doses of statins. Simvastatin accounted for 83.3% (standard deviation [SD] = 15.7%) of low-cost statins prescribed and atorvastatin accounted for 85.7% (SD = 14.8%) of high-cost statins prescribed. The mean cholesterol score was 73.7% (SD = 6.0%). Practices using a higher proportion of the low-cost statins were less successful in achieving cholesterol targets. An increase of 10% in the prescribing of low-cost statins was associated with a decrease of 0.46% in the cholesterol quality indicator score (95% confidence interval = -0.54% to -0.38%, P<0.001). Greater use of low-cost statins was associated with a small reduction in cholesterol control.

Scholastic Achievement of Higher Secondary Students in Science Stream

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2005-01-01

The present study was conducted on 400 students (200 Boys and 200 Girls) selected from Senior Secondary School of A. M. U. Aligarh; India to establish the prognostic value of different measures of cognition, personality and demographic variables for success at Higher Secondary level in Science stream. The score obtained on different variables are…

Virtual Laboratories to Achieve Higher-Order Learning in Fluid Mechanics

NASA Astrophysics Data System (ADS)

Ward, A. S.; Gooseff, M. N.; Toto, R.

2009-12-01

Bloom’s higher-order cognitive skills (analysis, evaluation, and synthesis) are recognized as necessary in engineering education, yet these are difficult to achieve in traditional lecture formats. Laboratory components supplement traditional lectures in an effort to emphasize active learning and provide higher-order challenges, but these laboratories are often subject to the constraints of (a) increasing student enrollment, (b) limited funding for operational, maintenance, and instructional expenses and (c) increasing demands on undergraduate student credit requirements. Here, we present results from a pilot project implementing virtual (or online) laboratory experiences as an alternative to a traditional laboratory experience in Fluid Mechanics, a required third year course. Students and faculty were surveyed to identify the topics that were most difficult, and virtual laboratory and design components developed to supplement lecture material. Each laboratory includes a traditional lab component, requiring student analysis and evaluation. The lab concludes with a design exercise, which imposes additional problem constraints and allows students to apply their laboratory observations to a real-world situation.

48 CFR 46.202-4 - Higher-level contract quality requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Higher-level contract... REGULATION CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Quality Requirements 46.202-4 Higher-level contract quality requirements. (a) Requiring compliance with higher-level quality standards is appropriate in...

Mathematics Achievement Levels of Black and White Youth. Report No. 165.

ERIC Educational Resources Information Center

Jones, Lyle V.; And Others

Based on data provided by the National Assessment of Educational Progress, this study examines mathematics achievement in relation to various background variables, contrasts achievement levels of black and white (females and males) youth, and evaluates group achievement differences in the light of group differences in background variables.…

Science at 0 Level: Subject Choice and Achievement.

ERIC Educational Resources Information Center

McGuffin, S. J.

1983-01-01

Examines science course selection by curriculum candidates (N=2178) for Northern Ireland GCE 0 level in 1980. Data are provided for nature (biology, chemistry, physics) and number of courses selected, and achievement (pass/failure rates). Data are also reported for males/females and type of school. (JN)

Aligning Items and Achievement Levels: A Study Comparing Expert Judgments

ERIC Educational Resources Information Center

Kaliski, Pamela; Huff, Kristen; Barry, Carol

2011-01-01

For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design…

Nascent life cycles and the emergence of higher-level individuality.

PubMed

Ratcliff, William C; Herron, Matthew; Conlin, Peter L; Libby, Eric

2017-12-05

Evolutionary transitions in individuality (ETIs) occur when formerly autonomous organisms evolve to become parts of a new, 'higher-level' organism. One of the first major hurdles that must be overcome during an ETI is the emergence of Darwinian evolvability in the higher-level entity (e.g. a multicellular group), and the loss of Darwinian autonomy in the lower-level units (e.g. individual cells). Here, we examine how simple higher-level life cycles are a key innovation during an ETI, allowing this transfer of fitness to occur 'for free'. Specifically, we show how novel life cycles can arise and lead to the origin of higher-level individuals by (i) mitigating conflicts between levels of selection, (ii) engendering the expression of heritable higher-level traits and (iii) allowing selection to efficiently act on these emergent higher-level traits. Further, we compute how canonical early life cycles vary in their ability to fix beneficial mutations via mathematical modelling. Life cycles that lack a persistent lower-level stage and develop clonally are far more likely to fix 'ratcheting' mutations that limit evolutionary reversion to the pre-ETI state. By stabilizing the fragile first steps of an evolutionary transition in individuality, nascent higher-level life cycles may play a crucial role in the origin of complex life.This article is part of the themed issue 'Process and pattern in innovations from cells to societies'. © 2017 The Author(s).

Beyond ORF: Student-Level Predictors of Reading Achievement

ERIC Educational Resources Information Center

Canto, Angela I.; Proctor, Briley E.

2013-01-01

This study explored student-level predictors of reading achievement among third grade regular education students. Predictors included student demographics (sex and socioeconomic status (SES), using free and reduced lunch as proxy for SES), direct observations of reading skills (oral reading fluency (ORF) and word decoding skill (nonsense word…

Case study: Comparison of motivation for achieving higher performance between self-directed and manager-directed aerospace engineering teams

NASA Astrophysics Data System (ADS)

Erlick, Katherine

"The stereotype of engineers is that they are not people oriented; the stereotype implies that engineers would not work well in teams---that their task emphasis is a solo venture and does not encourage social aspects of collaboration" (Miner & Beyerlein, 1999, p. 16). The problem is determining the best method of providing a motivating environment where design engineers may contribute within a team in order to achieve higher performance in the organization. Theoretically, self-directed work teams perform at higher levels. But, allowing a design engineer to contribute to the team while still maintaining his or her anonymity is the key to success. Therefore, a motivating environment must be established to encourage greater self-actualization in design engineers. The purpose of this study is to determine the favorable motivational environment for design engineers and describe the comparison between two aerospace design-engineering teams: one self-directed and the other manager directed. Following the comparison, this study identified whether self-direction or manager-direction provides the favorable motivational environment for operating as a team in pursuit of achieving higher performance. The methodology used in this research was the case study focusing on the team's levels of job satisfaction and potential for higher performance. The collection of data came from three sources, (a) surveys, (b) researcher observer journal and (c) collection of artifacts. The surveys provided information regarding personal behavior characteristics, potentiality for higher performance and motivational attributes. The researcher journal provided information regarding team dynamics, individual interaction, conflict and conflict resolution. The milestone for performance was based on the collection of artifacts from the two teams. The findings from this study illustrated that whether the team was manager-directed or self-directed does not appear to influence the needs and wants of the

Fucoidan cytotoxicity against human breast cancer T47D cell line increases with higher level of sulfate ester group

NASA Astrophysics Data System (ADS)

Saepudin, Endang; Alfita Qosthalani, Fildzah; Sinurat, Ellya

2018-01-01

The anticancer activity of different sulfate ester group content in different molecular weight was examined. The anticancer activity was achieved in vitro on human breast cancer T47D cell line. Fucoidan with lower molecular weight (5.79 kDa) tends to have lower sulfate ester group content (8.69%) and resulted in higher IC50 value (184.22 μg/mL). While fucoidan with higher molecular weight (785.12 kDa) tends to have higher sulfate level (18.63%) and achieved lower IC50 value (75.69 μg/mL). The result showed that in order to maintain fucoidan cytotoxic activity against human breast cancer T47D cell line, the sulfate content should be remain high. Keywords: fucoidan, sulfate ester group, human breast cancer

Career Aspirations of Adolescent Girls: Effects of Achievement Level, Grade, and Single-Sex School Environment.

ERIC Educational Resources Information Center

Watson, Cary M.; Quatman, Teri; Edler, Erik

2002-01-01

Compared high achieving adolescent girls' ideal and real career aspirations to adolescent boys' aspirations, examining the influence of grade level, achievement level, and an all-girls school environment. At all achievement levels, girls were commensurate with boys in ideal and realistic career aspirations. High achieving girls exceeded the…

Parental Involvement and Academic Achievement

ERIC Educational Resources Information Center

Goodwin, Sarah Christine

2015-01-01

This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

Estimating The Probability Of Achieving Shortleaf Pine Regeneration At Variable Specified Levels

Treesearch

Thomas B. Lynch; Jean Nkouka; Michael M. Huebschmann; James M. Guldin

2002-01-01

A model was developed that can be used to estimate the probability of achieving regeneration at a variety of specified stem density levels. The model was fitted to shortleaf pine (Pinus echinata Mill.) regeneration data, and can be used to estimate the probability of achieving desired levels of regeneration between 300 and 700 stems per acre 9-l 0...

Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

PubMed Central

Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

2017-01-01

We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking. PMID:29151667

Differences in Achievement Motivation and Academic and Social Self-Concept in Gifted Students of Higher Education

ERIC Educational Resources Information Center

Sierra, María Dolores Valadez; Cuervo, Angel Alberto Valdés; Amezaga, Teodoro Rafael Wendlandt; Sánchez, Ana Carolina Reyes; Guzmán, Rogelio Zambrano; Agraz, Juan Pedro Navarro

2015-01-01

The purpose of this study is to identify groups of gifted university students that differ in their self-concept and achievement motivation. For this, 80 students who achieved scores of the 95th percentile or higher in the Raven's Progressive Matrices test were selected. Two groups were identified in terms of their social self-concept and the…

Achieving Quality Learning in Higher Education.

ERIC Educational Resources Information Center

Nightingale, Peggy; O'Neil, Mike

This volume on quality learning in higher education discusses issues of good practice particularly action learning and Total Quality Management (TQM)-type strategies and illustrates them with seven case studies in Australia and the United Kingdom. Chapter 1 discusses issues and problems in defining quality in higher education. Chapter 2 looks at…

Emotional, Social, Educational Adjustment of Higher Secondary School Students in Relation to Academic Achievement

ERIC Educational Resources Information Center

Sekar, J. Master Arul; Lawrence, A.S. Arul

2016-01-01

The present study aims to investigate whether there is any significant relationship between adjustment and academic achievement of higher secondary school students. In this survey study, the investigators used stratified random sampling technique for selecting the sample from the population. The stratification was done on the basis of gender and…

48 CFR 246.202-4 - Higher-level contract quality requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... quality requirements. 246.202-4 Section 246.202-4 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Quality Requirements 246.202-4 Higher-level contract quality requirements. (1) Higher-level contract quality...

Levels of Processing, Academic Achievement and Locus of Control.

ERIC Educational Resources Information Center

Gadzella, B. M.; And Others

Several researchers have examined the relationship between scales of the Inventory of Learning Processes (ILP) and the academic performance of college students. This study sought to determine whether there were significant correlations among levels of processing, locus of control, and achievement for college students. Subjects (N=50) enrolled in…

Single-parent households and children's educational achievement: A state-level analysis.

PubMed

Amato, Paul R; Patterson, Sarah; Beattie, Brett

2015-09-01

Although many studies have examined associations between family structure and children's educational achievement at the individual level, few studies have considered how the increase in single-parent households may have affected children's educational achievement at the population level. We examined changes in the percentage of children living with single parents between 1990 and 2011 and state mathematics and reading scores on the National Assessment of Educational Progress. Regression models with state and year fixed effects revealed that changes in the percentage of children living with single parents were not associated with test scores. Increases in maternal education, however, were associated with improvements in children's test scores during this period. These results do not support the notion that increases in single parenthood have had serious consequences for U.S. children's school achievement. Copyright © 2015 Elsevier Inc. All rights reserved.

Concurrent immunomodulator therapy is associated with higher adalimumab trough levels during scheduled maintenance therapy.

PubMed

Bond, Ashley; Dodd, Susanna; Fisher, Gareth; Skouras, Thomas; Subramanian, Sreedhar

2017-02-01

Combination therapy with infliximab and immunomodulators is superior to monotherapy, resulting in better outcomes and higher trough levels of infliximab. The role of concurrent immunomodulatory therapy on adalimumab trough levels has not been adequately investigated. We evaluated the impact of concomitant immunomodulation on adalimumab trough levels in patients on scheduled maintenance therapy. We conducted a prospective observational, cross-sectional study of all inflammatory bowel disease patients on maintenance therapy who had adalimumab trough levels measured between January 2013 and January 2016. Drug level and anti-drug antibody measurements were performed on sera using a solid phase assay. Pairwise comparison of means was used to compare trough levels in patients with and without concomitant immune modulator therapy. In total, 79 patients were included. Twenty-three patients (29.1%) were on weekly dosing whereas 56 (70.9%) were on alternate weeks. Median adalimumab trough levels were comparable in patients with and without clinical remission (6.8 μg/ml (IQR 5.6-8.1) versus 6.7 μg/ml (IQR 3.9-8.1), respectively. Patients with an elevated faecal calprotectin >250 μg/g had lower adalimumab trough levels (median 6.7, IQR 3.9-8) compared to patients with faecal calprotectin <250 μg/g (median 7.7, IQR 6.1-8.1) though this did not achieve statistical significance (p = .062). Median adalimumab trough levels among patients on concurrent immunomodulators was 7.2 μg/ml (IQR 5.7-8.1) compared to those not on concurrent immunomodulator, 6.1 μg/ml (IQR 2.7-7.7, p = .0297). Adalimumab trough levels were significantly higher in patients on concurrent immunomodulators during maintenance therapy. There was a trend towards a lower adalimumab trough level in patients with elevated calprotectin.

48 CFR 46.202-4 - Higher-level contract quality requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... quality requirements. 46.202-4 Section 46.202-4 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Quality Requirements 46.202-4 Higher-level contract quality requirements. (a) Requiring compliance with higher-level quality standards is appropriate in...

48 CFR 46.202-4 - Higher-level contract quality requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... quality requirements. 46.202-4 Section 46.202-4 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Quality Requirements 46.202-4 Higher-level contract quality requirements. (a) Requiring compliance with higher-level quality standards is appropriate in...

48 CFR 46.202-4 - Higher-level contract quality requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... quality requirements. 46.202-4 Section 46.202-4 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Quality Requirements 46.202-4 Higher-level contract quality requirements. (a) Requiring compliance with higher-level quality standards is appropriate in...

48 CFR 46.202-4 - Higher-level contract quality requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... quality requirements. 46.202-4 Section 46.202-4 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION CONTRACT MANAGEMENT QUALITY ASSURANCE Contract Quality Requirements 46.202-4 Higher-level contract quality requirements. (a) Requiring compliance with higher-level quality standards is appropriate in...

An Analysis of Factors Influencing the Achievement of Higher Education by Chief Fire Officers

ERIC Educational Resources Information Center

Ditch, Robert L.

2012-01-01

The leadership of the United States Fire Service (FS) believes that higher education increases the professionalism of FS members. The research problem at the research site, which is a multisite fire department located in southeastern United States, was the lack of research-based findings on the factors influencing the achievement of higher…

Motivation and academic achievement in medical students.

PubMed

Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

2012-01-01

Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students.

PubMed

Day, Leslie J

2018-01-22

A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Aspirations and Career Growth of Mid-Level Administrators in Higher Education.

ERIC Educational Resources Information Center

Bogenschutz, Margaret M.; Sagaria, Mary Ann D.

A study examining the perceptions of career growth and aspirations of mid-level administrators in higher education was undertaken because, though there has been a large recent increase in the number and importance of mid-level administrators in higher education, the structure and nature of higher education organizations seem to constrain…

Achieving network level privacy in Wireless Sensor Networks.

PubMed

Shaikh, Riaz Ahmed; Jameel, Hassan; d'Auriol, Brian J; Lee, Heejo; Lee, Sungyoung; Song, Young-Jae

2010-01-01

Full network level privacy has often been categorized into four sub-categories: Identity, Route, Location and Data privacy. Achieving full network level privacy is a critical and challenging problem due to the constraints imposed by the sensor nodes (e.g., energy, memory and computation power), sensor networks (e.g., mobility and topology) and QoS issues (e.g., packet reach-ability and timeliness). In this paper, we proposed two new identity, route and location privacy algorithms and data privacy mechanism that addresses this problem. The proposed solutions provide additional trustworthiness and reliability at modest cost of memory and energy. Also, we proved that our proposed solutions provide protection against various privacy disclosure attacks, such as eavesdropping and hop-by-hop trace back attacks.

Achieving Network Level Privacy in Wireless Sensor Networks†

PubMed Central

Shaikh, Riaz Ahmed; Jameel, Hassan; d’Auriol, Brian J.; Lee, Heejo; Lee, Sungyoung; Song, Young-Jae

2010-01-01

Full network level privacy has often been categorized into four sub-categories: Identity, Route, Location and Data privacy. Achieving full network level privacy is a critical and challenging problem due to the constraints imposed by the sensor nodes (e.g., energy, memory and computation power), sensor networks (e.g., mobility and topology) and QoS issues (e.g., packet reach-ability and timeliness). In this paper, we proposed two new identity, route and location privacy algorithms and data privacy mechanism that addresses this problem. The proposed solutions provide additional trustworthiness and reliability at modest cost of memory and energy. Also, we proved that our proposed solutions provide protection against various privacy disclosure attacks, such as eavesdropping and hop-by-hop trace back attacks. PMID:22294881

Investigating the Relationship between School Level Accountability Practices and Science Achievement

ERIC Educational Resources Information Center

Gándara, Fernanda; Randall, Jennifer

2015-01-01

This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as…

Investigating the Relationships between Approaches to Learning, Learner Identities and Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Herrmann, K. J.; Bager-Elsborg, A.; McCune, V.

2017-01-01

This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, "subject area affinity," was developed. The scale explores the extent to which students identify with their area of…

Gender Differences in Mathematical Achievement at the Norwegian Elementary-School Level.

ERIC Educational Resources Information Center

Manger, Terje

1995-01-01

The relationship between gender and mathematical achievement was investigated in 440 female and 480 male Norwegian third graders. Boys had higher test scores, but the effect size was small. Boys performed better in numeracy, mental arithmetic, and measurement problems. Marked gender differences were found at extreme tails of the distribution.…

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.

PubMed

Ruiz, Linda D; McMahon, Susan D; Jason, Leonard A

2018-06-01

In recent years, the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between socio-economic status (SES) and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we examine community-level and school-level data and use Geographic Information Systems (GIS) mapping to illustrate how school academic achievement coincides with neighborhood economics and crime statistics. Results support the hypothesized mediation, such that lower SES was associated with lower academic achievement, and violent crime partially mediated this relation. School climate was positively associated with academic achievement, and student safety significantly moderated the relation between SES and academic achievement. Implications for theory, research, and intervention are discussed. © Society for Community Research and Action 2018.

Evaluation of higher order statistics parameters for multi channel sEMG using different force levels.

PubMed

Naik, Ganesh R; Kumar, Dinesh K

2011-01-01

The electromyograpy (EMG) signal provides information about the performance of muscles and nerves. The shape of the muscle signal and motor unit action potential (MUAP) varies due to the movement of the position of the electrode or due to changes in contraction level. This research deals with evaluating the non-Gaussianity in Surface Electromyogram signal (sEMG) using higher order statistics (HOS) parameters. To achieve this, experiments were conducted for four different finger and wrist actions at different levels of Maximum Voluntary Contractions (MVCs). Our experimental analysis shows that at constant force and for non-fatiguing contractions, probability density functions (PDF) of sEMG signals were non-Gaussian. For lesser MVCs (below 30% of MVC) PDF measures tends to be Gaussian process. The above measures were verified by computing the Kurtosis values for different MVCs.

The Untold Stories of Former Teen Mothers Who Have Achieved a Master's Degree or Higher

ERIC Educational Resources Information Center

Benitez, Tanya

2017-01-01

Purpose: The purpose of this study was to shed light on former teen mothers who have "beaten the odds" by achieving a master's degree or higher. It sought to reveal and understand what the external and internal factors are which lead to these women pursing higher education. Methodology: The methodology of this study is a case study which…

Flipping College Algebra: Effects on Student Engagement and Achievement

ERIC Educational Resources Information Center

Ichinose, Cherie; Clinkenbeard, Jennifer

2016-01-01

This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…

Commensurability condition and hierarchy of fillings for FQHE in higher Landau levels in conventional 2DEG systems and in graphene—monolayer and bilayer

NASA Astrophysics Data System (ADS)

Jacak, Janusz; Jacak, Lucjan

2016-01-01

The structure of the filling rate hierarchy referred to as the fractional quantum Hall effect is studied in higher Landau levels using the commensurability condition. The hierarchy of fillings that are derived in this manner is consistent with the experimental observations of the first three Landau levels in conventional semiconductor Hall systems. The relative poverty of the fractional structure in higher Landau levels compared with the lowest Landau level is explained using commensurability topological arguments. The commensurability criterion for correlated states for higher Landau levels (with n≥slant 1) including the paired states at half fillings of the spin-subbands of these levels is formulated. The commensurability condition is applied to determine the hierarchy of the fractional fillings of Landau levels in the monolayer and bilayer graphene. Good agreement with current experimental observations of fractional quantum Hall effect in the graphene monolayer and bilayer is achieved. The presence of even denominator rates in the hierarchy for fractional quantum Hall effect in the bilayer graphene is also explained.

Protocol adherence and the ability to achieve target haemoglobin levels in haemodialysis patients.

PubMed

Chan, Kevin; Moran, John; Hlatky, Mark; Lafayette, Richard

2009-06-01

Anemia management remains complicated in patients with endstage renal disease on hemodialysis. We wished to evaluate the effect of protocol adherence to EPO and intravenous iron dosing on achieving the desired range of hemoglobin levels. A cohort of hemodialysis patients was studied to evaluate the rate of adherence to EPO and iron dosing protocols over a 5 month period. A database was completed to evaluate all known comorbidities, demographic factors, and facility issues that might affect hemoglobin levels. A logistic regression model was employed to evaluate the effect of adherence to the anemia protocols on the probability of achieving a hemoglobin level below, within or above the targeted range of 11-12.5 g/dl. Among 2114 patients, we found that adherence to both the EPO and iron dosing protocol resulted in the greatest probability of achieving the target hemoglobin range (56 +/- 5% in anemia protocol adherent patients versus 42 +/- 7% in non adherent patients). This was predominantly due to a lowered risk of having above target hemoglobin levels rather than below. The use of the anemia protocols was associated with lower rates of hospitalization (9 +/- 0.7 visits/100 months in adherent group vs 15 +/- 2 in non adherent group) and lower utilization of both EPO and intravenous iron. Furthermore, patients in the adherent groups had less variability of their hemoglobin levels month by month, at least as judged by standard deviation. Adherence to anemia protocols, as practiced in the dialysis units included in this cohort, may improve hemodialysis patients' ability to achieve target hemoglobin levels, and by avoiding above target hemoglobin values, lower drug utilization and reduce variability of hemoglobin levels.

Student-Level Analysis of Year 1 (2003-2004) Achievement Outcomes for Tennessee Charter Schools

ERIC Educational Resources Information Center

Ross, Steven M.; McDonald, Aaron J.; Gallagher, Brenda McSparrin

2005-01-01

This report presents student-level achievement results for the four charter schools that began operation in Tennessee during the 2003-04 academic year. To conduct a rigorous and valid analysis of student achievement outcomes at these schools, we employed a matched program-control design at the student level, whereby each charter school student was…

The Interplay between Reflective Thinking, Critical Thinking, Self-Monitoring, and Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Ghanizadeh, Afsaneh

2017-01-01

The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three…

Technology's Effect on Achievement in Higher Education: A Stage I Meta-Analysis of Classroom Applications

ERIC Educational Resources Information Center

Schmid, Richard F.; Bernard, Robert M.; Borokhovski, Eugene; Tamim, Rana; Abrami, Philip C.; Wade, C. Anne; Surkes, Michael A.; Lowerison, Gretchen

2009-01-01

This paper reports the findings of a Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education). An extensive literature search revealed more than 6,000 potentially relevant primary empirical studies. Analysis of a representative sample of 231 studies (k = 310)…

Organizational health and the achievement level of students in science at the secondary-level schools in Sri Lanka

NASA Astrophysics Data System (ADS)

Pakkeer-Jaufar, Pakkeer Cadermohideen

This study sought to identify those organizational health factors that might have overriding influence on the achievement level of students in science in Sri Lankan secondary schools. This study involved 752 students, 33 science teachers, and 10 principals from two different districts, Ampara and Colombo, in Sri Lanka. Ten Tamil medium, secondary level, public schools were selected to participate in this study. Data were collected using four types of instruments: a questionnaire for pupils; interview schedules for science teachers and principals; checklists for classroom/school facilities, science laboratory facilities, and science practicals; and a science achievement test. The analysis focused on the collective perceptions of students, science teachers, and principals. Regression and path analyses were used as major analysis techniques, and the qualitative data provided by science teachers and principals were considered for a crosschecking of the quantitative inferences. The researcher found teacher affiliation, academic emphasis, and instructional leadership of the principal, in descending order, were the overriding influential factors on the achievement level of students in science in Sri Lankan secondary schools. At the same time a similar descending order was found in their mean values and qualities. The researcher concluded that increasing the quality of the organizational health factors in Sri Lankan secondary schools would result in improved better achievement in science. The findings further indicate that instructional leadership of the principal had both direct and indirect effects on students' achievement in science when academic emphasis and teacher affiliation were taken into account. In addition, the resource support of the principal did not make any difference in students' science achievement and the findings stress the availability of the resources for individual students instead of assuming the general facilities of the school are available to all

Achievement goals, social goals, and motivational regulations in physical education settings.

PubMed

Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

Ethiopian New Public Universities: Achievements, Challenges and Illustrative Case Studies

ERIC Educational Resources Information Center

van Deuren, Rita; Kahsu, Tsegazeab; Mohammed, Seid; Woldie, Wondimu

2016-01-01

Purpose: This paper aims to analyze and illustrate achievements and challenges of Ethiopian higher education, both at the system level and at the level of new public universities. Design/methodology/approach: Achievements and challenges at the system level are based on literature review and secondary data. Illustrative case studies are based on…

The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

NASA Astrophysics Data System (ADS)

Zhang, Danhui

Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

ERIC Educational Resources Information Center

Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

2012-01-01

Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

The Two-Level System of Higher Education: Western Traditions and Russian Reality

ERIC Educational Resources Information Center

Druzhilov, S. A.

2011-01-01

The law on the two-level system of higher education has now gone into effect in Russia: the bachelor's degree will correspond to the first level of higher education, while the master's degree will correspond to the second level. These levels entail separate state educational standards and separate final certification. In the process of adopting…

Higher Education Counts: Achieving Results, 2011. Report

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2011

2011-01-01

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2011. Six goals are presented, each with at least two indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical…

Laboratory based instruction in Pakistan: Comparative evaluation of three laboratory instruction methods in biological science at higher secondary school level

NASA Astrophysics Data System (ADS)

Cheema, Tabinda Shahid

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested.

Organizational Health and Student Achievement in Tennessee Middle Level Schools

ERIC Educational Resources Information Center

Henderson, Christopher L.; Buehler, Alison E.; Stein, William L.; Dalton, John E.; Robinson, Teresa R.; Anfara, Vincent A., Jr.

2005-01-01

Although the successful middle level school was designed to address both the affective and cognitive development of young adolescents (NMSA 2003), academic achievement is the outcome of paramount importance in the current political context of accountability, high-stakes testing, and the No Child Left Behind Act of 2001. In their efforts to reform,…

The Levels and Training Strategies of Chinese Higher Vocational Education

ERIC Educational Resources Information Center

Shiming, Zhu; Ya'nan, Mao

2017-01-01

Chinese higher vocational education has already formed a relatively complete system covering the four degree levels: associate's, bachelor's, master's, and doctoral. The associate's level mainly cultivates people with high-tech capabilities for enterprises. The bachelor's level is mainly divided into application and teaching bachelor's, whereby an…

Neuropsychological Characteristics and Their Association with Higher-Level Functional Capacity in Parkinson's Disease

PubMed Central

Miura, Kayoko; Matsui, Mie; Takashima, Shutaro; Tanaka, Kortaro

2015-01-01

Background/Aims Little is known about the relationship between cognitive functions and higher-level functional capacity (e.g. intellectual activity, social role, and social participation) in Parkinson's disease (PD). The purpose of this study was to clarify neuropsychological characteristics and their association with higher-level functional capacity in PD patients. Methods Participants were 31 PD patients and 23 demographically matched healthy controls. Neuropsychological tests were conducted. One year later, a questionnaire survey evaluated higher-level functional capacity in daily living. Results The PD group scored significantly lower than the control group in all cognitive domains, particularly executive function and processing. Executive function, processing speed, language, and memory were significantly correlated with higher-level functional capacity in PD patients. Stepwise regression showed that only executive function (Trail Making Test-B), together with disease severity (HY stage), predicted the higher-level functional capacity. Conclusion Our findings provide evidence of a relationship between executive function and higher-level functional capacity in patients with PD. PMID:26273243

Assessing the Need for Higher Levels of Care Among Problem Gambling Outpatients.

PubMed

Ledgerwood, David M; Arfken, Cynthia L

2017-12-01

Most treatment for gambling disorder is provided on an outpatient basis. Only a small number of jurisdictions in North America provide higher levels of gambling treatment, such as residential or intensive outpatient (IOP) care, despite the potential need for these services. Further, there appear to be few guidelines for determining appropriate level of gambling treatment. The aim of the present study was to assess the appropriateness of higher levels of problem gambling care among clients receiving outpatient treatment. Problem gamblers and their therapists independently completed questionnaires that assessed the need and desire for residential and IOP treatment. About 42% of problem gambling outpatients noted that they would be "probably" or "definitely" willing to attend residential treatment, and about half indicated they would be equally likely to attend IOP. Therapists recommended about a third of their clients as appropriate for higher levels of care. For both client and therapist assessments, there was a significant association between desire or recommendation for level of treatment and severity of gambling and co-occurring problems. Further, therapist recommendations for level of care were significantly associated with client willingness to attend higher levels of treatment. Our data reveal the potential need for higher levels of care for problem gambling, as evaluated by clients and their therapists. Policy implications for the funding of residential and IOP treatment are discussed.

Predicting Third Grade Reading Achievement for Mexican-American Students from Lower Socioeconomic Levels.

ERIC Educational Resources Information Center

Stevens, Frances Ann Bennett

The purpose of this study was to determine if measures of first grade readiness, scholastic aptitude, and reading achievement were significant predictors of third grade reading achievement for Mexican-American students from two lower socioeconomic levels. The sample included 94 third grade students for whom the following measurements had been…

Student academic achievement in college chemistry

NASA Astrophysics Data System (ADS)

Tabibzadeh, Kiana S.

General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

Class Size, Academic Achievement and Public Policy.

ERIC Educational Resources Information Center

Ziegler, Suzanne

1997-01-01

This report addresses some of the concerns surrounding smaller classes and looks at whether reduced class sizes result in higher achievement levels, and concludes that it in fact does increase student achievement, so long as classes do not exceed 17 students. But many critics question whether the high cost of reducing classes to 17 or fewer…

Higher serum glucose levels are associated with cerebral hypometabolism in Alzheimer regions.

PubMed

Burns, Christine M; Chen, Kewei; Kaszniak, Alfred W; Lee, Wendy; Alexander, Gene E; Bandy, Daniel; Fleisher, Adam S; Caselli, Richard J; Reiman, Eric M

2013-04-23

To investigate whether higher fasting serum glucose levels in cognitively normal, nondiabetic adults were associated with lower regional cerebral metabolic rate for glucose (rCMRgl) in brain regions preferentially affected by Alzheimer disease (AD). This is a cross-sectional study of 124 cognitively normal persons aged 64 ± 6 years with a first-degree family history of AD, including 61 APOEε4 noncarriers and 63 carriers. An automated brain mapping algorithm characterized and compared correlations between higher fasting serum glucose levels and lower [(18)F]-fluorodeoxyglucose-PET rCMRgl measurements. As predicted, higher fasting serum glucose levels were significantly correlated with lower rCMRgl and were confined to the vicinity of brain regions preferentially affected by AD. A similar pattern of regional correlations occurred in the APOEε4 noncarriers and carriers. Higher fasting serum glucose levels in cognitively normal, nondiabetic adults may be associated with AD pathophysiology. Findings suggest that the risk imparted by higher serum glucose levels may be independent of APOEε4 status. This study raises additional questions about the role of the metabolic process in the predisposition to AD and supports the possibility of targeting these processes in presymptomatic AD trials.

System-Level and Strategic Indicators for Monitoring Higher Education in the Twenty-First Century. Studies on Higher Education.

ERIC Educational Resources Information Center

Yonezawa, Akiyoshi, Ed.; Kaiser, Frans, Ed.

Papers in this collection result from the work carried out in the context of an Invitational Roundtable on System-Level Indicators for Higher/Tertiary Education organized by the European Centre for Higher Education (UNESCO-CEPES) and the Research Institute for Higher Education of Hiroshima University, Japan. Section 1, "The Roundtable--An…

Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

PubMed Central

GHARETEPEH, AMENEH; SAFARI, YAHYA; PASHAEI, TAHEREH; RAZAEI, MANSOUR; BAGHER KAJBAF, MOHAMMAD

2015-01-01

Introduction studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82) and emotional intelligence (117.07±10.33) variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23). The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001). Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571). In students with high academic achievement, self-awareness, self-motivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001). Conclusion Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops. PMID:25927067

Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

ERIC Educational Resources Information Center

Celik, Mehmet; Shaqlaih, Ali

2017-01-01

This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

The Role of State Higher Education Governance Structures in State-Level Higher Education Lobbying

ERIC Educational Resources Information Center

Burkum, Kurt Richard

2009-01-01

Lobbying and lobbyists are integral components of federal and state public policymaking for higher education at the federal and state levels. While the actions and goals of lobbyists appear to be straightforward, the lobbying tactics selected by lobbyists vary for different situations and in different contexts (Browne, 1985; Cook, 1998; Gladieux &…

Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills.

ERIC Educational Resources Information Center

Eisenman, Gordon; Payne, Beverly D.

1997-01-01

Contrasted effects of Higher Order Thinking Skills (HOTS) program to those of Chapter 1 programs on fourth and fifth graders' reading achievement, self-concept, and higher-order thinking skills. Found that HOTS is more effective in raising self-concept and some higher-order thinking skills in fifth grade and after two years of treatment, with…

Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement

ERIC Educational Resources Information Center

Ryken, Klazina

2012-01-01

The purpose of this study was to determine whether age differences affect students' academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas. Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools located…

Balanced Development for Provincial-Level Coordination and Higher Vocational Education

ERIC Educational Resources Information Center

Po, Yang; Yunbo, Liu

2017-01-01

In the rapid development of Chinese higher vocational education, large gaps have appeared in the scale of development and resource generation among the provinces, among regions in the provinces, and among higher education institutions in the provinces. Balanced regional development and provincial-level coordination have become policy focal points,…

Leading in the Middle: Leadership Behaviors of Middle Level Principals that Promote Student Achievement

ERIC Educational Resources Information Center

Minus, Eric L.

2010-01-01

This study sought to investigate the relationship between middle school principals' instructional leadership behaviors and student achievement. In particular, this study investigated the specific principal leadership behaviors of middle level principals that promote student achievement in school. A secondary variable for consideration was student…

An interval logic for higher-level temporal reasoning

NASA Technical Reports Server (NTRS)

Schwartz, R. L.; Melliar-Smith, P. M.; Vogt, F. H.; Plaisted, D. A.

1983-01-01

Prior work explored temporal logics, based on classical modal logics, as a framework for specifying and reasoning about concurrent programs, distributed systems, and communications protocols, and reported on efforts using temporal reasoning primitives to express very high level abstract requirements that a program or system is to satisfy. Based on experience with those primitives, this report describes an Interval Logic that is more suitable for expressing such higher level temporal properties. The report provides a formal semantics for the Interval Logic, and several examples of its use. A description of decision procedures for the logic is also included.

Understanding Entry-Level Courses in American Institutions of Higher Education

ERIC Educational Resources Information Center

McGaughy, Charis; Hopper-Moore, Greg; Fukuda, Erin; Phillips, Rachel; Rooseboom, Jennifer; Chadwick, Kristine

2016-01-01

"Understanding Entry-Level Courses in American Institutions of Higher Education" outlines a study conducted by Educational Policy Improvement Center (EPIC) that empirically identifies the characteristics of work at the college- and career-readiness level in English/language arts, science, and social sciences courses. Using a previously…

Moving to higher ground: Closing the high school science achievement gap

NASA Astrophysics Data System (ADS)

Mebane, Joyce Graham

be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.

How Do Students of Diverse Achievement Levels Benefit from Peer Assessment?

ERIC Educational Resources Information Center

Li, Lan

2011-01-01

Although the potential of peer assessment activities in promoting student learning and fostering student cognitive development has been widely studied and well documented across the world, it is unclear how peer assessment may benefit students of diverse achievement levels. This study examined this issue via a mixed methodology approach that…

Differential Use of Study Approaches by Students of Different Achievement Levels

ERIC Educational Resources Information Center

Bunce, Diane M.; Komperda, Regis; Schroeder, Maria J.; Dillner, Debra K.; Lin, Shirley; Teichert, Melonie A.; Hartman, JudithAnn R.

2017-01-01

This study examined similarities and differences in study approaches reported by general chemistry students performing at different achievement levels. The study population consisted of freshmen enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were…

Achievement and Expectations of Immigrant, Second Generation, and Non-Immigrant Black Students in U.S. Higher Education

ERIC Educational Resources Information Center

Hudley, Cynthia

2016-01-01

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the…

Development and Validation of a Novel Vancomycin Dosing Nomogram for Achieving High-Target Trough Levels at 2 Canadian Teaching Hospitals

PubMed Central

Thalakada, Rosanne; Legal, Michael; Lau, Tim T Y; Luey, Tiffany; Batterink, Josh; Ensom, Mary H H

2012-01-01

Background: Recent guidelines recommend a vancomycin trough (predose) level between 15 and 20 mg/L in the treatment of invasive gram-positive infections, but most initial dosing nomograms are designed to achieve lower targets (5–15 mg/L). Clinicians need guidance about appropriate initial dosing to achieve the higher target. Objective: To develop and validate a high-target vancomycin dosing nomogram to achieve trough levels of 15–20 mg/L. Methods: A retrospective study was conducted at 2 teaching hospitals, St Paul’s Hospital and Vancouver General Hospital in Vancouver, British Columbia. Patients who were treated with vancomycin between January 2008 and June 2010 and who had achieved a trough level of 14.5–20.5 mg/L were identified. Demographic and clinical data were collected. Multiple linear regression was used to develop a vancomycin dosing nomogram for each hospital site. An integrated nomogram was constructed by merging the data from the 2 hospitals. A unique set of patients at each institution was used for validating their respective nomograms and a pooled group of patients for validating the integrated nomogram. Predictive success was evaluated, and a nomogram was deemed significantly different from another nomogram if p < 0.05 via “χ2 testing. Results: Data from 78 patients at one hospital and 91 patients at the other were used in developing the respective institutional nomograms. For each hospital’s data set, both age and initial serum creatinine were significantly associated with the predicted dosing interval (p < 0.001). Validation in a total of 105 test patients showed that the integrated nomogram had a predictive success rate of 56%. Conclusions: A novel vancomycin dosing nomogram was developed and validated at 2 Canadian teaching hospitals. This integrated nomogram is a tool that clinicians can use in selecting appropriate initial vancomycin regimens on the basis of age and serum creatinine, to achieve high-target levels of 15–20 mg

Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

NASA Astrophysics Data System (ADS)

Lin, Shu-Fen; Lin, Huann-shyang

2016-05-01

Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning.

The Effects of Social Identification and Organizational Identification on Student Commitment, Achievement and Satisfaction in Higher Education

ERIC Educational Resources Information Center

Wilkins, Stephen; Butt, Muhammad Mohsin; Kratochvil, Daniel; Balakrishnan, Melodena Stephens

2016-01-01

The purpose of this research is to investigate the effects of social and organizational identifications on student commitment, achievement and satisfaction in higher education. The sample comprised 437 students enrolled in an undergraduate or postgraduate programme in business or management. A model was developed and tested using structural…

The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

ERIC Educational Resources Information Center

Yokus, Tuba

2015-01-01

This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

Profiling Differences in Achievement and Social Goals of Students at Different Levels of Expertise

ERIC Educational Resources Information Center

O'Malley, Patricia Tenowich; Sonnenschein, Susan

2010-01-01

The purpose of this study was to integrate domain-learning theory and goal theory to investigate the learning processes, achievement goals, social goals, and achievement of 141 college students. Cluster-analytic procedures were used to categorize participants at different levels of expertise based on their responses on knowledge, interest, and…

Motivation, Cognitive Processing and Achievement in Higher Education

ERIC Educational Resources Information Center

Bruinsma, Marjon

2004-01-01

This study investigated the question of whether a student's expectancy, values and negative affect influenced their deep information processing approach and achievement at the end of the first and second academic year. Five hundred and sixty-five first-year students completed a self-report questionnaire on three different occasions. The…

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

ERIC Educational Resources Information Center

Nath, Samir Ranjan

2012-01-01

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

Accreditation of Viet Nam's Higher Education: Achievements and Challenges after a Dozen Years of Development

ERIC Educational Resources Information Center

Nguyen, Huu Cuong; Evers, Colin; Marshall, Stephen

2017-01-01

Purpose: The purpose of this paper is to investigate the development of Viet Nam's approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges. Design/methodology/approach: This is a desktop analysis study. The paper analyses the policies and practices related to…

Gender, level of participation, and type of sport: differences in achievement goal orientation and attributional style.

PubMed

Hanrahan, Stephanie J; Cerin, Ester

2009-07-01

Findings regarding gender differences in achievement goal orientations and attributional style have been somewhat inconsistent. One possible explanation for varied findings is that potentially confounding variables such as level of participation and type of sport have not been considered. Athletes (108 males and 164 females) from team and individual sports, competing at recreational and competitive levels, completed the Task and Ego Orientation in Sport Questionnaire, the Sport Attributional Style Scale, and a demographic questionnaire. Athletes competing in individual sports had a higher ego orientation than those from team sports, and females scored higher in task orientation than males. Individual sport athletes made more internal, stable, and global, and less externally controllable attributions for positive events, and more internal attributions for negative events than team sport athletes. Competitive female athletes made less global attributions for positive events than did recreational female athletes. This difference was not observed in male athletes. Competitive individual, but not team, athletes made less global attributions than recreational individual athletes. The significant interactions regarding globality suggest that the tradition in sport psychology attribution research to focus solely on internality, stability, and controllability may be inadequate. From an applied perspective, sport psychologists and coaches may find it beneficial to target individual sport athletes and males for interventions designed to enhance task orientation. Similarly, team sport athletes may be appropriate as a focus for attribution retraining programs.

Long-Term Learning, Achievement Tests, and Learner Centered Instruction

ERIC Educational Resources Information Center

Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

2008-01-01

The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…

Predictors of gender achievement in physical science at the secondary level

NASA Astrophysics Data System (ADS)

Kozlenko, Brittany Hunter

This study used the 2009 National Assessment of Educational Progress (NAEP) science restricted data-set for twelfth graders. The NAEP data used in this research study is derived from a sample group of 11,100 twelfth grade students that represented a national population of over 3,000,000 twelfth grade students enrolled in science in the United States in 2009. The researcher chose the NAEP data set because it provided a national sample using uniform questions. This study investigated how the factors of socioeconomic status (SES), parental education level, mode of instruction, and affective disposition affect twelfth grade students' physical science achievement levels in school for the sample population and subgroups for gender. The factors mode of instruction and affective disposition were built through factor analysis based on available questions from the student surveys. All four factors were found to be significant predictors of physical science achievement for the sample population. NAEP exams are administered to a national sample that represents the population of American students enrolled in public and private schools. This was a non-experimental study that adds to the literature on factors that impact physical science for both genders. A gender gap is essentially nonexistent at the fourth grade level but appears at the eighth grade level in science based on information from NAEP (NCES, 1997). The results of the study can be used to make recommendation for policy change to diminish this gender gap in the future. Educators need to be using research to make instructional decisions; research-based instruction helps all students.

Higher levels of state depression in masculine than in feminine nations.

PubMed

Arrindell, W A; Steptoe, A; Wardle, J

2003-07-01

Studies using identical measures have identified different levels of depression in different countries or cultures. Until now, however, explanations for such differences, other than methodological ones, have not been empirically addressed. It was hypothesized and found that soft or feminine nations in which both women and men are offered equal opportunities for the fulfillment of multiple social roles that are associated with good self-rated health would score significantly lower on national depression levels than tough or masculine societies in which such opportunities exist to a clearly lesser extent. Analyses of data collected in 14 nations in Europe (total N>5000) demonstrated that higher scores on Hofstede's national masculinity index and lower ones on national wealth were independent predictors of higher national depression levels. National trait neuroticism did not mediate the relationship between national masculinity and national depression levels.

School Achievement at the Secondary Level: Influence of Parenting Style and Parent Involvement in Schooling.

ERIC Educational Resources Information Center

Deslandes, R.; Royer, E.; Turcotte, D.; Bertrand, R.

1997-01-01

Studies the influence of parenting style and parental involvement in schooling on academic achievement at the secondary level. Finds that parental acceptance, affective support, supervision, and granting psychological autonomy contributed to school achievement. Indicates that parents retain substantial influence over their adolescent's school…

Effect of Direct Teaching Method on the Academic Achievement of High and Low Achievers in the Subject of English at the Secondary Level

ERIC Educational Resources Information Center

Hussain, Ishtiaq; Hamdani, Syed Nisar Hussain; Quraishi, Uzma; Zeeshan, Muhammad

2010-01-01

The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to…

Using higher-level inquiry to improve spatial ability in an introductory geology course

NASA Astrophysics Data System (ADS)

Stevens, Lacey A.

Visuo-spatial skills, the ability to visually take in information and create a mental image are crucial for success in fields involving science, technology, engineering, and math (STEM) as well as fine arts. Unfortunately, due to a lack of curriculum focused on developing spatial skills, students enrolled in introductory college-level science courses tend to have difficulty with spatially-related activities. One of the best ways to engage students in science activities is through a learning and teaching strategy called inquiry. There are lower levels of inquiry wherein learning and problem-solving are guided by instructions and higher levels of inquiry wherein students have a greater degree of autonomy in learning and creating their own problem-solving strategy. A study involving 112 participants was conducted during the fall semester in 2014 at Bowling Green State University (BGSU) in an 1040 Introductory Geology Lab to determine if a new, high-level, inquiry-based lab would increase participants' spatial skills more than the traditional, low-level inquiry lab. The study also evaluated whether a higher level of inquiry differentially affected low versus high spatial ability participants. Participants were evaluated using a spatial ability assessment, and pre- and post-tests. The results of this study show that for 3-D to 2-D visualization, the higher-level inquiry lab increased participants' spatial ability more than the lower-level inquiry lab. For spatial rotational skills, all participants' spatial ability scores improved, regardless of the level of inquiry to which they were exposed. Low and high spatial ability participants were not differentially affected. This study demonstrates that a lab designed with a higher level of inquiry can increase students' spatial ability more than a lab with a low level of inquiry. A lab with a higher level of inquiry helped all participants, regardless of their initial spatial ability level. These findings show that curriculum

Developing models to predict 8th grade students' achievement levels on timss science based on opportunity-to-learn variables

NASA Astrophysics Data System (ADS)

Whitford, Melinda M.

Science educational reforms have placed major emphasis on improving science classroom instruction and it is therefore vital to study opportunity-to-learn (OTL) variables related to student science learning experiences and teacher teaching practices. This study will identify relationships between OTL and student science achievement and will identify OTL predictors of students' attainment at various distinct achievement levels (low/intermediate/high/advanced). Specifically, the study (a) address limitations of previous studies by examining a large number of independent and control variables that may impact students' science achievement and (b) it will test hypotheses of structural relations to how the identified predictors and mediating factors impact on student achievement levels. The study will follow a multi-stage and integrated bottom-up and top-down approach to identify predictors of students' achievement levels on standardized tests using TIMSS 2011 dataset. Data mining or pattern recognition, a bottom-up approach will identify the most prevalent association patterns between different student achievement levels and variables related to student science learning experiences, teacher teaching practices and home and school environments. The second stage is a top-down approach, testing structural equation models of relations between the significant predictors and students' achievement levels according.

Higher transcription levels in ascorbic acid biosynthetic and recycling genes were associated with higher ascorbic acid accumulation in blueberry.

PubMed

Liu, Fenghong; Wang, Lei; Gu, Liang; Zhao, Wei; Su, Hongyan; Cheng, Xianhao

2015-12-01

In our preliminary study, the ripe fruits of two highbush blueberry (Vaccinium corymbosum L.) cultivars, cv 'Berkeley' and cv 'Bluecrop', were found to contain different levels of ascorbic acid. However, factors responsible for these differences are still unknown. In the present study, ascorbic acid content in fruits was compared with expression profiles of ascorbic acid biosynthetic and recycling genes between 'Bluecrop' and 'Berkeley' cultivars. The results indicated that the l-galactose pathway was the predominant route of ascorbic acid biosynthesis in blueberry fruits. Moreover, higher expression levels of the ascorbic acid biosynthetic genes GME, GGP, and GLDH, as well as the recycling genes MDHAR and DHAR, were associated with higher ascorbic acid content in 'Bluecrop' compared with 'Berkeley', which indicated that a higher efficiency ascorbic acid biosynthesis and regeneration was likely to be responsible for the higher ascorbic acid accumulation in 'Bluecrop'. Copyright © 2015 Elsevier Ltd. All rights reserved.

Intellectual Interest Mediates Gene-by-SES Interaction on Adolescent Academic Achievement

PubMed Central

Tucker-Drob, Elliot M.; Harden, K. Paige

2011-01-01

Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this gene-by-environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that gene-by-SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests. PMID:22288554

Higher-level simulations of turbulent flows

NASA Technical Reports Server (NTRS)

Ferziger, J. H.

1981-01-01

The fundamentals of large eddy simulation are considered and the approaches to it are compared. Subgrid scale models and the development of models for the Reynolds-averaged equations are discussed as well as the use of full simulation in testing these models. Numerical methods used in simulating large eddies, the simulation of homogeneous flows, and results from full and large scale eddy simulations of such flows are examined. Free shear flows are considered with emphasis on the mixing layer and wake simulation. Wall-bounded flow (channel flow) and recent work on the boundary layer are also discussed. Applications of large eddy simulation and full simulation in meteorological and environmental contexts are included along with a look at the direction in which work is proceeding and what can be expected from higher-level simulation in the future.

Best Practices in Higher Education Faculty Motivation

ERIC Educational Resources Information Center

McNamee, Lonnie

2017-01-01

There are many kinds of teachers in that teach in higher education. Some of these teachers teach at a high level while some teach at a substandard level. Educators are inspired and invigorated upon viewing students' achievement. Menlo and Low (1988) examined educator employment happiness throughout five countries and discovered that educators were…

Effectiveness of Constructivist Approach on Academic Achievement in Science at Secondary Level

ERIC Educational Resources Information Center

Adak, Samaresh

2017-01-01

The present study investigated the effectiveness of constructivist approach on academic achievement in science at secondary level using pre-test, post-test, experimental and control group design, with 58 samples grouped as experimental group (29) and control group (29) on the basis of matching by intelligence test. The investigators conducted this…

The Impact of Written Comments on Student Achievement.

ERIC Educational Resources Information Center

Freeman, Donald J.; Niemeyer, Roger C.

This study sought to determine if an instructor of a competency-based course who sets performance standards at a comparatively low level might facilitate higher levels of student achievement through the use of written comments on unit posttests. Eighty-eight students in a graduate education course were randomly assigned to one of four experimental…

Higher fuel prices are associated with lower air pollution levels.

PubMed

Barnett, Adrian G; Knibbs, Luke D

2014-05-01

Air pollution is a persistent problem in urban areas, and traffic emissions are a major cause of poor air quality. Policies to curb pollution levels often involve raising the price of using private vehicles, for example, congestion charges. We were interested in whether higher fuel prices were associated with decreased air pollution levels. We examined an association between diesel and petrol prices and four traffic-related pollutants in Brisbane from 2010 to 2013. We used a regression model and examined pollution levels up to 16 days after the price change. Higher diesel prices were associated with statistically significant short-term reductions in carbon monoxide and nitrogen oxides. Changes in petrol prices had no impact on air pollution. Raising diesel taxes in Australia could be justified as a public health measure. As raising taxes is politically unpopular, an alternative political approach would be to remove schemes that put a downward pressure on fuel prices, such as industry subsidies and shopping vouchers that give fuel discounts. Copyright © 2014 Elsevier Ltd. All rights reserved.

Exploring Informal Mathematical Products of Low Achievers at the Secondary School Level

ERIC Educational Resources Information Center

Karsenty, Ronnie; Arcavi, Abraham; Hadas, Nurit

2007-01-01

This article examines the notion of informal mathematical products, in the specific context of teaching mathematics to low achieving students at the secondary school level. The complex and relative nature of this notion is illustrated and some of its characteristics are suggested. These include the use of ad-hoc strategies, mental calculations,…

Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level

ERIC Educational Resources Information Center

Sajan, K. S.

2010-01-01

The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

The Effect of Peer Support on University Level Students' English Language Achievements

ERIC Educational Resources Information Center

Sari, Irfan; Çeliköz, Nadir; Ünal, Süleyman

2017-01-01

The purpose of the study is to investigate the effect of peer support on university level students' English language achievements. An experimental model with pretest-posttest experimental and control group was used with 800 students who were studying at a university in Istanbul vicinity. As experiment group, 400 students (200 of whom…

WWC Review of the Report "Staying on Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

This study of 952 fifth and sixth graders in Washington, DC, and Alexandria, Virginia, found that students who were offered the "Higher Achievement" program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. "Higher Achievement" is a…

EDITORIAL: Deeper, broader, higher, better?

NASA Astrophysics Data System (ADS)

Dobson, Ken

1998-07-01

Honorary Editor The standard of educational achievement in England and Wales is frequently criticized, and it seems to be an axiom of government that schools and teachers need to be shaken up, kept on a tight rein, copiously inspected, shamed and blamed as required: in general, subjected to the good old approach of: ' Find out what Johnny is doing and tell him to stop.' About the only exception to this somewhat severe attitude is at A-level, where the standard is simply golden. Often, comparisons are made between the performance of, say, English children and that of their coevals in other countries, with different customs, systems, aims and languages. But there has been a recent comparison of standards at A-level with a non-A-level system of pre-university education, in an English-speaking country that both sends students to English universities and accepts theirs into its own, and is, indeed, represented in the UK government at well above the level expected from its ethnical weighting in the population. This semi-foreign country is Scotland. The conclusions of the study are interesting. Scotland has had its own educational system, with `traditional breadth', and managed to escape much of the centralized authoritarianism that we have been through south of the border. It is interesting to note that, while for the past dozen years or so the trend in A-level Physics entries has been downwards, there has been an increase in the take-up of Scottish `Highers'. Highers is a one-year course. Is its popularity due to its being easier than A-level? Scottish students keen enough to do more can move on to the Certificate of Sixth Year Studies, and will shortly be able to upgrade a Higher Level into an Advanced Higher Level. A comparability study [ Comparability Study of Scottish Qualifications and GCE Advanced Levels: Report on Physics January 1998 (free from SQA)] was carried out by the Scottish Qualifications Authority (SQA) with the aim (amongst others) of helping

Strategic Enrollment Management: Transforming Higher Education

ERIC Educational Resources Information Center

Bontrager, Bob; Ingersoll, Doris; Ingersoll, Ronald

2012-01-01

As external forces demand change in the delivery of postsecondary education and institutions seek to take advantage of new opportunities, the potential for achieving higher levels of student and institutional success is vast. New technologies, communication tools, data use, and organizational constructs present key factors in improving the…

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

PubMed

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

2003-09-01

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

Using School-Level Student Achievement to Engage in Formative Evaluation: Comparative School-Level Rates of Oral Reading Fluency Growth Conditioned by Initial Skill for Second Grade Students

ERIC Educational Resources Information Center

Cummings, Kelli D.; Stoolmiller, Michael L.; Baker, Scott K.; Fien, Hank; Kame'enui, Edward J.

2015-01-01

We present a method for data-based decision making at the school level using student achievement data. We demonstrate the potential of a national assessment database [i.e., the University of Oregon DIBELS Data System (DDS)] to provide comparative levels of school-level data on average student achievement gains. Through the DDS as a data source,…

Average Treatment Effect of School-Wide Positive Behavioral Interventions and Supports on School-Level Academic Achievement in Florida

ERIC Educational Resources Information Center

Gage, Nicholas A.; Leite, Walter; Childs, Karen; Kincaid, Don

2017-01-01

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social…

Women in Leadership in Higher Education: Leadership Styles and the "Glass Ceiling"

ERIC Educational Resources Information Center

Michael, Rebecka

2013-01-01

Women in upper-level leadership positions in higher education are underrepresented. This study examined the predominant leadership styles of women who have achieved upper-level leadership positions in higher education explored intentional changes in their leadership styles. Primarily, the study sought to determine if these leaders had similar…

Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

ERIC Educational Resources Information Center

Akinsola, Mojeed Kolawole; Tella, Adedeji; Tella, Adeyinka

2007-01-01

Procrastination is now a common phenomenon among students, particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a…

Psychosocial Correlates of Intimacy Achievement among Adolescent Fathers-To-Be.

ERIC Educational Resources Information Center

Winstanley, Matthew R.; Meyers, Steven A.; Florsheim, Paul

2002-01-01

Studied the relation between urban psychosocial stressors and intimacy achievement in a sample of 59 African American, Hispanic American, and White adolescent fathers-to-be. Those with higher cumulative psychosocial stressors had lower levels of intimacy, and low interpersonal empathy was significantly associated with intimacy levels. African…

Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

ERIC Educational Resources Information Center

Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

2010-01-01

Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

"Feeling" Hierarchy: The Pathway from Subjective Social Status to Achievement

ERIC Educational Resources Information Center

Destin, Mesmin; Richman, Scott; Varner, Fatima; Mandara, Jelani

2012-01-01

The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As…

Addition by Subtraction: The Relation between Dropout Rates and School-Level Academic Achievement

ERIC Educational Resources Information Center

Glennie, Elizabeth; Bonneau, Kara; vanDellen, Michelle; Dodge, Kenneth A.

2012-01-01

Background/Context: Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding…

An Investigation of International Science Achievement Using the OECD's PISA 2006 Data Set

NASA Astrophysics Data System (ADS)

Milford, Todd

School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend

Academic Self-Concept, Achievement Goals, and Achievement: Is Their Relation the Same for Academic Achievers and Underachievers?

ERIC Educational Resources Information Center

Preckel, Franzis; Brunner, Martin

2015-01-01

This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students' cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample…

Achievement goal profiles and developments in effort and achievement in upper elementary school.

PubMed

Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-12-01

The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Single Enteral Loading Dose of Phenobarbital for Achieving Its Therapeutic Serum Levels in Neonates

PubMed Central

Turhan, Ali H.; Atici, Aytug; Okuyaz, Cetin; Uysal, Sercan

2010-01-01

Aim To investigate whether therapeutic serum drug levels may be achieved with a single enteral loading dose of phenobarbital. Methods The study was performed at the Mersin University Hospital in Turkey between April 2004 and August 2006, and included 29 newborn babies with seizure. After the acute treatment of the seizure with midazolam at a dose of 0.1 mg/kg, phenobarbital was administered by orogastric route at a loading dose of 20 mg/kg. Serum phenobarbital concentrations were measured at 0.5, 3, 6, and 12 hours after the loading. Serum phenobarbital levels between 10-30 μg/mL were considered as the therapeutic range. Results The serum phenobarbital levels reached therapeutic values in 9 (31%), 19 (66%), 21 (72%), and 23 (79%) patients at 0.5, 3, 6, and 12 hours after loading, respectively, while they did not reach therapeutic values in 6 patients (21%) after 12 hours. Four of the patients in whom there was no increase in serum phenobarbital levels had hypoxic-ischemic encephalopathy. Conclusion Enteral loading of phenobarbital can achieve therapeutic serum levels in the large majority of newborn babies with seizure and may be safely used in babies with the intact gastrointestinal tract. PMID:20564764

Do Parents Make a Difference to Children's Academic Achievement? Differences between Parents of Higher and Lower Achieving Students

ERIC Educational Resources Information Center

Jacobs, Nicky; Harvey, David

2005-01-01

Differences in family factors in determining academic achievement were investigated by testing 432 parents in nine independent, coeducational Melbourne schools. Schools were ranked and categorized into three groups (high, medium and low), based on student achievement (ENTER) scores in their final year of secondary school and school improvement…

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.

PubMed

Glennie, Elizabeth; Bonneau, Kara; Vandellen, Michelle; Dodge, Kenneth A

2012-01-01

Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find

An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Teacher Factors

ERIC Educational Resources Information Center

Carruthers, Anthony Steven

2013-01-01

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement in the Pasadena Unified School District (PUSD) from the teacher perspective. As part of a tri-level study, two other projects examined collaboration around student achievement in PUSD from the perspectives of…

Motivation and social contexts: a crossnational pilot study of achievement, power, and affiliation motives.

PubMed

Xu, Xiaoyan; Xu, Yangang; Mellor, David; Duan, Liqiong

2012-01-01

Previous research suggests that there is a relationship between social contexts (e.g., economic growth, engagement in wars) and motives within populations. In particular, high achievement motive is associated with subsequent economic growth, which in turn increases power motive. Increased national achievement and power motives have been argued to precede social changes that lead to decreased affiliation motives, and engagement in wars. The present study aimed to examine differences in achievement, power, and affiliation motives between 266 college students in China (a nation with sustained high economic growth) and 255 college students in the USA (a nation with previously strong but now slowing economic growth, and engaged in war). Analysis of personal strivings suggested that Chinese college students showed significantly higher levels of achievement motive than the American college students, but American college students showed significantly higher levels of affiliation motive than Chinese college students. Overall, males exhibited higher achievement motivation than females. No significant interaction effects were found for gender by location for any of the three motives. The findings are discussed in relation to previous research.

Higher-Education Budgeting at the State Level: Concepts and Principles.

ERIC Educational Resources Information Center

Jones, Dennis P.

New approaches to allocating state resources to colleges are discussed. Budgeting and resource allocation principles are considered that: (1) reflect the unique context of higher education; (2) are consistent with sound budgeting and management principles; and (3) represent institutional mechanisms applied at the state level rather than approaches…

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth

ERIC Educational Resources Information Center

Zychinski, Kristen E.; Polo, Antonio J.

2012-01-01

The Latino population in the United States is increasing rapidly, and Latino youth comprise a significant proportion of the overall school-age population. Latino youth, however, demonstrate lower levels of academic achievement. Research also indicates Latino youth consistently report higher levels of depressive symptoms. We examined the relation…

Visual Acuity does not Moderate Effect Sizes of Higher-Level Cognitive Tasks

PubMed Central

Houston, James R.; Bennett, Ilana J.; Allen, Philip A.; Madden, David J.

2016-01-01

Background Declining visual capacities in older adults have been posited as a driving force behind adult age differences in higher-order cognitive functions (e.g., the “common cause” hypothesis of Lindenberger & Baltes, 1994). McGowan, Patterson and Jordan (2013) also found that a surprisingly large number of published cognitive aging studies failed to include adequate measures of visual acuity. However, a recent meta-analysis of three studies (LaFleur & Salthouse, 2014) failed to find evidence that visual acuity moderated or mediated age differences in higher-level cognitive processes. In order to provide a more extensive test of whether visual acuity moderates age differences in higher-level cognitive processes, we conducted a more extensive meta-analysis of topic. Methods Using results from 456 studies, we calculated effect sizes for the main effect of age across four cognitive domains (attention, executive function, memory, and perception/language) separately for five levels of visual acuity criteria (no criteria, undisclosed criteria, self-reported acuity, 20/80-20/31, and 20/30 or better). Results As expected, age had a significant effect on each cognitive domain. However, these age effects did not further differ as a function of visual acuity criteria. Conclusion The current meta-analytic, cross-sectional results suggest that visual acuity is not significantly related to age group differences in higher-level cognitive performance—thereby replicating LaFleur and Salthouse (2014). Further efforts are needed to determine whether other measures of visual functioning (e.g. contrast sensitivity, luminance) affect age differences in cognitive functioning. PMID:27070044

Women show a higher level of anxiety during IVF treatment than men and hold different concerns: a cohort study.

PubMed

Schaller, Martin Alexander; Griesinger, Georg; Banz-Jansen, Constanze

2016-05-01

The aim of the present study was to determine levels of anxiety during the course of IVF treatment and gender differences in treatment anxiety. This was a prospective cohort study set in a university affiliated, tertiary care IVF program. 119 women and 82 men entering the clinic to undergo IVF treatment filled out questionnaires containing the Spielberger state-trait-anxiety-inventory (STAI) as well as further items on specific stress triggers. Women and men undergoing IVF have higher levels of anxiety than the average population in Germany. Overall, female patients show significantly higher values (mean ± SD) for state and trait anxiety (47.4 ± 11.0 and 40.1 ± 9.85) than their male partners (41.4 ± 9.66 and 35.3 ± 8.57, p < 0.01). Over the course of several IVF cycles, average STAI scores increased for both genders. When asked about specific stress factors on a 4-point scale from 'not at all' to 'very much so', women report as their main anxiety the failure to achieve a successful pregnancy, scoring significantly higher on questions like 'obtaining a negative pregnancy test' (3.24 ± 0.82, p < 0.01) and 'disclosure of infertility' (3.02 ± 1.10, p < 0.001). Their male partners are more concerned about the health risks the women have to take such as 'side effects of ovarian stimulation' (2.55 ± 0.77, p = 0.002) and 'bleeding or infection after the oocyte aspiration' (2.58 ± 0.84, p = 0.007). Both genders indicated to be very little worried about multiple pregnancies after IVF. Women show a higher level of anxiety during IVF treatment and hold different concerns. Neither of the sexes appears to be familiar with the risks associated with multiple pregnancies, a matter that should better be addressed.

Student achievement in science: A longitudinal look at individual and school differences

NASA Astrophysics Data System (ADS)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

Effect of Gender, Achievement in Mathematics, and Grade Level on Attitudes toward Mathematics.

ERIC Educational Resources Information Center

Tapia, Martha; Marsh, George E., II

The effects of gender, math achievement, and grade level on attitudes toward mathematics were examined by use of an inventory, Attitudes Toward Mathematics Instrument. Subjects were 803 bilingual, middle and high school students. The data were analyzed using a multivariate factorial model with four factors of Mathematics Attitudes as dependent…

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

PubMed Central

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2017-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in grades 4–9 (N=103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n=25), word reading and spelling (dyslexia, n=60), or oral and written language (OWL LD, n=18). That is, SLDs are defined on basis of cascading level of language impairment (subword, word, and syntax/text). A 5-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% variance. Orthographic word form coding uniquely predicted nearly every measure, whereas attention switching only uniquely predicted reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and OWL LD were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed. PMID:28199175

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

ERIC Educational Resources Information Center

Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

2015-01-01

The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

Assuring Academic Achievement Standards: From Moderation to Calibration

ERIC Educational Resources Information Center

Sadler, D. Royce

2013-01-01

The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

Seeking a Higher Level of Arts Integration across the Curriculum

ERIC Educational Resources Information Center

Sotiropoulou-Zormpala, Marina

2016-01-01

To seek a higher level of arts integration across the education curriculum, I investigated designs of teaching through arts activities that would motivate educators to adopt the spirit of "aesthetic teaching." Two different designs were tested, with the second as a continuation of the first. Each ascribes a different educational role to…

The Influence of Parents Educational Level on Secondary School Students Academic Achievements in District Rajanpur

ERIC Educational Resources Information Center

Khan, Rana Muhammad Asad; Iqbal, Nadeem; Tasneem, Saima

2015-01-01

This study was conducted to focus the influence and impact of parents educational level on students academic achievement at secondary level of education. The study utilizes the students results of the 9th class in secondary school certificate examination taken by the Board of Intermediate & Secondary Education Dera Ghazi Khan. Oral interview,…

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

Effectiveness of Mathetics in Achievement in Chemistry at Higher Secondary Level

ERIC Educational Resources Information Center

Elias, Jijish

2009-01-01

The application of psychology and technology are used in the learning process while we use programmed learning modules. In programmed learning we use the small steps of learning resulting in mastery. The modules helps to respond the learners activity and to give immediate feedback. The learners will get their own timing to go through the lessons…

Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

ERIC Educational Resources Information Center

Acar Güvendir, Meltem

2016-01-01

This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

Differences between Higher and Lower Achievement Rate and Leadership Qualities, Instructional Practices, Parental Involvement, Opportunity to Learn, and Professional Development

ERIC Educational Resources Information Center

Ficarra, Laura

2017-01-01

The purpose of this mixed study was to investigate the differences between higher and lower achievement middle school rates pertaining to leadership qualities, opportunity to learn, instructional practices, parental involvement, and professional development. Qualitatively, principals were interviewed using a semi-structured interview protocol.…

Leistungsmessung im Sprachunterricht: Positionspapier (Measuring Achievement in Language Instruction: A Position Paper).

ERIC Educational Resources Information Center

Schrand, Heinrich, Ed.

This position paper on the measurement of achievement in language instruction contains nine articles by leading authorities. Three articles, written in German, cover: (1) testing: necessities and dangers, (2) supervision and evaluation of oral achievement in certification examinations, and (3) development of a higher level of an adult education…

78 FR 72620 - Federal Acquisition Regulation; Higher-Level Contract Quality Requirements

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-03

... DEPARTMENT OF DEFENSE GENERAL SERVICES ADMINISTRATION NATIONAL AERONAUTICS AND SPACE.... IV. Regulatory Flexibility Act The Department of Defense (DoD), the General Services Administration...-AM65 Federal Acquisition Regulation; Higher-Level Contract Quality Requirements AGENCY: Department of...

Research on the Coordinative Development of Regional Higher Education and Economy

ERIC Educational Resources Information Center

Hong, Yingjun

2012-01-01

In the current society, economic development in any region has to rely on higher education. Conversely, higher education cannot do without regional economic development in order to achieve greater progress in scale and level. Starting with the function of higher education in Wenzhou, this paper analyzes the reality and problems in Wenzhou's higher…

School-Level Contextual Effects of Parent Involvement on Children's Achievement during Elementary Grades

ERIC Educational Resources Information Center

Oh, Yoonkyung

2012-01-01

This study used the ECLS-K to examine the contextual influences of parent involvement on children's achievement growth in reading and math during elementary grades. The study used Rasch models and HLM measurement models to develop reliable and valid constructs of parent involvement both at the student and at the school level. Piecewise linear…

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement

PubMed Central

GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

2013-01-01

Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved

Topological approach to quantum Hall effects and its important applications: higher Landau levels, graphene and its bilayer

NASA Astrophysics Data System (ADS)

Jacak, Janusz; Łydżba, Patrycja; Jacak, Lucjan

2017-05-01

In this paper the topological approach to quantum Hall effects is carefully described. Commensurability conditions together with proposed generators of a system braid group are employed to establish the fractional quantum Hall effect hierarchies of conventional semiconductors, monolayer and bilayer graphene structures. Obtained filling factors are compared with experimental data and a very good agreement is achieved. Preliminary constructions of ground-state wave functions in the lowest Landau level are put forward. Furthermore, this work explains why pyramids of fillings from higher bands are not counterparts of the well-known composite-fermion hierarchy - it provides with the cause for an intriguing robustness of ν = 7/3 , 8/3 and 5/2 states (also in graphene). The argumentation why paired states can be developed in two-subband systems (wide quantum wells) only when the Fermi energy lies in the first Landau level is specified. Finally, the paper also clarifies how an additional surface in bilayer systems contributes to an observation of the fractional quantum Hall effect near half-filling, ν = 1/2 .

Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents.

ERIC Educational Resources Information Center

Luebke, Jerry; And Others

1989-01-01

Teacher ratings on reading recognition, reading comprehension, arithmetic, and written expression revealed that behaviorally disordered and learning-disabled adolescents (N=200) were seen as performing significantly below expected levels of achievement. Differences between behaviorally disordered and learning-disabled students appeared to depend…

Achievement motivation level in students of Shiraz University of Medical Sciences and its influential factors

PubMed Central

KAVOUSIPOUR, SOMAYEH; NOORAFSHAN, ALI; POURAHMAD, SAEEDEH; DEHGHANI-NAZHVANI, ALI

2015-01-01

Introduction: Many studies have investigated the relationship between motivation and educational outcomes. The present study was conducted to determine whether the students’ motivation in Shiraz University of Medical Sciences (SUMS) decreases during educational years. Methods: 770 students in SUMS were selected by multi-stage stratified random sampling from each field and entrance year. The first questionnaire contained 57 questions on the effect of economic, social, educational, geographical and personality factors on the students’ motivation. The second one was based on 50 incomplete sentences. The validity and reliability of these questionnaires were approved by the experts and Cronbach's Alpha coefficients (85% and 90%, respectively). In this cross-sectional study, ANOVA, t-test and Chi-square tests were applied for data analysis at the 0.05 significance level. Results: Six factors with the most effect on academic motivation were "family attitudes", "getting good jobs in future", "respect for themselves", " the ability to learn", "believing their role in victory and defeat" and "the tendency toward optimism about themselves". In addition, comparing professional doctorate and basic sciences’ results revealed no significant relationship between academic motivation and educational years (F=0.819, p=0.397). But comparing field by field showed that Dentistry and Hospital Management and Medical Information (HMMI) had a significant decrease in motivation score by increase in educational years (F=3.991, p=0.015). Conclusion: Achievement motivation level in SUMS students was higher than average and did not decrease during educational years. Also, the results showed that personal, social and educational related factors affected motivation level more than economic and environmental factors. PMID:25587552

Design and performance of tapered cubic anvil used for achieving higher pressure and larger sample cell

NASA Astrophysics Data System (ADS)

Han, Qi-Gang; Yang, Wen-Ke; Zhu, Pin-Wen; Ban, Qing-Chu; Yan, Ni; Zhang, Qiang

2013-07-01

In order to increase the maximum cell pressure of the cubic high pressure apparatus, we have developed a new structure of tungsten carbide cubic anvil (tapered cubic anvil), based on the principle of massive support and lateral support. Our results indicated that the tapered cubic anvil has some advantages. First, tapered cubic anvil can push the transfer rate of pressure well into the range above 36.37% compare to the conventional anvil. Second, the rate of failure crack decreases about 11.20% after the modification of the conventional anvil. Third, the limit of static high-pressure in the sample cell can be extended to 13 GPa, which can increase the maximum cell pressure about 73.3% than that of the conventional anvil. Fourth, the volume of sample cell compressed by tapered cubic anvils can be achieved to 14.13 mm3 (3 mm diameter × 2 mm long), which is three and six orders of magnitude larger than that of double-stage apparatus and diamond anvil cell, respectively. This work represents a relatively simple method for achieving higher pressures and larger sample cell.

Does achievement motivation mediate the semantic achievement priming effect?

PubMed

Engeser, Stefan; Baumann, Nicola

2014-10-01

The aim of our research was to understand the processes of the prime-to-behavior effects with semantic achievement primes. We extended existing models with a perspective from achievement motivation theory and additionally used achievement primes embedded in the running text of excerpts of school textbooks to simulate a more natural priming condition. Specifically, we proposed that achievement primes affect implicit achievement motivation and conducted pilot experiments and 3 main experiments to explore this proposition. We found no reliable positive effect of achievement primes on implicit achievement motivation. In light of these findings, we tested whether explicit (instead of implicit) achievement motivation is affected by achievement primes and found this to be the case. In the final experiment, we found support for the assumption that higher explicit achievement motivation implies that achievement priming affects the outcome expectations. The implications of the results are discussed, and we conclude that primes affect achievement behavior by heightening explicit achievement motivation and outcome expectancies.

Strategies for Increasing Academic Achievement in Higher Education

ERIC Educational Resources Information Center

Ensign, Julene; Woods, Amelia Mays

2014-01-01

Higher education today faces unique challenges. Decreasing student engagement, increasing diversity, and limited resources all contribute to the issues being faced by students, educators, and administrators alike. The unique characteristics and expectations that students bring to their professional programs require new methods of addressing…

Higher glucose levels associated with lower memory and reduced hippocampal microstructure.

PubMed

Kerti, Lucia; Witte, A Veronica; Winkler, Angela; Grittner, Ulrike; Rujescu, Dan; Flöel, Agnes

2013-11-12

For this cross-sectional study, we aimed to elucidate whether higher glycosylated hemoglobin (HbA1c) and glucose levels exert a negative impact on memory performance and hippocampal volume and microstructure in a cohort of healthy, older, nondiabetic individuals without dementia. In 141 individuals (72 women, mean age 63.1 years ± 6.9 SD), memory was tested using the Rey Auditory Verbal Learning Test. Peripheral levels of fasting HbA1c, glucose, and insulin and 3-tesla MRI scans were acquired to assess hippocampal volume and microstructure, as indicated by gray matter barrier density. Linear regression and simple mediation models were calculated to examine associations among memory, glucose metabolism, and hippocampal parameters. Lower HbA1c and glucose levels were significantly associated with better scores in delayed recall, learning ability, and memory consolidation. In multiple regression models, HbA1c remained strongly associated with memory performance. Moreover, mediation analyses indicated that beneficial effects of lower HbA1c on memory are in part mediated by hippocampal volume and microstructure. Our results indicate that even in the absence of manifest type 2 diabetes mellitus or impaired glucose tolerance, chronically higher blood glucose levels exert a negative influence on cognition, possibly mediated by structural changes in learning-relevant brain areas. Therefore, strategies aimed at lowering glucose levels even in the normal range may beneficially influence cognition in the older population, a hypothesis to be examined in future interventional trials.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.

PubMed

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs . Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

PubMed Central

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M.; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes. PMID:28280473

An exploration of the perceptions, developmental reasoning levels, differences in learning processes, and academic achievement levels of students in introductory college microbiology

NASA Astrophysics Data System (ADS)

Poole, Barbara Ann Matherly

1997-11-01

This study explored the relationship between the grades students earned in introductory college microbiology and American College Testing scores, sex, race, age, GED or high school diploma, full-time or part-time student status, developmental reasoning levels, memory tactics, and expected achievement. The study also explored student perceptions at the beginning and the end of the microbiology courses for science preparation, expected achievement, relevancy of microbiology, and expectations for the course. Archival records for 121 freshman level and 119 sophomore level microbiology students were accessed to obtain final grades, ACT scores, sex, race, age, GED or high school diploma and full-time or part-time status. The same information was obtained for the 113 freshman level and the 85 sophomore level students who participated in the study. The study groups were given the Group Assessment of Logical Thinking to assess their level of formal reasoning ability, the Inventory of Learning Processes-Revised to assess three memory techniques, an initial perception survey, and an exit perception survey. Academic achievement in microbiology could not be predicted using composites of the predictor variables. There were significant relationships between the GALT scores and the predicted grades with both the freshman and the sophomore final grades. The Self-Efficacy Fact Retention scores and the Literal Memorization scores had significant relationships to the final grades of the freshmen but not the sophomores. There was not a significant relationship between the Deep Semantic scores and the final grades in either group. Students indicated that high school science had given them only a medium to low level of preparation for college microbiology. The sophomores felt that previous college science classes had given them a much better preparation for microbiology than did the freshmen students. Both groups expressed the importance of the laboratory experience to the understanding

Factors Identified with Higher Levels of Career Satisfaction of Physicians in Andalusia, Spain

PubMed Central

Peña-Sánchez, Juan Nicolás; Lepnurm, Rein; Morales-Asencio, José Miguel; Delgado, Ana; Domagała, Alicja; Górkiewicz, Maciej

2014-01-01

The satisfaction of physicians is a worldwide issue linked with the quality of health services; their satisfaction needs to be studied from a multi-dimensional perspective, considering lower- and higher-order needs. The objectives of this study were to: i) measure the career satisfaction of physicians; ii) identify differences in the dimensions of career satisfaction; and iii) test factors that affect higher- and lower-order needs of satisfaction among physicians working in Andalusian hospitals (Spain). Forty-one percent of 299 eligible physicians participated in a study conducted in six selected hospitals. Physicians reported higher professional, inherent, and performance satisfaction than personal satisfaction. Foreign physicians reported higher levels of personal and performance satisfaction than local physicians, and those who received non-monetary incentives had higher professional and performance satisfaction. In conclusion, physicians in the selected Andalusian hospitals reported low levels of personal satisfaction. Non-monetary incentives were more relevant to influence their career satisfaction. Further investigations are recommended to study differences in the career satisfaction between foreign and local physicians. PMID:26973935

Mathematics Achievement in High- and Low-Achieving Secondary Schools

ERIC Educational Resources Information Center

Mohammadpour, Ebrahim; Shekarchizadeh, Ahmadreza

2015-01-01

This paper identifies the amount of variance in mathematics achievement in high- and low-achieving schools that can be explained by school-level factors, while controlling for student-level factors. The data were obtained from 2679 Iranian eighth graders who participated in the 2007 Trends in International Mathematics and Science Study. Of the…

Intake of Lutein-Rich Vegetables Is Associated with Higher Levels of Physical Activity

PubMed Central

Crichton, Georgina; Elias, Merrill; Alkerwi, Ala’a; Buckley, Jonathon

2015-01-01

Levels of physical inactivity, a major contributor to burden of disease, are high in many countries. Some preliminary research suggests that circulating lutein concentrations are associated with high levels of physical activity (PA). We aimed to assess whether the intake of lutein-containing foods, including vegetables and eggs, is associated with levels of PA in two studies conducted in different countries. Dietary data and PA data collected from participants in two cross-sectional studies: the Maine-Syracuse Longitudinal Study (MSLS), conducted in Central New York, USA (n = 972), and the Observation of Cardiovascular Risk Factors in Luxembourg Study (ORISCAV-LUX) (n = 1331) were analyzed. Higher intakes of lutein containing foods, including green leafy vegetables, were associated with higher levels of PA in both study sites. Increasing the consumption of lutein-rich foods may have the potential to impact positively on levels of PA. This needs to be further explored in randomized controlled trials. PMID:26393650

Effects of Traditional, Blended and E-Learning on Students' Achievement in Higher Education

ERIC Educational Resources Information Center

Al-Qahtani, Awadh A. Y.; Higgins, S. E.

2013-01-01

The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…

ESL Placement and Schools: Effects on Immigrant Achievement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle

2009-05-01

In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.

International Group Heterogeneity and Students' Business Project Achievement

ERIC Educational Resources Information Center

Ding, Ning; Bosker, Roel J.; Xu, Xiaoyan; Rugers, Lucie; van Heugten, Petra PAM

2015-01-01

In business higher education, group project work plays an essential role. The purpose of the present study is to explore the relationship between the group heterogeneity of students' business project groups and their academic achievements at both group and individual levels. The sample consists of 536 freshmen from an International Business School…

Teaching at higher levels

NASA Astrophysics Data System (ADS)

1998-11-01

Undergraduate physics programmes for the 21st century were under discussion at a recent event held in Arlington, USA, open to two or three members of the physics faculties of universities from across the whole country. The conference was organized by the American Association of Physics Teachers with co-sponsorship from the American Institute of Physics, the American Physical Society and Project Kaleidoscope. Among the various aims were to learn about physics departments that have successfully revitalized their undergraduate physics programmes with innovative introductory physics courses and multi-track majors programmes. Engineers and life scientists were to be asked directly how physics programmes can better serve their students, and business leaders would be speaking on how physics departments can help to prepare their students for the diverse careers that they will eventually follow. It was planned to highlight ways that departments could fulfil their responsibilities towards trainee teachers, to identify the resources needed for revitalizing a department's programme, and to develop guidelines and recommendations for a funding programme to support collaborative efforts among physics departments for carrying out the enhancements required. More details about the conference can be found on the AAPT website (see http://www.aapt.org/programs/rupc.html). Meanwhile the UK's Higher Education Funding Council has proposed a two-pronged approach to the promotion of high quality teaching and learning, as well as widening participation in higher education from 1999-2000. A total of £60m should be available to support these initiatives by the year 2001-2002. As part of this scheme the Council will invite bids from institutions to support individual academics in enhancing learning and teaching, as well as in recognition of individual excellence. As with research grants, such awards would enable staff to pursue activities such as the development of teaching materials

Models of job-related stress and personal achievement among consultant doctors.

PubMed

Deary, I J; Blenkin, H; Agius, R M; Endler, N S; Zealley, H; Wood, R

1996-02-01

The antecedents and outcomes of feelings of job-related stress and personal achievement were studied in a large sample of consultant doctors working in Scotland. In a sample of 333 doctors it was found that a tendency to use emotion-oriented coping strategies and negative appraisals of organizational changes in the practice of medicine mediated the effect of the personality dimension of Neuroticism on reported job stress. Job stress levels predicted the degree of 'burnout' experienced by doctors, i.e. their tendencies to be emotionally exhausted by their work and to dehumanize patients. Higher clinical workloads were related to higher levels of stress but also to higher feelings of personal achievement. A substantial proportion of the variance in many of the variables in the stress model was accounted for by a general tendency to experience negative emotions, closely related to Neuroticism; this general factor appeared to be similar to the recently formulated concepts of 'negative affectivity' and 'somatopsychic distress'. The personality factors of Extraversion and Conscientiousness both contributed to positive feelings of personal achievement (N = 344); the effect of Extraversion was direct, whereas the effect of Conscientiousness was mediated by a tendency to use task-oriented coping strategies. Models of the processes of stress and personal achievement were tested for acceptability using the EQS Structural Equations Program. The implications of the models for transactional theories of stress are discussed.

Concepts and Principles for State-Level Higher Education Budgeting. ASHE 1984 Annual Meeting Paper.

ERIC Educational Resources Information Center

Jones, Dennis P.

Basic concepts concerning state-level resource allocation to higher education are discussed. Attention is directed to principles of budgeting regardless of context, the pluralistic nature of higher education, characteristics of higher education production functions, and the typical form of the budget. In addition to the distribution of resources,…

Lower- and higher-level models of right hemisphere language. A selective survey.

PubMed

Gainotti, Guido

2016-01-01

The models advanced to explain right hemisphere (RH) language function can be divided into two main types. According to the older (lower-level) models, RH language reflects the ontogenesis of conceptual and semantic-lexical development; the more recent models, on the other hand, suggest that the RH plays an important role in the use of higher-level language functions, such as metaphors, to convey complex, abstract concepts. The hypothesis that the RH may be preferentially involved in processing the semantic-lexical components of language was advanced by Zaidel in splitbrain patients and his model was confirmed by neuropsychological investigations, proving that right brain-damaged patients show selective semanticlexical disorders. The possible links between lower and higher levels of RH language are discussed, as is the hypothesis that the RH may have privileged access to the figurative aspects of novel metaphorical expressions, whereas conventionalization of metaphorical meaning could be a bilaterally-mediated process involving abstract semantic-lexical codes.

Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

PubMed

Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-02-17

To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

Factors associated with higher levels of depressive symptoms among international university students in the Philippines.

PubMed

Lee, Romeo B; Maria, Madelene Sta; Estanislao, Susana; Rodriguez, Cristina

2013-11-01

Over the years, the number of international university students has been increasing in the Philippines. Depression tends to be common among this demographic sector, because of the varying challenges and expectations associated with studying abroad. Depression can be prevented if its symptoms, particularly those at higher levels, are identified and addressed early and effectively. This survey examined the social and demographic factors that are significantly associated with higher levels of depressive symptoms. One hundred twenty-six international university students were interviewed using the University Students Depression Inventory. Of the 13 factors analyzed, 3 were found with statistically significant associations with more intense levels of depressive symptoms. These factors were: level of satisfaction with one's financial condition, level of closeness with parents, and level of closeness with peers. In identifying international students with greater risk for depression, characteristics related to their financial condition and primary group relationships can be considered. There is a need to carry out more studies to confirm this initial evidence. The findings can help guide further discourse, research and program to benefit international students with higher levels of depressive symptoms.

Antecedent and Concurrent Psychosocial Skills That Support High Levels of Achievement within Talent Domains

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C.

2015-01-01

Motivation and emotional regulation are important for the sustained focused study and practice required for high levels of achievement and creative productivity in adulthood. Using the talent development model proposed by the authors as a framework, the authors discuss several important psychosocial skills based on the psychological research…

Comparisons of Student Achievement Levels by District Performance and Poverty. ACT Research Report Series 2016-11

ERIC Educational Resources Information Center

Dougherty, Chrys; Shaw, Teresa

2016-01-01

This report looks at student achievement levels in Arkansas school districts disaggregated by district poverty and by the district's performance relative to other districts. We estimated district performance statistics by subject and grade level (4, 8, and 11-12) for longitudinal student cohorts, using statistical models that adjusted for district…

The Relationship between Professional Learning Communities, Personal Teacher Efficacy, and Student Achievement at the High School Level

ERIC Educational Resources Information Center

Brooks, Sherri L.

2013-01-01

The purpose of this correlational study was to determine if there was a relationship between professional learning community (PLC), personal teacher efficacy (PTE), and student achievement. The study examined teacher perception of PLC implementation and PET as it related to student achievement at the high school level on the Virginia End-of Course…

The effect of retesting on end-of-semester performance in high school chemistry at three levels of previous science achievement

NASA Astrophysics Data System (ADS)

Deboer, George E.

To determine the effect of retesting on student learning in chemistry, three questions were addressed by means of a 3 × 2 (achievement level X treatment) factorial design: (1) Does retesting affect differently the end-of-semester mastery of course objectives of students who are grouped according to their previous achievement in science? (2) Do students who are given an opportunity to take retests merely delay their studying and perform at a lower level on initial tests than nonretested students? (3) Is the procrastination of retested students (if it exists) affected by their achievement level? The results showed that for one of four units low ability students who were retested demonstrated greater learning gains than low ability students who were not retested, and that procrastination, if it was present, did not have significant effects on student learning at any achievement level. Results were discussed in terms of the students' room for improvement, motivation to improve, and ability to improve.

Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lin, ShinYi

2006-01-01

This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

Electrophysiological dynamic brain connectivity during symbolic magnitude comparison in children with different mathematics achievement levels.

PubMed

Gómez-Velázquez, Fabiola R; Vélez-Pérez, Hugo; Espinoza-Valdez, Aurora; Romo-Vazquez, Rebeca; Salido-Ruiz, Ricardo A; Ruiz-Stovel, Vanessa; Gallardo-Moreno, Geisa B; González-Garrido, Andrés A; Berumen, Gustavo

2017-02-08

Children with mathematical difficulties usually have an impaired ability to process symbolic representations. Functional MRI methods have suggested that early frontoparietal connectivity can predict mathematic achievements; however, the study of brain connectivity during numerical processing remains unexplored. With the aim of evaluating this in children with different math proficiencies, we selected a sample of 40 children divided into two groups [high achievement (HA) and low achievement (LA)] according to their arithmetic scores in the Wide Range Achievement Test, 4th ed.. Participants performed a symbolic magnitude comparison task (i.e. determining which of two numbers is numerically larger), with simultaneous electrophysiological recording. Partial directed coherence and graph theory methods were used to estimate and depict frontoparietal connectivity in both groups. The behavioral measures showed that children with LA performed significantly slower and less accurately than their peers in the HA group. Significantly higher frontocentral connectivity was found in LA compared with HA; however, when the connectivity analysis was restricted to parietal locations, no relevant group differences were observed. These findings seem to support the notion that LA children require greater memory and attentional efforts to meet task demands, probably affecting early stages of symbolic comparison.

Learning the Cell Structures with Three-Dimensional Models: Students' Achievement by Methods, Type of School and Questions' Cognitive Level

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Naim, Raphael

2013-08-01

The cell topic was taught to 9th-grade students in three modes of instruction: (a) students "hands-on," who constructed three-dimensional cell organelles and macromolecules during the learning process; (b) teacher demonstration of the three-dimensional model of the cell structures; and (c) teaching the cell topic with the regular learning material in an expository mode (which use one- or two-dimensional cell structures as are presented in charts, textbooks and microscopic slides). The sample included 669, 9th-grade students from 25 classes who were taught by 22 Biology teachers. Students were randomly assigned to the three modes of instruction, and two tests in content knowledge in Biology were used. Data were treated with multiple analyses of variance. The results indicate that entry behavior in Biology was equal for all the study groups and types of schools. The "hands-on" learning group who build three-dimensional models through the learning process achieved significantly higher on academic achievements and on the high and low cognitive questions' levels than the other two groups. The study indicates the advantages students may have being actively engaged in the learning process through the "hands-on" mode of instruction/learning.

Budget Reform to Improve Higher Education Quality.

ERIC Educational Resources Information Center

Folger, John

A national project designed to examine issues of budget reform and quality improvement in higher education is described. The focus is state-level budget practices and their impact on institutions. Most of the funding for quality improvement has been categorical: a small percent of the budget is set aside to achieve particular quality or…

Staff Development Needs in Pakistan Higher Education

ERIC Educational Resources Information Center

Ullah, Muhammad Hameed; Khan, Muhammad Naeem Ullah; Murtaza, Ali; Ud Din, Muhammad Naseer

2011-01-01

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are inducted as teaching staff at the university level, so it is time to…

Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

PubMed Central

Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-01-01

Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027

Accuracy of Self-Reported College GPA: Gender-Moderated Differences by Achievement Level and Academic Self-Efficacy

ERIC Educational Resources Information Center

Caskie, Grace I. L.; Sutton, MaryAnn C.; Eckhardt, Amanda G.

2014-01-01

Assessments of college academic achievement tend to rely on self-reported GPA values, yet evidence is limited regarding the accuracy of those values. With a sample of 194 undergraduate college students, the present study examined whether accuracy of self-reported GPA differed based on level of academic performance or level of academic…

Fine motor skills and executive function both contribute to kindergarten achievement

PubMed Central

Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on six standardized assessments in a sample of middle-SES kindergarteners. 3- and 4-year-olds’ (N=213) fine and gross motor skills were assessed in a home visit before kindergarten; EF was measured at fall of kindergarten; and Woodcock-Johnson III (WJ III) Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. PMID:22537276

Curveslam: Utilizing Higher Level Structure In Stereo Vision-Based Navigation

DTIC Science & Technology

2012-01-01

consider their applica- tion to SLAM . The work of [31] [32] develops a spline-based SLAM framework, but this is only for application to LIDAR -based SLAM ...Existing approaches to visual Simultaneous Localization and Mapping ( SLAM ) typically utilize points as visual feature primitives to represent landmarks...regions of interest. Further, previous SLAM techniques that propose the use of higher level structures often place constraints on the environment, such as

Relationship among School Size, School Culture and Students' Achievement at Secondary Level in Pakistan

ERIC Educational Resources Information Center

Ahmad Salfi, Naseer; Saeed, Muhammad

2007-01-01

Purpose: This paper seeks to determine the relationship among school size, school culture and students' achievement at secondary level in Pakistan. Design/methodology/approach: The study was descriptive (survey type). It was conducted on a sample of 90 secondary school head teachers and 540 primary, elementary and high school teachers working in…

The Impact of Learning Styles on Student Achievement in a Web-Based versus an Equivalent Face-to-Face Course

ERIC Educational Resources Information Center

Zacharis, Nick Z.

2010-01-01

This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students…

Primary Mental Abilities and Metropolitan Readiness Tests as Predictors of Achievement in the First Primary Year.

ERIC Educational Resources Information Center

University City School District, MO.

The prediction of achievement provides teachers with necessary information to help children attain optimal achievement. If some skill prerequistites to learning which are not fully developed can be identified and strengthened, higher levels of achievement may result. The Metropolitan Readiness Tests (MRT) are routinely given to all University City…

Higher Level Visual Cortex Represents Retinotopic, Not Spatiotopic, Object Location

PubMed Central

Kanwisher, Nancy

2012-01-01

The crux of vision is to identify objects and determine their locations in the environment. Although initial visual representations are necessarily retinotopic (eye centered), interaction with the real world requires spatiotopic (absolute) location information. We asked whether higher level human visual cortex—important for stable object recognition and action—contains information about retinotopic and/or spatiotopic object position. Using functional magnetic resonance imaging multivariate pattern analysis techniques, we found information about both object category and object location in each of the ventral, dorsal, and early visual regions tested, replicating previous reports. By manipulating fixation position and stimulus position, we then tested whether these location representations were retinotopic or spatiotopic. Crucially, all location information was purely retinotopic. This pattern persisted when location information was irrelevant to the task, and even when spatiotopic (not retinotopic) stimulus position was explicitly emphasized. We also conducted a “searchlight” analysis across our entire scanned volume to explore additional cortex but again found predominantly retinotopic representations. The lack of explicit spatiotopic representations suggests that spatiotopic object position may instead be computed indirectly and continually reconstructed with each eye movement. Thus, despite our subjective impression that visual information is spatiotopic, even in higher level visual cortex, object location continues to be represented in retinotopic coordinates. PMID:22190434

The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

ERIC Educational Resources Information Center

BouJaoude, Saouma; Attieh, May

2008-01-01

The purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept…

English Language Proficiency and Other Factors Influencing Mathematics Achievement at Junior Secondary Level in South Africa.

ERIC Educational Resources Information Center

Howie, Sarah J.; Plomp, Tjeerd

South Africa participated in the Third International Mathematics and Science Study (TIMSS)in 1995 and its repeat in 1999. In 1995, none of the data on school or teacher level could be analyzed to provide the context for the students' poor achievements in mathematics and science. With the 1999 data now available at both school and teacher levels in…

Investigating Student Choices in Performing Higher-Level Comprehension Tasks Using TED

ERIC Educational Resources Information Center

Bianchi, Francesca; Marenzi, Ivana

2016-01-01

The current paper describes a first experiment in the use of TED talks and open tagging exercises to train higher-level comprehension skills, and of automatic logging of the student's actions to investigate the student choices while performing analytical tasks. The experiment took advantage of an interactive learning platform--LearnWeb--that…

Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen

ERIC Educational Resources Information Center

Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa

2012-01-01

The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical…

The antioxidant level of Alaska's wild berries: high, higher and highest.

PubMed

Dinstel, Roxie Rodgers; Cascio, Julie; Koukel, Sonja

2013-01-01

In the last few years, antioxidants have become the stars of the nutritional world. Antioxidants are important in terms of their ability to protect against oxidative cell damage that can lead to conditions, such as Alzheimer's disease, cancer and heart disease--conditions also linked with chronic inflammation. The antioxidant and anti-inflammatory effects of Alaska's wild berries may have the potential to help prevent these diseases. To discover the antioxidant levels of Alaska wild berries and the ways these antioxidant levels translate when preservation methods are applied to the berry. This research centred on both the raw berries and products made from the berries. In the first year, a variety of wild berries were tested to discover their oxygen radical absorption capacity (ORAC) in the raw berries. The second level of the research project processed 4 different berries--blueberries, lingonberries, salmonberries, highbush cranberries--into 8 or 9 products made from these berries. The products were tested for both ORAC as well as specific antioxidants. The Alaska wild berries collected and tested in the first experiment ranged from 3 to 5 times higher in ORAC value than cultivated berries from the lower 48 states. For instance, cultivated blueberries have an ORAC scale of 30. Alaska wild dwarf blueberries measure 85. This is also higher than lower 48 wild blueberries, which had a score of 61. All of the Alaskan berries tested have a level of antioxidant considered nutritionally valuable, ranging from 19 for watermelon berries to 206 for lingonberries on the ORAC scale. With the processed products made from 4 Alaska wild berries, one of the unexpected outcomes of the research was that the berries continued to have levels of antioxidants considered high, despite the effects of commonly used heat-processing techniques. When berries were dehydrated, per gram ORAC values increased. Alaska wild berries have extraordinarily high antioxidant levels. Though cooking

GATS and Higher Education: State of Play of the Liberalization Commitments

ERIC Educational Resources Information Center

Verger, Antoni

2009-01-01

Higher education is the education level under the most pressure to be internationally liberalized. Currently, the main global instrument to achieve this liberalization goal is the General Agreement on Trade in Services (GATS) of the World Trade Organization. In this paper, the process of trade liberalization of higher education in the GATS…

Higher Education Quality Assessment Model: Towards Achieving Educational Quality Standard

ERIC Educational Resources Information Center

Noaman, Amin Y.; Ragab, Abdul Hamid M.; Madbouly, Ayman I.; Khedra, Ahmed M.; Fayoumi, Ayman G.

2017-01-01

This paper presents a developed higher education quality assessment model (HEQAM) that can be applied for enhancement of university services. This is because there is no universal unified quality standard model that can be used to assess the quality criteria of higher education institutes. The analytical hierarchy process is used to identify the…

Higher Weight, Lower Education: A Longitudinal Association between Adolescents' Body Mass Index and Their Subsequent Educational Achievement Level?

ERIC Educational Resources Information Center

Larsen, Junilla K.; Kleinjan, Marloes; Engels, Rutger C. M. E.; Fisher, Jennifer O.; Hermans, Roel

2014-01-01

Background: The purpose of this study was to examine the association between adolescents' body mass index (BMI) z-scores and their subsequent level of schooling, extending previous longitudinal research by using objectively measured weight and height data. Methods: A longitudinal study with 3 study waves (1-year intervals) involving 1248 Dutch…

Learning Nanotechnology with Texts and Comics: The Impacts on Students of Different Achievement Levels

ERIC Educational Resources Information Center

Lin, Shu-Fen; Lin, Huann-shyang

2016-01-01

Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two…

Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Elementary Level.

ERIC Educational Resources Information Center

Marashi, Mehdi

This volume contains achievement tests designed for American students studying Persian at the elementary level. They are constructed on the basis of materials related to course syllabi. Preceding the tests, the sources of the test data are reviewed and the main ones are listed. The allocation of points in each section of the test syllabus is…

An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Central Office Leadership Factors

ERIC Educational Resources Information Center

Llamas, Sonia Rodarte

2013-01-01

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around student achievement at the central office leadership level in the Pasadena Unified School District (PUSD). This study is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include…

An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: School Site Leadership Factors

ERIC Educational Resources Information Center

Salinas, Esther Charlotte

2013-01-01

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement at the school site leadership level in the Pasadena Unified School District (PUSD). This project is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include…

Genes with stable DNA methylation levels show higher evolutionary conservation than genes with fluctuant DNA methylation levels.

PubMed

Zhang, Ruijie; Lv, Wenhua; Luan, Meiwei; Zheng, Jiajia; Shi, Miao; Zhu, Hongjie; Li, Jin; Lv, Hongchao; Zhang, Mingming; Shang, Zhenwei; Duan, Lian; Jiang, Yongshuai

2015-11-24

Different human genes often exhibit different degrees of stability in their DNA methylation levels between tissues, samples or cell types. This may be related to the evolution of human genome. Thus, we compared the evolutionary conservation between two types of genes: genes with stable DNA methylation levels (SM genes) and genes with fluctuant DNA methylation levels (FM genes). For long-term evolutionary characteristics between species, we compared the percentage of the orthologous genes, evolutionary rate dn/ds and protein sequence identity. We found that the SM genes had greater percentages of the orthologous genes, lower dn/ds, and higher protein sequence identities in all the 21 species. These results indicated that the SM genes were more evolutionarily conserved than the FM genes. For short-term evolutionary characteristics among human populations, we compared the single nucleotide polymorphism (SNP) density, and the linkage disequilibrium (LD) degree in HapMap populations and 1000 genomes project populations. We observed that the SM genes had lower SNP densities, and higher degrees of LD in all the 11 HapMap populations and 13 1000 genomes project populations. These results mean that the SM genes had more stable chromosome genetic structures, and were more conserved than the FM genes.

A computer-based measure of resultant achievement motivation.

PubMed

Blankenship, V

1987-08-01

Three experiments were conducted to develop a computer-based measure of individual differences in resultant achievement motivation (RAM) on the basis of level-of-aspiration, achievement motivation, and dynamics-of-action theories. In Experiment 1, the number of atypical shifts and greater responsiveness to incentives on 21 trials with choices among easy, intermediate, and difficult levels of an achievement-oriented game were positively correlated and were found to differentiate the 62 subjects (31 men, 31 women) on the amount of time they spent at a nonachievement task (watching a color design) 1 week later. In Experiment 2, test-retest reliability was established with the use of 67 subjects (15 men, 52 women). Point and no-point trials were offered in blocks, with point trials first for half the subjects and no-point trials first for the other half. Reliability was higher for the atypical-shift measure than for the incentive-responsiveness measure and was higher when points were offered first. In Experiment 3, computer anxiety was manipulated by creating a simulated computer breakdown in the experimental condition. Fifty-nine subjects (13 men, 46 women) were randomly assigned to the experimental condition or to one of two control conditions (an interruption condition and a no-interruption condition). Subjects with low RAM, as demonstrated by a low number of typical shifts, took longer to choose the achievement-oriented task, as predicted by the dynamics-of-action theory. The difference was evident in all conditions and most striking in the computer-breakdown condition. A change of focus from atypical to typical shifts is discussed.

Obese with higher FNDC5/Irisin levels have a better metabolic profile, lower lipopolysaccharide levels and type 2 diabetes risk.

PubMed

Bonfante, Ivan Luiz Padilha; Chacon-Mikahil, Mara Patricia Traina; Brunelli, Diego Trevisan; Gáspari, Arthur Fernandes; Duft, Renata Garbellini; Oliveira, Alexandre Gabarra; Araujo, Tiago Gomes; Saad, Mario Jose Abdalla; Cavaglieri, Cláudia Regina

2017-12-01

Thus, the aim of this study was to compare if higher or smaller fibronectin type 3 domain-containing protein 5 (FNDC5)/irisin levels are associated with inflammatory and metabolic markers, caloric/macronutrient intake, physical fitness and type 2 diabetes mellitus (T2DM) risk in obese middle-aged men, and also to correlate all variables analyzed with FNDC5/irisin. On the basis of a cluster study, middle-aged obese men (IMC: 31.01 ± 1.64 kg/m2) were divided into groups of higher and smaller levels of FNDC5/irisin. The levels of leptin, resistin, adiponectin, tumor necrosis factor alpha (TNFα), interleukin 6 and 10 (IL6, IL10), lipopolysaccharide (LPS), glucose, insulin, glycated hemoglobin, insulin resistance and sensibility, lipid profile, risk of T2DM development, body composition, rest energy expenditure, caloric/macronutrient intake and physical fitness were measured. The higher FNDC5/ irisin group presented improved insulin sensibility (homeostasis model assessment - sensibility (HOMA-S) (p = 0.01) and QUICKI index (p < 0.01)), insulin (p = 0.02) and triglyceride levels (p = 0.01), lower insulin resistance (homeostasis model assessment - insulin resistance (HOMA-IR) (p = 0.01), triglycerides/glucose (TYG index) (p = 0.02), neck circumference (p = 0.02), risk of T2DM development (p = 0.02), tendency to decrease serum resistin (p = 0.08) and significant lower LPS levels (p = 0.02). Inverse correlations between FNDC5/irisin and body weight (r -0.46, p = 0.04), neck circumference (r -0.51, p = 0.02), free fat mass (r -0.49, p = 0.02), triglycerides (r -0.43, p = 0.05) and risk of developing T2DM (r -0.61, p = 0.04) were observed. These results suggest that higher FNDC5/irisin levels in obese middle-aged men are related to a better metabolic profile and lower risk of T2DM development and serum LPS, a potential inducer of insulin resistance.

An Investigation of Selected Readiness Variables As Predictors of Reading Achievement at Second Grade Level.

ERIC Educational Resources Information Center

Seals, Caryl Neman

This study was designed to determine the relationship of selected readiness variables to achievement in reading at the second grade level. The readiness variables were environment, mathematics, letters and sounds, aural comprehension, visual perception, auditory perception, vocabulary and concepts, word meaning, listening, matching, alphabet,…

Development of Online Raw Achievement Battery Test for Primary Level

ERIC Educational Resources Information Center

Hanif, Maria; Khan, Tamim Ahmed; Masroor, Uzma; Amjad, Amira

2017-01-01

Achievement test is a mechanism to measure student's knowledge and abilities. Numerous categories of achievement tests have been developed by different scholars and psychologists. Since they do not directly consider curriculum adopted during the course of study of students, they do not reflect truly upon the achievements of students. We propose an…

Teachers' Beliefs about Students' Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03

ERIC Educational Resources Information Center

Rochmes, Jane

2015-01-01

While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts.…

Achieving behavioral control with millisecond resolution in a high-level programming environment.

PubMed

Asaad, Wael F; Eskandar, Emad N

2008-08-30

The creation of psychophysical tasks for the behavioral neurosciences has generally relied upon low-level software running on a limited range of hardware. Despite the availability of software that allows the coding of behavioral tasks in high-level programming environments, many researchers are still reluctant to trust the temporal accuracy and resolution of programs running in such environments, especially when they run atop non-real-time operating systems. Thus, the creation of behavioral paradigms has been slowed by the intricacy of the coding required and their dissemination across labs has been hampered by the various types of hardware needed. However, we demonstrate here that, when proper measures are taken to handle the various sources of temporal error, accuracy can be achieved at the 1 ms time-scale that is relevant for the alignment of behavioral and neural events.

Achieving behavioral control with millisecond resolution in a high-level programming environment

PubMed Central

Asaad, Wael F.; Eskandar, Emad N.

2008-01-01

The creation of psychophysical tasks for the behavioral neurosciences has generally relied upon low-level software running on a limited range of hardware. Despite the availability of software that allows the coding of behavioral tasks in high-level programming environments, many researchers are still reluctant to trust the temporal accuracy and resolution of programs running in such environments, especially when they run atop non-real-time operating systems. Thus, the creation of behavioral paradigms has been slowed by the intricacy of the coding required and their dissemination across labs has been hampered by the various types of hardware needed. However, we demonstrate here that, when proper measures are taken to handle the various sources of temporal error, accuracy can be achieved at the one millisecond time-scale that is relevant for the alignment of behavioral and neural events. PMID:18606188

Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences

ERIC Educational Resources Information Center

Chiu, Ming Ming

2010-01-01

Inequality, family and school characteristics were linked to student achievement as shown by multi-level analyses of 107,975 15 year olds' mathematics tests and questionnaires in 41 countries. Equal distribution of country and school resources were linked to higher mathematics scores. Students scored higher in families or schools with more…

Change of direction ability test differentiates higher level and lower level soccer referees

PubMed Central

Los, Arcos A; Grande, I; Casajús, JA

2016-01-01

This report examines the agility and level of acceleration capacity of Spanish soccer referees and investigates the possible differences between field referees of different categories. The speed test consisted of 3 maximum acceleration stretches of 15 metres. The change of direction ability (CODA) test used in this study was a modification of the Modified Agility Test (MAT). The study included a sample of 41 Spanish soccer field referees from the Navarre Committee of Soccer Referees divided into two groups: i) the higher level group (G1, n = 20): 2ndA, 2ndB and 3rd division referees from the Spanish National Soccer League (28.43 ± 1.39 years); and ii) the lower level group (G2, n = 21): Navarre Provincial League soccer referees (29.54 ± 1.87 years). Significant differences were found with respect to the CODA between G1 (5.72 ± 0.13 s) and G2 (6.06 ± 0.30 s), while no differences were encountered between groups in acceleration ability. No significant correlations were obtained in G1 between agility and the capacity to accelerate. Significant correlations were found between sprint and agility times in the G2 and in the total group. The results of this study showed that agility can be used as a discriminating factor for differentiating between national and regional field referees; however, no observable differences were found over the 5 and 15 m sprint tests. PMID:27274111

Exploring the Relationship between Student Approaches to Learning and Reading Achievement at the School Level

ERIC Educational Resources Information Center

Musu-Gillette, Lauren E.; Barofsky, Meryl Y.; List, Alexandra

2015-01-01

Using the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K, 98), a nationally representative sample of kindergarteners in the United States, we investigated the relationship between approaches to learning and spring reading achievement with particular emphasis on classroom and school-level differences. We employed…

Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.

PubMed

Casagrand, Janet; Semsar, Katharine

2017-06-01

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom's taxonomy to quantify a significant increase in the Bloom's level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom's level as a metric to assess course reform. Copyright © 2017 the American Physiological Society.

Higher Education Governance in Europe: Policies, Structures, Funding and Academic Staff

ERIC Educational Resources Information Center

De Coster, Isabelle; Forsthuber, Bernadette; Oberheidt, Stephanie; Parveva, Teodora; Glass, Anna

2008-01-01

The role of higher education in the society of knowledge is recognised both at European and Member State levels. This level of education is called upon to make a significant contribution to achieving the Lisbon objectives in terms of growth, prosperity and social cohesion. The European Union "Education and Training 2010" work programme…

Patient-level predictors of achieving early glycaemic control in Type 2 diabetes mellitus: a population-based study.

PubMed

Svensson, E; Baggesen, L M; Thomsen, R W; Lyngaa, T; Pedersen, L; Nørrelund, H; Buhl, E S; Haase, C L; Johnsen, S P

2016-11-01

To identify individual predictors of early glycaemic control in people with Type 2 diabetes mellitus after initiation of first glucose-lowering drug treatment in everyday clinical practice. Using medical registries, we identified a population-based cohort of people with a first-time glucose-lowering drug prescription in Northern Denmark in the period 2000-2012. We used Poisson regression analysis to examine patient-level predictors of success in reaching early glycaemic control [HbA 1c target of < 53 mmol/mol (7%)] < 6 months after treatment start. Among the 38 418 people (median age 63 years), 27 545 (72%) achieved early glycaemic control. The strongest predictor of achieving early control was pre-treatment HbA 1c level; compared with a pre-treatment HbA 1c level of ≤ 58 mmol/mol (7.5%), the adjusted relative risks of attaining early control were 0.63 (95% CI 0.61-0.64) for baseline HbA 1c levels of > 58 and ≤ 75 mmol/mol (> 7.5 and ≤ 9%), and 0.58 (95% CI 0.57-0.59) for a baseline HbA 1c level of > 9% (> 75 mmol/mol). All other examined predictors were only weakly associated with the chance of achieving early control. After adjustment, the only characteristics that remained independently associated with early control (in addition to high baseline HbA 1c ) were being widowed (adjusted relative risk 0.95; 95% CI 0.93-0.97) and having a high Charlson comorbidity index score (score ≥ 3; adjusted relative risk 0.94; 95% CI 0.90-0.97). In a real-world clinical setting, people with Type 2 diabetes mellitus initiating glucose-lowering medication had a similar likelihood of achieving glycaemic control, regardless of sex, age, comorbidities and other individual factors; the only strong and potentially modifiable predictor was HbA 1c before therapy start. © 2016 Diabetes UK.

Psychotic disorder and educational achievement: a family-based analysis.

PubMed

Frissen, Aleida; Lieverse, Ritsaert; Marcelis, Machteld; Drukker, Marjan; Delespaul, Philippe

2015-10-01

Early social and cognitive alterations in psychotic disorder, associated with familial liability and environmental exposures, may contribute to lower than expected educational achievement. The aims of the present study were to investigate (1) how differences in educational level between parents and their children vary across patients, their healthy siblings, and healthy controls (effect familial liability), and across two environmental risk factors for psychotic disorder: childhood trauma and childhood urban exposure (effect environment) and (2) to what degree the association between familial liability and educational differential was moderated by the environmental exposures. Patients with a diagnosis of non-affective psychotic disorder (n = 629), 552 non-psychotic siblings and 326 healthy controls from the Netherlands and Belgium were studied. Participants reported their highest level of education and that of their parents. Childhood trauma was assessed with the Dutch version of the Childhood Trauma Questionnaire-Short Form. Urban exposure, expressed as population density, was rated across five levels. Overall, participants had a higher level of education than their parents. This difference was significantly reduced in the patient group, and the healthy siblings displayed intergenerational differences that were in between those of controls and patients. Higher levels of childhood urban exposure were also associated with a smaller intergenerational educational differential. There was no evidence for differential sensitivity to childhood trauma and childhood urbanicity across the three groups. Intergenerational difference in educational achievements is decreased in patients with psychotic disorder and to a lesser extent in siblings of patients with psychotic disorder, and across higher levels of childhood urban exposure. More research is required to better understand the dynamics between early social and cognitive alterations in those at risk in relation to progress

Achievement strategies at school: types and correlates.

PubMed

Määttä, Sami; Stattin, Häkan; Nurmi, Jari-Erik

2002-02-01

In this study we made an effort to identify the kinds of strategies adolescents deploy in achievement context in an unselected sample of Swedish adolescents. The participants were 880 14-15-year-old comprehensive school students (399 boys and 481 girls) from a middle-sized town in central Sweden. Six groups of adolescents were identified according to the strategies they deployed. Four of them, i.e. optimistic, defensive pessimistic, self-handicapping and learned helplessness strategies, were similar to those described previously in the literature. The results showed that membership in the functional strategy groups, such as in mastery-oriented and defensive pessimist groups, was associated with well-being, school adjustment and achievement, and low levels of norm-breaking behaviour. By contrast, membership in the dysfunctional, for example self-handicapping and learned helplessness strategy groups, was associated with low levels of well-being, and of school adjustment, and a higher level of norm-breaking behaviour. Copyright 2002 The Association for Professionals in Services for Adolescents. Published by Elsevier Science Ltd. All rights reserved.

Multiple Intelligence Approach to Curriculum Transaction in Achieving the Educational Objectives at Secondary School Level

ERIC Educational Resources Information Center

Francis, Reni

2012-01-01

The purpose of this study was to foster learning through the Multiple Intelligence Approach in achieving educational objectives across the levels of Revised Bloom's Taxonomy. Multiple intelligences approach facilitates ways for students by ensuring that curriculum and instruction validate the strengths and build on the assets that students possess…

A Multi-Level Simultaneous Analysis of How Student and School Characteristics Are Related to Students' English Language Achievement

ERIC Educational Resources Information Center

Güvendir, Emre

2015-01-01

This study examines how student and school characteristics are related to Turkish students' English language achievement in Evaluation of Student Achievement Test (ÖBBS) of 2009. The participants of the study involve 43707 ninth year students who were required to take ÖBBS in 2009. For data analysis two level hierarchical linear modeling was…

The Relationship between Academic Achievement, Reading Habits and Critical Thinking Dispositions of Turkish Tertiary Level EFL Learners

ERIC Educational Resources Information Center

Genç, Gülten

2017-01-01

The aim of this study was to describe EFL learners' critical thinking levels and to examine the relationship between participants' critical thinking levels and selected variables such as gender, academic achievement in EFL, subject area, and self-reported reading. The overall design of the study was based on the quantitative research method. Data…

School Librarian Staffing Levels and Student Achievement as Represented in 2006-2009 Kansas Annual Yearly Progress Data

ERIC Educational Resources Information Center

Dow, Mirah J.; McMahon-Lakin, Jacqueline

2012-01-01

To address the presence or absence of school librarians in Kansas public schools, a study using analysis of covariance (ANCOVA) was designed to investigate staffing levels for library media specialists (LMSs), the label used for school librarians in licensed-personnel data in Kansas, and student achievement at the school level. Five subject areas…

Achievement motivation and level of aspiration: adolescent Ethiopian immigrants in the Israeli education system.

PubMed

Horowitz, T R; Mosher, N

1997-01-01

This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

NASA Astrophysics Data System (ADS)

Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self

Role of the Direct Teaching Method in the Academic Achievement of Students in English at the Secondary Level

ERIC Educational Resources Information Center

Hussain, Ishtiaq; Inamullah, Hafiz; Naseer-Ud-Din, Muhammad; Hafizatullah, Hafiz

2009-01-01

The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the "Solomon Four-Design pre-test/post-test equivalent group design" was considered to be the most useful design for this study. The pre-test…

Higher-level phylogeny of paraneopteran insects inferred from mitochondrial genome sequences

PubMed Central

Li, Hu; Shao, Renfu; Song, Nan; Song, Fan; Jiang, Pei; Li, Zhihong; Cai, Wanzhi

2015-01-01

Mitochondrial (mt) genome data have been proven to be informative for animal phylogenetic studies but may also suffer from systematic errors, due to the effects of accelerated substitution rate and compositional heterogeneity. We analyzed the mt genomes of 25 insect species from the four paraneopteran orders, aiming to better understand how accelerated substitution rate and compositional heterogeneity affect the inferences of the higher-level phylogeny of this diverse group of hemimetabolous insects. We found substantial heterogeneity in base composition and contrasting rates in nucleotide substitution among these paraneopteran insects, which complicate the inference of higher-level phylogeny. The phylogenies inferred with concatenated sequences of mt genes using maximum likelihood and Bayesian methods and homogeneous models failed to recover Psocodea and Hemiptera as monophyletic groups but grouped, instead, the taxa that had accelerated substitution rates together, including Sternorrhyncha (a suborder of Hemiptera), Thysanoptera, Phthiraptera and Liposcelididae (a family of Psocoptera). Bayesian inference with nucleotide sequences and heterogeneous models (CAT and CAT + GTR), however, recovered Psocodea, Thysanoptera and Hemiptera each as a monophyletic group. Within Psocodea, Liposcelididae is more closely related to Phthiraptera than to other species of Psocoptera. Furthermore, Thysanoptera was recovered as the sister group to Hemiptera. PMID:25704094

Multisensory Stimulation to Improve Low- and Higher-Level Sensory Deficits after Stroke: A Systematic Review.

PubMed

Tinga, Angelica Maria; Visser-Meily, Johanna Maria Augusta; van der Smagt, Maarten Jeroen; Van der Stigchel, Stefan; van Ee, Raymond; Nijboer, Tanja Cornelia Wilhelmina

2016-03-01

The aim of this systematic review was to integrate and assess evidence for the effectiveness of multisensory stimulation (i.e., stimulating at least two of the following sensory systems: visual, auditory, and somatosensory) as a possible rehabilitation method after stroke. Evidence was considered with a focus on low-level, perceptual (visual, auditory and somatosensory deficits), as well as higher-level, cognitive, sensory deficits. We referred to the electronic databases Scopus and PubMed to search for articles that were published before May 2015. Studies were included which evaluated the effects of multisensory stimulation on patients with low- or higher-level sensory deficits caused by stroke. Twenty-one studies were included in this review and the quality of these studies was assessed (based on eight elements: randomization, inclusion of control patient group, blinding of participants, blinding of researchers, follow-up, group size, reporting effect sizes, and reporting time post-stroke). Twenty of the twenty-one included studies demonstrate beneficial effects on low- and/or higher-level sensory deficits after stroke. Notwithstanding these beneficial effects, the quality of the studies is insufficient for valid conclusion that multisensory stimulation can be successfully applied as an effective intervention. A valuable and necessary next step would be to set up well-designed randomized controlled trials to examine the effectiveness of multisensory stimulation as an intervention for low- and/or higher-level sensory deficits after stroke. Finally, we consider the potential mechanisms of multisensory stimulation for rehabilitation to guide this future research.

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.

PubMed

Baker-Henningham, Helen; Meeks-Gardner, Julie; Chang, Susan; Walker, Susan

2009-05-01

The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence - exposure to aggression among peers at school, physical punishment at school, and exposure to community violence - were assessed by self-report using an interviewer administered questionnaire. Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose-response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose-response relationship between primary school

Exploring the Impact of Higher Level Linguistic Representations on Nonword Repetition Performance

ERIC Educational Resources Information Center

van der Lely, Heather K. J.; Gallon, Nichola

2006-01-01

Gathercole's (2006) comprehensive and interesting Keynote Article on the nature of the relations between nonword repetition and word learning highlights the complex number of interacting factors that affect this relation through development. In this Commentary we focus on the impact of higher level cognition, particularly linguistic…

Fine motor skills and executive function both contribute to kindergarten achievement.

PubMed

Cameron, Claire E; Brock, Laura L; Murrah, William M; Bell, Lindsay H; Worzalla, Samantha L; Grissmer, David; Morrison, Frederick J

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Higher Plasma Myostatin Levels in Cor Pulmonale Secondary to Chronic Obstructive Pulmonary Disease.

PubMed

Ju, Chun-Rong; Chen, Miao; Zhang, Jian-Heng; Lin, Zhi-Ya; Chen, Rong-Chang

2016-01-01

To analyze plasma myostatin levels and investigate their relationship with right ventricular (RV) function in patients with cor pulmonale secondary to chronic obstructive pulmonary disease (COPD). The study recruited 81 patients with advanced COPD and 40 age-matched controls. The patients were divided into two groups: those with cor pulmonale and those without. Echocardiography was used to evaluate RV function and morphology, and the value of tricuspid annular plane systolic excursion (TAPSE) less than 16 mm was considered RV dysfunction. Plasma myostatin levels were analyzed by enzyme-linked immunosorbent assay, and B-type natriuretic peptide (BNP) levels were analyzed as a comparison of myostatin. The data detected cor pulmonale in 39/81 patients, with the mean value of TAPSE of 14.3 mm. Plasma myostatin levels (ng/mL) were significantly higher in patients with cor pulmonale (16.68 ± 2.95) than in those without (13.56 ± 3.09), and much higher than in controls (8.79±2.79), with each p<0.01. Significant differences were also found in plasma BNP levels among the three groups (p<0.05). Multivariate regression analysis suggested that myostatin levels were significantly correlated with the values of TAPSE and RV myocardium performance index among the COPD patients, and that BNP levels were significantly correlated only with systolic pulmonary arterial pressure, with each p<0.05. Plasma myostatin levels are increased in COPD patients who have cor pulmonale. Stronger correlations of plasma myostatin levels with echocardiographic indexes of the right heart suggest that myostatin might be superior to BNP in the early diagnosis of cor pulmonale in COPD.

Higher Plasma Myostatin Levels in Cor Pulmonale Secondary to Chronic Obstructive Pulmonary Disease

PubMed Central

Ju, Chun-rong; Chen, Miao; Zhang, Jian-heng; Lin, Zhi-ya; Chen, Rong-chang

2016-01-01

Objective To analyze plasma myostatin levels and investigate their relationship with right ventricular (RV) function in patients with cor pulmonale secondary to chronic obstructive pulmonary disease (COPD). Methods The study recruited 81 patients with advanced COPD and 40 age-matched controls. The patients were divided into two groups: those with cor pulmonale and those without. Echocardiography was used to evaluate RV function and morphology, and the value of tricuspid annular plane systolic excursion (TAPSE) less than 16 mm was considered RV dysfunction. Plasma myostatin levels were analyzed by enzyme-linked immunosorbent assay, and B-type natriuretic peptide (BNP) levels were analyzed as a comparison of myostatin. Results The data detected cor pulmonale in 39/81 patients, with the mean value of TAPSE of 14.3 mm. Plasma myostatin levels (ng/mL) were significantly higher in patients with cor pulmonale (16.68 ± 2.95) than in those without (13.56 ± 3.09), and much higher than in controls (8.79±2.79), with each p<0.01. Significant differences were also found in plasma BNP levels among the three groups (p<0.05). Multivariate regression analysis suggested that myostatin levels were significantly correlated with the values of TAPSE and RV myocardium performance index among the COPD patients, and that BNP levels were significantly correlated only with systolic pulmonary arterial pressure, with each p<0.05. Conclusions Plasma myostatin levels are increased in COPD patients who have cor pulmonale. Stronger correlations of plasma myostatin levels with echocardiographic indexes of the right heart suggest that myostatin might be superior to BNP in the early diagnosis of cor pulmonale in COPD. PMID:26998756

β-endorphins Plasma Level is Higher in Lean Polycystic Ovary Syndrome (PCOS) Women.

PubMed

Kiałka, M; Milewicz, T; Spałkowska, M; Krzyczkowska-Sendrakowska, M; Wasyl, B; Pełka, A; Krzysiek, J

2016-01-01

The evaluation the β-endorphin plasma levels in lean women with polycystic ovary syndrome as well as in women without this disorder. The associations between β-endorphins and other laboratory parameters were also investigated. 31 women lean, defined as women with normal range body mass index, 15 with polycystic ovary syndrome and 16 without this disorder were included to the study. In all the patients the level of β-endorphins was measured. Also the diagnostic laboratory profile including hormone assessment was made in all patients. There were significant differences in β-endorphin levels between the 2 groups. The β-endorphin level was higher in the polycystic ovary syndrome group compared to the healthy controls (15.5±4.37 pg/ml vs. 6.9±2.47 pg/ml, p<0.0001). The β-endorphin levels positively correlated with cortisol at 8 am (R=0.632, p=0.011) and negatively correlated with sex hormone binding globuline (R=0.518, p=0.0478) in polycystic ovary syndrome group. Increase in β-endorphin level of 1 pg/ml was associated with an increase of cortisol at 8 am level of 1.134 µg/dl and decrease of sex hormone binding globuline of 0.948 nmol/l in polycystic ovary syndrome group. Our study showed that the levels of β-endorphins were significantly higher in lean patients with polycystic ovary syndrome than in lean controls. Moreover, β-endorphins levels were found to be correlated with other hormonal parameters. In this respect, β-endorphins may play a role in polycystic ovary syndrome pathophysiology. © Georg Thieme Verlag KG Stuttgart · New York.

Role of Distance Education in the Expansion of Female Education Higher Level in Pakistan: A Review

ERIC Educational Resources Information Center

Malik, Sufiana K.

2010-01-01

The present paper investigated the role of distance education in the expansion of educational facilities for females at higher levels of education in Pakistan. The findings of the study report that distance education is playing a vital role in the expansion of female education at higher level as such females who, due to some personal or social…

A Methodology to Achieve Secure Administration of English Comprehension Level Tests--Phase 1. Final Report.

ERIC Educational Resources Information Center

Berger, Louis S.; And Others

This report analyzes a two-step program designed to achieve security in the administration of the English Comprehension Level (ECL) test given by the Defense Language Institute. Since the ECL test score is the basis for major administrative and academic decisions, there is great motivation for performing well, and student test compromise is…

The relationship between physical fitness and academic achievement among adolescent in South Korea.

PubMed

Han, Gun-Soo

2018-04-01

[Purpose] The purpose of this study was to identify the relationship between physical fitness level and academic achievement in middle school students. [Subjects and Methods] A total of 236 students aged 13-15 from three middle schools in D city, South Korea, were selected using a random sampling method. Academic achievement was measured by students' 2014 fall-semester final exam scores and the level of physical fitness was determined according to the PAPS (Physical Activity Promotion System) score administrated by the Korean Ministry of Education. A Pearson correlation test with SPSS 20.0 was employed. [Results] The Pearson correlation test revealed a significant correlation between physical fitness and academic achievement. Specifically, students with higher levels of physical fitness tend to have higher academic performance. In addition, final exam scores of core subjects (e.g., English, mathematics, and science) were significantly related to the PAPS score. [Conclusion] Results of this study can be used to develop more effective physical education curricula. In addition, the data can also be applied to recreation and sport programs for other populations (e.g., children and adult) as well as existing national physical fitness data in various countries.

On a "Level-Sensitive" Headcount Ratio: Revisiting Shorrocks' Poverty Index

ERIC Educational Resources Information Center

Subramanian, Sreenivasan

2008-01-01

It is often argued that indicators of achievement or deprivation should be measured such that they display a property of "level-sensitivity", whereby a given change in the indicator acquires a greater significance the higher (lower) the level of achievement (deprivation) at which the change occurs. In this note, it is shown that a level-sensitive…

Teaching Strategies Adopted by Teachers at Higher Education Level in Kerala: A Research Report

ERIC Educational Resources Information Center

Jesa, M.; Nisha, E. V.

2017-01-01

In the special context of entrepreneurship, employability skill development, Higher Education 2.0 and the Kovalam Declaration 2016, the present article presents a brief review of genres of teaching strategies at higher education level and attempts to bring to the attention of the readers an account of the teaching strategies adopted by teachers at…

Higher Dialysate Matrix Metalloproteinase-2 Levels Are Associated with Peritoneal Membrane Dysfunction

PubMed Central

Cho, Yeoungjee; Johnson, David W.; Vesey, David A.; Hawley, Carmel M.; Pascoe, Elaine M.; Clarke, Margaret; Topley, Nicholas

2016-01-01

♦ Background: Peritoneal dialysis (PD) patients develop progressive and cumulative peritoneal injury with longer time spent on PD. The present study aimed to a) describe the trend of peritoneal injury biomarkers, matrix metalloproteinase-2 (MMP-2) and tissue inhibitor of metalloproteinase-1 (TIMP-1), in incident PD patients, b) to explore the capacity of dialysate MMP-2 to predict peritoneal solute transport rate (PSTR) and peritonitis, and c) to evaluate the influence of neutral pH, low glucose degradation product (GDP) PD solution on these outcomes. ♦ Methods: The study included 178 participants from the balANZ trial who had at least 1 stored dialysate sample. Changes in PSTR and peritonitis were primary outcome measures, and the utility of MMP-2 in predicting these outcomes was analyzed using multilevel linear regression and multilevel Poisson regression, respectively. ♦ Results: Significant linear increases in dialysate MMP-2 and TIMP-1 concentrations were observed (p < 0.001), but neither was affected by the type of PD solutions received (MMP-2: p = 0.07; TIMP-1: p = 0.63). An increase in PSTR from baseline was associated with higher levels of MMP-2 (p = 0.02), and the use of standard solutions over longer PD duration (p = 0.001). The risk of peritonitis was independently predicted by higher dialysate MMP-2 levels (incidence rate ratio [IRR] per ng/mL 1.01, 95% confidence interval [CI] 1.005 – 1.02, p = 0.002) and use of standard solutions (Biocompatible solution: IRR 0.45, 95% CI 0.24 – 0.85, p = 0.01). ♦ Conclusion: Dialysate MMP-2 and TIMP-1 concentrations increased with longer PD duration. Higher MMP-2 levels were associated with faster PSTR and future peritonitis risk. Administration of biocompatible solutions exerted no significant effect on dialysate levels of MMP-2 or TIMP-1, but did counteract the increase in PSTR and the risk of peritonitis associated with the use of standard PD solutions. This is the first longitudinal study to examine

Sustained availability of trimethoprim in drinking water to achieve higher plasma sulphonamide-trimethoprim antibacterial activity in broilers.

PubMed

Sumano, H; Hernandez, L; Gutierrez, L; Bernad-Bernad, M J

2005-02-01

(1) In order to make trimethoprim (TMP) available to broilers throughout the day, a sustained release formulation (SRF) of the drug in the form of granules was added to the water tank that supplies drinking water. (2) Broilers were initially dosed with sulphachloropiridazine-TMP (SCP-TMP 5:1) and then further medicated throughout the day, achieving in the end a dose of 30 mg/kg each of SCP and TMP (group A). Group B received a preparation with the same dose of SCP and TMP (1:1) as group A, but administered as a single dose without the SRF of TMP. Group C received the customary SCP-TMP 5:1 preparation (30 and 6 mg/kg, respectively). Water tanks were completely consumed in 3 to 4 h. (3) Broilers were bled at different times and concentration of antibacterial activity in serum determined by correlating the composite antibacterial activity of SCP and TMP with actual concentrations of these drugs by means of a microbiological agar diffusion assay. (4) Time vs serum concentrations of activity were higher in group B; the increments in the maximum serum concentration for group B over groups A and C being 39 and 67%, respectively. (5) However, the sustained concentration of activity over time, measured as the area under the cu)rve, was highest in group A. Group B had higher values for area under the curve than group C. (6) An additional dose of TMP to achieve 30 mg/kg of both SCP and TMP improves the serum concentration of this combination over the customary 5:1 proportion. The best values for sustaining antibacterial activity were obtained using a 1:1 ratio as in group A. The use of a SRF as in group A may translate into better clinical results.

Professional training in the workplace: the role of achievement motivation and locus of control.

PubMed

Suárez-Álvarez, Javier; Campillo-Álvarez, Angela; Fonseca-Pedrero, Eduardo; García-Cueto, Eduardo; Muñiz, José

2013-01-01

The core objective of the present work is to explore the reasons why workers from different employment sectors join training courses to improve their job. To this end we assessed achievement motivation, locus of control and professional qualifications according to the participants' employment sector. The final sample consisted of 1460 active Spanish workers from four different employment sectors: services, catering, metal construction, and others. Of the sample, 40.1% were male and 59.9% female, with a mean age of 33.3 years (SD = 9.7). The results show that the new scale developed to assess achievement motivation, locus of control and workers' qualifications presents adequate psychometric characteristics. Statistically significant differences were found in relation to employment sector. The areas studied showed satisfactory levels of workers' effort and achievement motivation to perform their jobs, though their attitudes toward the training courses as a basis for improving their employability are varied. Workers in the catering sector had higher levels of external attribution and the lowest interest in training. Those in the service sector had higher levels of achievement motivation and effort at work. Future research should develop a joint program covering the public and private sectors for the modification of these beliefs, attitudes and attributions.

Higher serum levels of uric acid are associated with a reduced insulin clearance in non-diabetic individuals.

PubMed

Fiorentino, Teresa Vanessa; Sesti, Franz; Succurro, Elena; Pedace, Elisabetta; Andreozzi, Francesco; Sciacqua, Angela; Hribal, Marta Letizia; Perticone, Francesco; Sesti, Giorgio

2018-05-17

Decreased insulin clearance has been reported to be associated with insulin resistance-related disorders and incident type 2 diabetes. The aim of this study was to evaluate whether higher levels of uric acid (UA), a known risk factor of type 2 diabetes, are associated with a reduced insulin clearance. 440 non-diabetic individuals were stratified in tertiles according to serum UA levels. Insulin clearance and skeletal muscle insulin sensitivity were assessed by euglycemic hyperinsulinemic clamp. Hepatic insulin resistance was estimated by the liver IR index. Subjects with higher levels of UA displayed an unfavorable metabolic phenotype with a worse lipid profile, increased levels of 2-h post-load glucose levels, fasting, and 2-h post-load insulin levels, hsCRP, liver IR index, and lower levels of eGFR and skeletal muscle insulin sensitivity, in comparison to individuals with lower UA levels. Moreover, subjects with higher UA concentrations exhibited decreased levels of insulin clearance even after adjustment for age, gender, BMI, eGFR, and skeletal muscle insulin sensitivity. In a multivariate regression analysis model including several confounding factors, UA concentration was an independent predictor of insulin clearance (β = - 0.145; P = 0.03). However, when liver IR index was included in the model, the independent association between UA levels and insulin clearance was not retained. Accordingly, in a mediation analysis, liver IR index was a mediator of the negative effects of UA levels on insulin clearance (t = - 2.55, P = 0.01). Higher serum levels of UA may affect insulin clearance by impairing hepatic insulin sensitivity.

Examining Perceived Control Level and Instability as Predictors of First-Year College Students' Academic Achievement

ERIC Educational Resources Information Center

Stupnisky, Robert H.; Perry, Raymond P.; Hall, Nathan C.; Guay, Frederic

2012-01-01

The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and…

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Bridging the Great Divide: Broadening Perspectives on Closing the Achievement Gaps.

ERIC Educational Resources Information Center

Viewpoints, 2002

2002-01-01

This booklet presents information on the achievement gaps in education between white, Asian, and economically advantaged students and their African American, Hispanic, Native American, and economically disadvantaged peers. It provides examples from higher education, district, and school levels and summarizes available resources and tools to help…

The acitretin and methotrexate combination therapy for psoriasis vulgaris achieves higher effectiveness and less liver fibrosis.

PubMed

An, Jingang; Zhang, Dingwei; Wu, Jiawen; Li, Jiong; Teng, Xiu; Gao, Xiaomin; Li, Ruilian; Wang, Xiuying; Xia, Linlin; Xia, Yumin

2017-07-01

Both acitretin and methotrexate are effective in ameliorating psoriatic lesion. However, their combination has been seldom reported in the treatment of psoriasis because of the warning regarding the potential hepatotoxicity of the drug interactions. This study was designed to investigate the effectiveness of such combination therapy for psoriasis vulgaris, and the potential benefit as well as side effect during the treatment. Thirty-nine patients with psoriasis vulgaris were treated with acitretin, methotrexate or their combination or as control. Similarly, K14-VEGF transgenic psoriasis-like mice were treated with these drugs. Human primary keratinocytes and hepatic stellate cells were used for analyzing their effect in vitro. The results showed that the combination therapy exhibited higher effectiveness in remitting skin lesion, but did not significantly affect the liver function of both patients and mice. Moreover, the combination groups showed less elevation of profibrotic factors in sera when compared with methotrexate alone groups accordingly. Furthermore, primary keratinocytes expressed more involucrin as well as loricrin and proliferated more slowly on the combined stimulation. Interestingly, such combination treatment induced lower expression of profibrotic factors in hepatic stellate cells. In conclusion, the acitretin-methotrexate combination therapy for psoriasis vulgaris can achieve higher effectiveness and result in less liver fibrosis. Copyright © 2017 Elsevier Ltd. All rights reserved.

Leveraging the Power of Experiential Learning to Achieve Higher-Order Proficiencies

ERIC Educational Resources Information Center

Henderson, Amy

2018-01-01

Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with…

Analyzing State and Private School Students' Achievement Goal Orientation Levels in Terms of Some Variables

ERIC Educational Resources Information Center

Türkçapar, Ünal

2015-01-01

The purpose of this study is to investigate the state and private school students' achievement goal orientation levels in terms of some variables. Quantitative survey method was used in this study. Study group in this research consists of 201 students who are studying at state and private school in Kahramanmaras during the 2014-2015 academic year.…

The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8th grade.

PubMed

ElHassan, Nahed O; Bai, Shasha; Gibson, Neal; Holland, Greg; Robbins, James M; Kaiser, Jeffrey R

2018-01-01

The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. To examine the impact of prematurity and maternal social factors on academic performance from 3rd through 8th grade. We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23‒<28 weeks), 171 preterm (≥28‒<34 weeks), 228 late preterm (≥34‒<37 weeks), and 967 term ((≥37‒<42 weeks) infants. Neonatal and maternal variables were collected including maternal insurance status (proxy measure for socioeconomic status) and education level. The primary outcomes were literacy and mathematics achievement-test scores from 3rd through 8th grade. Linear mixed models were used to identify significant predictors of academic performance. All two-way interactions between grade level, gestational-age (GA) groups, and social factors were tested for statistical significance. Prematurity, social factors, gender, race, gravidity, and Apgar score at one minute were critical determinants of academic performance. Favorable social factors were associated with a significant increase in both literacy and mathematic scores, while prematurity was associated with a significant decrease in mathematic scores. Examination of GA categories and social factors interaction suggested that the impact of social factors on test scores was similar for all GA groups. Furthermore, the impact of social factors varied from grade to grade for literacy, while the influence of either GA groups or social factors was constant across grades for mathematics. For example, an ELGAN with favorable social factors had a predicted literacy score 104.1 (P <.001), 98.2 (P <.001), and 76.4 (P <.01) points higher than an otherwise similar disadvantaged term infant at grades 3, 5, and 8, respectively. The difference in their

Impact of School Autonomy on Student Achievement: Cases from Australia

ERIC Educational Resources Information Center

Caldwell, Brian John

2016-01-01

Purpose: The purpose of this paper is to report four case studies in Australia that respond to the question: "How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement"?…

Gender in higher level education and professional training in water supply and sanitation.

PubMed

Borba, M

1997-01-01

While more women are participating in training and decision-making in the local-level drinking water and sanitation sectors, this is not occurring at higher levels because of the gender imbalance that remains in higher-level sector education and professional training programs. This imbalance is characterized by gender-biased science curricula and by a lack of female role models. Even in developing countries where female enrollment outstrips that of men in higher education, women commonly prepare for careers in areas that are less valued than sanitary engineering. This imbalance ignores the fact that women can perform technical and managerial skills as competently as men. A similar male-dominated pattern emerges in professional training courses offered by development agencies, especially courses that focus on management issues. Low female school attendance begins when girls must forego primary school attendance to help their mothers in domestic chores, such as fetching water. Inadequate sanitation facilities for girls at schools also pose impediments. Efforts to improve this situation include 1) a promotional brochure developed by the Botswana Ministry of Education to raise awareness of the importance of men's and women's work as technicians and engineers in the water and sanitation sector among secondary school students; 2) creation of free schools and universities in Oman, where the numbers of women in previously male-dominated jobs are increasing; and 3) promotion of female education at the Asian Institute of Technology.

Leadership and culture of data governance for the achievement of higher education goals (Case study: Indonesia University of Education)

NASA Astrophysics Data System (ADS)

Putro, Budi Laksono; Surendro, Kridanto; Herbert

2016-02-01

Data is a vital asset in a business enterprise in achieving organizational goals. Data and information affect the decision-making process on the various activities of an organization. Data problems include validity, quality, duplication, control over data, and the difficulty of data availability. Data Governance is the way the company / institution manages its data assets. Data Governance covers the rules, policies, procedures, roles and responsibilities, and performance indicators that direct the overall management of data assets. Studies on governance data or information aplenty recommend the importance of cultural factors in the governance of research data. Among the organization's leadership culture has a very close relationship, and there are two concepts turn, namely: Culture created by leaders, leaders created by culture. Based on the above, this study exposure to the theme "Leadership and Culture Of Data Governance For The Achievement Of Higher Education Goals (Case Study: Indonesia University Of Education)". Culture and Leadership Model Development of on Higher Education in Indonesia would be made by comparing several models of data governance, organizational culture, and organizational leadership on previous studies based on the advantages and disadvantages of each model to the existing organizational business. Results of data governance model development is shown in the organizational culture FPMIPA Indonesia University Of Education today is the cultural market and desired culture is a culture of clan. Organizational leadership today is Individualism Index (IDV) (83.72%), and situational leadership on selling position.

De novo kidney transplant recipients need higher doses of Advagraf compared with Prograf to get therapeutic levels.

PubMed

Crespo, M; Mir, M; Marin, M; Hurtado, S; Estadella, C; Gurí, X; Rap, O; Moral, R; Puig, J M; Lloveras, J

2009-01-01

Advagraf is a new modified-release once-daily formulation of tacrolimus with a similar efficacy and safety profile to twice-daily tacrolimus (Prograf) according to clinical trials. Few data are published about its use in clinical practice, outside of sponsored clinical trials. We compared efficacy and basic pharmacokinetics of once-daily and twice-daily tacrolimus in de novo renal transplantation. The Advagraf group included 26 de novo renal cases who had received initial immunosuppression with once-daily tacrolimus (0.2 mg/kg from day 1 posttransplantation) combined with mycophenolic acid, steroids, and anti-CD25 monoclonal antibodies (2 doses). We compared them with a Prograf group of 26 transplants performed immediately before, who received equivalent immunosuppression with twice-daily tacrolimus (0.2 mg/kg from day 1). We did not observe significant differences between groups in demographics, efficacy, and basic pharmacokinetics, namely, tacrolimus trough levels at 7, 15, 30, 60, or 90 days. We found that recipients on Advagraf needed significantly higher tacrolimus doses per kg up to 6 months post-transplantation than those on Prograf: 0.16 vs 0.11; 0.14 vs 0.08; and 0.12 vs 0.08 mg/kg at 1, 3, and 6 months. No patient suffered severe liver dysfunction. There were no differences between groups in the administration of drugs interacting with CYP3A4 or prokinetics, which could alter tacrolimus pharmacokinetics. Among de novo renal cases, the new once-daily formulation of tacrolimus offered a similar short-term efficacy profile as the twice-daily tacrolimus. But it was necessary to use up to a 50% higher dose of Advagraf than Prograf to achieve similar trough levels during the first 6 months.

The Link Between Nutrition and Physical Activity in Increasing Academic Achievement.

PubMed

Asigbee, Fiona M; Whitney, Stephen D; Peterson, Catherine E

2018-06-01

Research demonstrates a link between decreased cognitive function in overweight school-aged children and improved cognitive function among students with high fitness levels and children engaging in regular physical activity (PA). The purpose of this study was to examine whether regular PA and proper nutrition together had a significant effect on academic achievement. Using the seventh wave of the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 (ECLS-K) dataset, linear regression analysis with a Jackknife resampling correction was conducted to analyze the relationship among nutrition, PA, and academic achievement, while controlling for socioeconomic status, age, and sex. A nonactive, unhealthy nutrition group and a physically active, healthy nutrition group were compared on standardized tests of academic achievement. Findings indicated that PA levels and proper nutrition significantly predicted achievement scores. Thus, the active, healthy nutrition group scored higher on reading, math, and science standardized achievement tests scores. There is a strong connection between healthy nutrition and adequate PA, and the average performance within the population. Thus, results from this study suggest a supporting relationship between students' health and academic achievement. Findings also provide implications for school and district policy changes. © 2018, American School Health Association.

Mechanisms of Upward Mobility as Perceived by Students in an Institution of Higher Learning

ERIC Educational Resources Information Center

Zagrebina, A. V.

2013-01-01

Research on the ways that Russian college students in St. Petersburg view upward mobility shows that they typically want to achieve a higher social level than that of their parents, but that the ways in which success may be achieved differs according to family status and location of residence. (Contains 9 tables.)

Establishing a STEM Pipeline: Trends in Male and Female Enrollment and Performance in Higher Level Secondary STEM Courses

ERIC Educational Resources Information Center

Bergeron, Liz; Gordon, Melissa

2017-01-01

The purpose of this study was to understand enrollment and performance differences between male and females in higher level secondary STEM courses. This study analyzes performance and enrollment of 355,688 secondary students in higher level STEM courses. This research also enabled an exploration of country level differences. The enrollment…

The impact of attaining the Welsh Baccalaureate Advanced Diploma on academic performance in bioscience higher education

NASA Astrophysics Data System (ADS)

Yhnell, Emma; Wood, Heather; Baker, Mathew; Amici-Dargan, Sheila; Taylor, Chris; Randerson, Peter; Shore, Andrew

2016-01-01

Since the introduction of the Welsh Baccalaureate Advanced Diploma Qualification (WBQ) in 2003, an increasing number of students are applying to higher education institutions (HEIs) with this qualification. The advanced-level WBQ is regarded as equivalent to one General Certificate of Education A-Level (GCE A-Level). This study assesses the impact of attaining the WBQ in addition to three GCE A-Levels on overall university degree performance in comparison to attaining four GCE A-Levels, in three cohorts of undergraduate students (Year 1 = 318, Year 2 = 280, Year 3 = 236) studying Biosciences from 2005 to 2011 at a UK HEI. Binary logistic regression was used to compare the academic attainment of students who had achieved four GCE A-Levels to those who had achieved three GCE A-Levels in addition to the WBQ. Comparisons were also made between students who had achieved three GCE A-Levels and those who had achieved three GCE A-Levels in addition to the WBQ. The results suggest that students who achieved the WBQ qualification in its current form, in addition to three GCE A-Levels, performed less well academically in undergraduate studies than those who achieved four GCE A-Levels. Furthermore, this effect was still present when the balance between coursework and examination was considered, and when students who had achieved the WBQ in addition to three GCE A-Levels were compared to students who had achieved three GCE A-Levels.

Teacher expectations, classroom context, and the achievement gap.

PubMed

McKown, Clark; Weinstein, Rhona S

2008-06-01

In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools

ERIC Educational Resources Information Center

Briseno, Johnny

2010-01-01

This qualitative phenomenological research study used narrative inquiry to investigate the effective practices and beliefs of 10 Texas principals in high achieving majority Hispanic mid-level schools. Participant interviews were analyzed using the Creswell (2007) six step method for analyzing phenomenological studies. Findings from this study…

The Efficacy of Instructional Strategy on Mathematics Achievement, Attitudes, and Anxiety Levels of Developmental Math Students

ERIC Educational Resources Information Center

Thomas-Browne, Carmen G.

2009-01-01

This dissertation investigated three instructional strategies in developmental math classes to determine if instructional strategy had a positive effect on student achievement, attitude towards mathematics, and anxiety level towards mathematics at a college in western Pennsylvania for students majoring in applied arts. The significance of this…

Higher Levels of Intrinsic Motivation Are Related to Higher Levels of Class Performance for Male but Not Female Students

ERIC Educational Resources Information Center

Cortright, Ronald N.; Lujan, Heidi L.; Blumberg, Amanda J.; Cox, Julie H.; DiCarlo, Stephen E.

2013-01-01

Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this…

Relationships between the Comprehensive Osteopathic Medical Achievement Test (COMAT) subject examinations and the COMLEX-USA Level 2-Cognitive Evaluation.

PubMed

Li, Feiming; Kalinowski, Kevin E; Song, Hao; Bates, Bruce P

2014-09-01

The relationship between the Comprehensive Osteopathic Medical Achievement Test (COMAT) series of subject examinations and the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Cognitive Evaluation (COMLEX-USA Level 2-CE) has not been thoroughly examined. To investigate the factors associated with performance on COMAT subject examinations and how COMAT scores correlate with COMLEX-USA Level 2-CE scores. We examined scores of participants from 2 COMAT examination cycles in 2011 and 2012. According to surveys, most schools used COMAT scores in clerkship and clinical rotation evaluation, which were classified as being used for "high-stakes" purposes. We matched first-attempt COMAT scores with first-attempt COMLEX-USA Level 2-CE scores, and we conducted correlation analyses between the scores from the 7 COMAT subject examinations, as well as between COMAT and COMLEX-USA Level 2-CE scores. Multiple linear regression analyses were performed to investigate how much variance in COMLEX-USA Level 2-CE scores was explained by COMAT scores. In 2011 and 2012, respectively, 3751 and 3786 COMAT candidates had COMLEX-USA Level 2-CE scores (53.0% and 93.9%, respectively, had ⩾1 high-stakes COMAT score). Intercorrelations between COMAT scores were low to moderate (r=0.27-0.53), as hypothesized. Correlations between COMAT and Level 2-CE scores were moderate to high, with the highest correlations for internal medicine COMAT scores (r=0.63-0.65). All regressions showed internal medicine scores as the strongest predictor of Level 2-CE performance. Groups with high-stakes scores had larger adjusted coefficients of determination than those with low-stakes scores (eg, R(2)=0.63 vs 0.52, respectively, in 2011). For 2012 candidates with high-stakes scores, all predictors were statistically significant. The COMAT subject examination scores were moderately intercorrelated, as hypothesized, with higher correlations between COMAT and COMLEX-USA Level 2-CE scores. The COMAT

Academic achievement in children with epilepsy: a review.

PubMed

Reilly, Colin; Neville, Brian G R

2011-11-01

To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

Higher-level fusion for military operations based on abductive inference: proof of principle

NASA Astrophysics Data System (ADS)

Pantaleev, Aleksandar V.; Josephson, John

2006-04-01

The ability of contemporary military commanders to estimate and understand complicated situations already suffers from information overload, and the situation can only grow worse. We describe a prototype application that uses abductive inferencing to fuse information from multiple sensors to evaluate the evidence for higher-level hypotheses that are close to the levels of abstraction needed for decision making (approximately JDL levels 2 and 3). Abductive inference (abduction, inference to the best explanation) is a pattern of reasoning that occurs naturally in diverse settings such as medical diagnosis, criminal investigations, scientific theory formation, and military intelligence analysis. Because abduction is part of common-sense reasoning, implementations of it can produce reasoning traces that are very human understandable. Automated abductive inferencing can be deployed to augment human reasoning, taking advantage of computation to process large amounts of information, and to bypass limits to human attention and short-term memory. We illustrate the workings of the prototype system by describing an example of its use for small-unit military operations in an urban setting. Knowledge was encoded as it might be captured prior to engagement from a standard military decision making process (MDMP) and analysis of commander's priority intelligence requirements (PIR). The system is able to reasonably estimate the evidence for higher-level hypotheses based on information from multiple sensors. Its inference processes can be examined closely to verify correctness. Decision makers can override conclusions at any level and changes will propagate appropriately.

Achievement motivation and memory: achievement goals differentially influence immediate and delayed remember-know recognition memory.

PubMed

Murayama, Kou; Elliot, Andrew J

2011-10-01

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of mastery-approach and performance-approach goals on immediate and delayed remember-know recognition memory. The experiments revealed differential effects for achievement goals over time: Performance-approach goals showed higher correct remember responding on an immediate recognition test, whereas mastery-approach goals showed higher correct remember responding on a delayed recognition test. Achievement goals had no influence on overall recognition memory and no consistent influence on know responding across experiments. These findings indicate that it is important to consider quality, not just quantity, in both motivation and memory, when studying relations between these constructs.

Higher serum levels of rheumatoid factor and anti-nuclear antibodies in helicobacter pylori-infected peptic ulcer patients.

PubMed

Jafarzadeh, Abdollah; Nemati, Maryam; Rezayati, Mohammad Taghi; Nabizadeh, Mansooreh; Ebrahimi, Medhi

2013-07-01

H. pylori infection has been associated with some autoimmune disorders. The aim of this study was to evaluate the serum concentrations of rheumatoid factor and anti-nuclear antibodies in H. pylori-infected peptic ulcer patients, H. pylori-infected asymptomatic carriers and a healthy control group. A Total of 100 H. pylori-infected peptic ulcer patients, 65 asymptomatic carriers and 30 healthy H. pylori-negative subjects (as a control group) were enrolled into study. Serum samples of participants tested for the levels of rheumatoid factor and anti-nuclear antibodies by use of ELISA. The mean serum levels of rheumatoid factor and anti-nuclear antibodies in peptic ulcer group was significantly higher in comparison to the control group (p<0.05). Although, the mean serum levels of rheumatoid factor and anti-nuclear antibodies in the asymptomatic carriers group was higher than those in the control group, the difference was not statistically significant. No significant differences were observed between peptic ulcer patients and asymptomatic carriers groups regarding the mean serum levels of rheumatoid factor and anti-nuclear antibodies. The mean serum levels of rheumatoid factor in men with peptic ulcer was significantly higher compared to the group of healthy men (p<0.05). Although in female of peptic ulcer patients or asymptomatic carriers groups, the mean serum levels of rheumatoid factor was higher than that in healthy women, but the differences were not statistically significant. Also, no significant differences were observed between men and women with peptic ulcer, asymptomatic carriers control groups based on the serum levels of anti-nuclear antibodies. The results showed higher serum levels of rheumatoid factor and anti-nuclear antibodies in H. pylori-infected patients with peptic ulcer disease which represent the H. pylori-related immune disturbance in these patients. Additional follow-up studies are necessary to clarify the clinical significance of these

The Impact of Retrieval Processes, Age, General Achievement Level, and Test Scoring Scheme for Children's Metacognitive Monitoring and Controlling

ERIC Educational Resources Information Center

Krebs, Saskia Susanne; Roebers, Claudia Maria

2012-01-01

This multi-phase study examined the influence of retrieval processes on children's metacognitive processes in relation to and in interaction with achievement level and age. First, N = 150 9/10- and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the…

The effect of modifiable healthy practices on higher-level functional capacity decline among Japanese community dwellers.

PubMed

Otsuka, Rei; Nishita, Yukiko; Tange, Chikako; Tomida, Makiko; Kato, Yuki; Nakamoto, Mariko; Ando, Fujiko; Shimokata, Hiroshi; Suzuki, Takao

2017-03-01

This study aimed to clarify the effects of the accumulation of 8 modifiable practices related to health, including smoking, alcohol drinking, physical activity, sleeping hours, body mass index, dietary diversity, ikigai (life worth living), and health checkup status, on higher-level functional capacity decline among Japanese community dwellers. Data were derived from the National Institute for Longevity Sciences - Longitudinal Study of Aging. Subjects comprised 1269 men and women aged 40 to 79 years at baseline (1997-2000) who participated in a follow-up postal survey (2013). Higher-level functional capacity was measured using the Tokyo Metropolitan Institute of Gerontology Index of Competence (total score and 3 subscales: instrumental self-maintenance, intellectual activity, and social role). The odds ratio (OR) and 95% confidence interval (CI) for a decline in higher-level functional capacity in the follow-up study according to the total number of healthy practices were analyzed using the lowest category as a reference. Multivariate adjusted ORs (95% CIs) for the total score of higher-level functional capacity, which declined according to the total number of healthy practices (0-4, 5-6, 7-8 groups) were 1.00 (reference), 0.63 (0.44-0.92), and 0.54 (0.31-0.94). For the score of social role decline, multivariate adjusted ORs (95% CIs) were 1.00 (reference), 0.62 (0.40-0.97), and 0.46 (0.23-0.90), respectively (P for trend = 0.04). Having more modifiable healthy practices, especially in social roles, may protect against a decline in higher-level functional capacity among middle-aged and elderly community dwellers in Japan.

What Happens to the Fish's Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept

ERIC Educational Resources Information Center

Stäbler, Franziska; Dumont, Hanna; Becker, Michael; Baumert, Jürgen

2017-01-01

Empirical studies have demonstrated that students who are taught in a group of students with higher average achievement benefit in terms of their achievement. However, there is also evidence showing that being surrounded by high-achieving students has a negative effect on students' academic self-concept, also known as the big-fish--little-pond…

Music Achievement and Academic Achievement: Isolating the School as a Unit of Study

ERIC Educational Resources Information Center

Frey-Clark, Marta

2015-01-01

Music participation and academic achievement have long been of interest to educators, researchers and policy makers. The literature is replete with studies linking music participation to higher state assessment scores, grade point averages, and Standardized Achievement Test (SAT) scores. If students from quality music programs academically…

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-03-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1) = 21.508; p < .001) and higher-order (F(1) = 42.842, p < .001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items.

Age migraine and achievement motivation related? A psychophysiological study of responses to real-life achievement stress in young headache sufferers.

PubMed

Passchier, J; Goudswaard, P; Orlebeke, J F; Verhage, F

1990-01-01

Achievement motivation and its physiological correlates were studied in 37 young migrainous headache sufferers (30 females and 7 males) and in 37 matched controls. Temporal and digital pulse amplitude, the EMGs of the m. frontalis, anterior temporalis and corrugator supercilii, heart and respiration rate, head temperature and electrodermal activity were measured during an adaptation session, an examination and an intelligence test. An abnormal response in the temporal artery, which was present in the migrainous headache sufferers, was not associated with achievement motivation. But the latter was positively associated with a high skin conductance level, a greater number of spontaneous skin conductance responses (SCRs) during the examination and a lower digital pulse amplitude in both the migrainous headache and control groups. Higher sympathetic activity in subjects with high achievement motivation was interpreted as an indication of greater mental effort and is a possible contributory factor to an attack in those with migraine.

Development of neural responsivity to vocal sounds in higher level auditory cortex of songbirds

PubMed Central

Miller-Sims, Vanessa C.

2014-01-01

Like humans, songbirds learn vocal sounds from “tutors” during a sensitive period of development. Vocal learning in songbirds therefore provides a powerful model system for investigating neural mechanisms by which memories of learned vocal sounds are stored. This study examined whether NCM (caudo-medial nidopallium), a region of higher level auditory cortex in songbirds, serves as a locus where a neural memory of tutor sounds is acquired during early stages of vocal learning. NCM neurons respond well to complex auditory stimuli, and evoked activity in many NCM neurons habituates such that the response to a stimulus that is heard repeatedly decreases to approximately one-half its original level (stimulus-specific adaptation). The rate of neural habituation serves as an index of familiarity, being low for familiar sounds, but high for novel sounds. We found that response strength across different song stimuli was higher in NCM neurons of adult zebra finches than in juveniles, and that only adult NCM responded selectively to tutor song. The rate of habituation across both tutor song and novel conspecific songs was lower in adult than in juvenile NCM, indicating higher familiarity and a more persistent response to song stimuli in adults. In juvenile birds that have memorized tutor vocal sounds, neural habituation was higher for tutor song than for a familiar conspecific song. This unexpected result suggests that the response to tutor song in NCM at this age may be subject to top-down influences that maintain the tutor song as a salient stimulus, despite its high level of familiarity. PMID:24694936

Public Higher Education Performance Accountability Framework Report: Goal--Access and Affordability. Measure: Percentage of Racial Representation in Systems of Higher Education Compared to Racial Representation in the State. Commission Report 07-20

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

Despite segmental efforts to increase diversity in higher education, African American and Latino students are not achieving levels of representation in California public universities that are equivalent to their levels of representation in the overall State population. Using data for the years 1997 through 2006, the California Postsecondary…

Chameleon Effects in Homework Research: The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen

ERIC Educational Resources Information Center

Trautwein, Ulrich; Schnyder, Inge; Niggli, Alois; Neumann, Marko; Ludtke, Oliver

2009-01-01

Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework-achievement…

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school.

PubMed

Mol, Suzanne E; Jolles, Jelle

2014-01-01

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity "to see images" of a written story in the mind's eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

PubMed Central

Mol, Suzanne E.; Jolles, Jelle

2014-01-01

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity “to see images” of a written story in the mind’s eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap. PMID:25386154

Women in Leadership: Factors That Affect the Achievement of Women in Higher Education Administration at Four-Year Public and Private Universities in Texas

ERIC Educational Resources Information Center

Ramirez, Dawn Marie

2012-01-01

The purpose of this quantitative study was to examine the factors that affect women administrators in higher education at four-year public and private universities in Texas. By comparing private and public universities, the research provided an assessment of similarities and differences of the factors impacting achievement of women in higher…

The Influence of Laboratory Instruction on Science Achievement and Attitude Toward Science across Gender Differences

NASA Astrophysics Data System (ADS)

Freedman, Michael P.

This study investigated the use of a hands-on laboratory program to improve attitudes toward science and increase achievement levels in science knowledge among students in a ninth grade physical science course. An objective final examination measured achievement in science knowledge, and a Q sort survey measured attitude toward science. A t test compared the groups' differences in achievement and attitude toward science. An analysis of covariance determined the effect of the laboratory treatment on the dependent variable, with attitude toward science as the covariable. The findings showed that students with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, girls with regular laboratory instruction scored significantly higher (p < .05) on achievement in science knowledge than those without laboratory instruction, and girls and boys within the treatment group did not differ significantly on achievement in science knowledge. No significant differences were reported in attitude toward science between or within groups.

The antioxidant level of Alaska’s wild berries: high, higher and highest

PubMed Central

Dinstel, Roxie Rodgers; Cascio, Julie; Koukel, Sonja

2013-01-01

Background In the last few years, antioxidants have become the stars of the nutritional world. Antioxidants are important in terms of their ability to protect against oxidative cell damage that can lead to conditions, such as Alzheimer’s disease, cancer and heart disease – conditions also linked with chronic inflammation. The antioxidant and anti-inflammatory effects of Alaska’s wild berries may have the potential to help prevent these diseases. Objective To discover the antioxidant levels of Alaska wild berries and the ways these antioxidant levels translate when preservation methods are applied to the berry. Design This research centred on both the raw berries and products made from the berries. In the first year, a variety of wild berries were tested to discover their oxygen radical absorption capacity (ORAC) in the raw berries. The second level of the research project processed 4 different berries – blueberries, lingonberries, salmonberries, highbush cranberries – into 8 or 9 products made from these berries. The products were tested for both ORAC as well as specific antioxidants. Results The Alaska wild berries collected and tested in the first experiment ranged from 3 to 5 times higher in ORAC value than cultivated berries from the lower 48 states. For instance, cultivated blueberries have an ORAC scale of 30. Alaska wild dwarf blueberries measure 85. This is also higher than lower 48 wild blueberries, which had a score of 61. All of the Alaskan berries tested have a level of antioxidant considered nutritionally valuable, ranging from 19 for watermelon berries to 206 for lingonberries on the ORAC scale. With the processed products made from 4 Alaska wild berries, one of the unexpected outcomes of the research was that the berries continued to have levels of antioxidants considered high, despite the effects of commonly used heat-processing techniques. When berries were dehydrated, per gram ORAC values increased. Conclusion Alaska wild berries have

The Relationship between Violence Exposure and Academic Achievement in African American Adolescents Is Moderated by Emotion Regulation

ERIC Educational Resources Information Center

King, Vinetra L.; Mrug, Sylvie

2018-01-01

Compared with other ethnic groups, African American adolescents are exposed to higher levels of family and community violence, which contribute to poorer academic achievement. This study examines whether emotion regulation moderates the effects of exposure to family and community violence on academic achievement among low-income African American…

Health Behaviors Predict Higher Interleukin-6 levels Among Patients Newly Diagnosed with Head and Neck Squamous Cell Carcinoma

PubMed Central

Duffy, Sonia A.; Teknos, Theodoros; Taylor, Jeremy M.G.; Fowler, Karen E.; Islam, Mozaffarul; Wolf, Gregory T.; McLean, Scott; Ghanem, Tamer A.; Terrell, Jeffrey E.

2013-01-01

Background Health behaviors have been shown to be associated with recurrence risk and survival rates in cancer patients and are also associated with Interleukin-6 levels, but few epidemiologic studies have investigated the relationship of health behaviors and Interleukin-6 among cancer populations. The purpose of the study is to look at the relationship between five health behaviors: smoking, alcohol problems, body mass index (a marker of nutritional status), physical activity, and sleep and pretreatment Interleukin-6 levels in persons with head and neck cancer. Methods Patients (N=409) were recruited in otolaryngology clinic waiting rooms and invited to complete written surveys. A medical record audit was also conducted. Descriptive statistics and multivariate analyses were conducted to determine which health behaviors were associated with higher Interleukin-6 levels controlling for demographic and clinical variables among newly diagnosed head and neck cancer patients. Results While smoking, alcohol problems, body mass index, physical activity, and sleep were associated with Interleukin-6 levels in bivariate analysis, only smoking (current and former) and decreased sleep were independent predictors of higher Interleukin-6 levels in multivariate regression analysis. Covariates associated with higher Interleukin-6 levels were age and higher tumor stage, while comorbidities were marginally significant. Conclusion Health behaviors, particularly smoking and sleep disturbances, are associated with higher Interleukin-6 levels among head and neck cancer patients. Impact Treating health behavior problems, especially smoking and sleep disturbances, may be beneficial to decreasing Interleukin-6 levels which could have a beneficial effect on overall cancer treatment outcomes. PMID:23300019

Health behaviors predict higher interleukin-6 levels among patients newly diagnosed with head and neck squamous cell carcinoma.

PubMed

Duffy, Sonia A; Teknos, Theodoros; Taylor, Jeremy M G; Fowler, Karen E; Islam, Mozaffarul; Wolf, Gregory T; McLean, Scott; Ghanem, Tamer A; Terrell, Jeffrey E

2013-03-01

Health behaviors have been shown to be associated with recurrence risk and survival rates in patients with cancer and are also associated with interleukin-6 (IL-6) levels, but few epidemiologic studies have investigated the relationship of health behaviors and IL-6 among cancer populations. The purpose of the study is to look at the relationship between five health behaviors, viz.: smoking, alcohol problems, body mass index (BMI; a marker of nutritional status), physical activity, and sleep and pretreatment IL-6 levels in persons with head and neck cancer. Patients (N = 409) were recruited in otolaryngology clinic waiting rooms and invited to complete written surveys. A medical record audit was also conducted. Descriptive statistics and multivariate analyses were conducted to determine which health behaviors were associated with higher IL-6 levels controlling for demographic and clinical variables among patients with newly diagnosed head and neck cancer. While smoking, alcohol problems, BMI, physical activity, and sleep were associated with IL-6 levels in bivariate analysis, only smoking (current and former) and decreased sleep were independent predictors of higher IL-6 levels in multivariate regression analysis. Covariates associated with higher IL-6 levels were age and higher tumor stage, whereas comorbidities were marginally significant. Health behaviors, particularly smoking and sleep disturbances, are associated with higher IL-6 levels among patients with head and neck cancer. Treating health behavior problems, especially smoking and sleep disturbances, may be beneficial to decreasing IL-6 levels, which could have a beneficial effect on overall cancer treatment outcomes.

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

NASA Astrophysics Data System (ADS)

Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

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…

The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

ERIC Educational Resources Information Center

Zelvis, Rima R.

2008-01-01

This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

School Factors Related to Reading Achievement in Rural Schools with and without High Poverty

ERIC Educational Resources Information Center

Miller, Seth W.

2013-01-01

This quantitative study identified how rural schools differ on five school-level factors related to student achievement according to their performance on Grade 3 reading. Through use of a MANOVA test, it was shown that principals of high-poverty rural schools that made AYP in Grade 3 reading reported significantly higher levels of guaranteed and…

Object Categorization in Finer Levels Relies More on Higher Spatial Frequencies and Takes Longer.

PubMed

Ashtiani, Matin N; Kheradpisheh, Saeed R; Masquelier, Timothée; Ganjtabesh, Mohammad

2017-01-01

advantage of the superordinate (resp. basic) level to basic (resp. subordinate) level is mainly due to the computational constraints (the visual system processes higher spatial frequencies more slowly, and categorization in finer levels depends more on these higher spatial frequencies).

Object Categorization in Finer Levels Relies More on Higher Spatial Frequencies and Takes Longer

PubMed Central

Ashtiani, Matin N.; Kheradpisheh, Saeed R.; Masquelier, Timothée; Ganjtabesh, Mohammad

2017-01-01

advantage of the superordinate (resp. basic) level to basic (resp. subordinate) level is mainly due to the computational constraints (the visual system processes higher spatial frequencies more slowly, and categorization in finer levels depends more on these higher spatial frequencies). PMID:28790954

Reading Achievement State by State, 1999. Goal 3: Student Achievement and Citizenship.

ERIC Educational Resources Information Center

National Education Goals Panel (ED), Washington, DC.

Noting that performance at the highest levels of achievement on the National Assessment of Educational Progress (NAEP) is evidence that students have demonstrated competency over challenging subject matter and achieved the third National Educational Goal, this report presents the most up-to-date results in reading achievement for the states and…

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Associations between Depressive State and Impaired Higher-Level Functional Capacity in the Elderly with Long-Term Care Requirements.

PubMed

Ogata, Soshiro; Hayashi, Chisato; Sugiura, Keiko; Hayakawa, Kazuo

2015-01-01

Depressive state has been reported to be significantly associated with higher-level functional capacity among community-dwelling elderly. However, few studies have investigated the associations among people with long-term care requirements. We aimed to investigate the associations between depressive state and higher-level functional capacity and obtain marginal odds ratios using propensity score analyses in people with long-term care requirements. We conducted a cross-sectional study based on participants aged ≥ 65 years (n = 545) who were community dwelling and used outpatient care services for long-term preventive care. We measured higher-level functional capacity, depressive state, and possible confounders. Then, we estimated the marginal odds ratios (i.e., the change in odds of impaired higher-level functional capacity if all versus no participants were exposed to depressive state) by logistic models using generalized linear models with the inverse probability of treatment weighting (IPTW) for propensity score and design-based standard errors. Depressive state was used as the exposure variable and higher-level functional capacity as the outcome variable. The all absolute standardized differences after the IPTW using the propensity scores were < 10% which indicated negligible differences in the mean or prevalence of the covariates between non-depressive state and depressive state. The marginal odds ratios were estimated by the logistic models with IPTW using the propensity scores. The marginal odds ratios were 2.17 (95%CI: 1.13-4.19) for men and 2.57 (95%CI: 1.26-5.26) for women. Prevention of depressive state may contribute to not only depressive state but also higher-level functional capacity.

The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division

ERIC Educational Resources Information Center

Phillips, Daniel M.

2015-01-01

The purpose of this study was to investigate the relationship between teacher efficacy levels and fifth grade Virginia SOL Mathematic achievement. This study sought to determine the extent to which personal efficacy, general efficacy, and total efficacy account for fifth grade Virginia Standards of Learning Mathematic achievement over and above…

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

PubMed Central

Véronneau, Marie-Hélène; Dishion, Thomas J.

2011-01-01

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

Dominant Achievement Goals and Academic Outcomes across Tracks in High School

ERIC Educational Resources Information Center

Scheltinga, Peter A. M.; Timmermans, Anneke C.; van der Werf, Greetje P. C.

2017-01-01

The self-reported grades Dutch, English and Math of 13,970 students in the third grade of Dutch secondary education (US grade 9) were investigated with regard to educational track-level and dominant achievement goal (DAG). The performance approach goal group scored significantly higher on all three subjects than the performance avoidance group,…

The Effects of School-Based Parental Involvement on Academic Achievement at the Child and Elementary School Level: A Longitudinal Study

ERIC Educational Resources Information Center

Park, Sira; Holloway, Susan D.

2017-01-01

Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…

Achievement, attributions, self-efficacy, and goal setting by accounting undergraduates.

PubMed

Cheng, Pi-Yueh; Chiou, Wen-Bin

2010-02-01

Correlations were examined between two measures of accounting self-efficacy achievement goal setting, attributions, and scores on the Accounting Practice Achievement Test, obtained 1 yr. apart for 124 freshmen in junior college. Analysis indicated favorable attribution contributed to a higher mean score on accounting self-efficacy. Students with higher perceived self-efficacy performed better on the proficiency tests. Those with higher self-efficacy also set higher goals for subsequent achievement tests. Moreover, students who set higher achievement goals performed better. Goal setting mediated the relation of initial self-efficacy with subsequent test performance. However, the amount of variance accounted for by self-efficacy was small. An effective method for enhancing performance on an accounting achievement test might be to increase beneficial attributions, self-efficacy in accounting, and to encourage setting reasonable achievement goals.

B Lymphocyte Stimulator Levels in Systemic Lupus Erythematosus: Higher Circulating Levels in African American Patients and Increased Production after Influenza Vaccination in Patients with Low Baseline Levels

PubMed Central

Ritterhouse, Lauren L.; Crowe, Sherry R.; Niewold, Timothy B.; Merrill, Joan T.; Roberts, Virginia C.; Dedeke, Amy B.; Neas, Barbara R.; Thompson, Linda F.; Guthridge, Joel M.; James, Judith A.

2011-01-01

Objective Examine the relationship between circulating B lymphocyte stimulator (BLyS) levels and humoral responses to influenza vaccination in systemic lupus erythematosus (SLE) patients, as well as the effect of vaccination on BLyS levels. Clinical and serologic features of SLE that are associated with elevated BLyS levels will also be investigated. Methods Clinical history, disease activity measurements and blood specimens were collected from sixty SLE patients at baseline and after influenza vaccination. Sera were tested for BLyS levels, lupus-associated autoantibodies, serum IFN-α activity, 25-hydroxyvitamin D, and humoral responses to influenza vaccination. Results Thirty percent of SLE patients had elevated BLyS levels, with African American patients having higher BLyS levels than European American patients (p=0.006). Baseline BLyS levels in patients were not correlated with humoral responses to influenza vaccination (p=0.863), and BLyS levels increased post-vaccination only in the subset of patients in the lowest quartile of BLyS levels (p=0.0003). Elevated BLyS levels were associated with increased disease activity as measured by SLEDAI, PGA, and SLAM in European Americans (p=0.035, p=0.016, p=0.018, respectively), but not in African Americans. Elevated BLyS levels were also associated with anti-nRNP (p=0.0003) and decreased 25(OH)D (p=0.018). Serum IFN-α activity was a significant predictor of elevated BLyS in a multivariate analysis (p=0.002). Conclusion African American SLE patients have higher BLyS levels regardless of disease activity. Humoral response to influenza vaccination is not correlated with baseline BLyS levels in SLE patients and only those patients with low baseline BLyS levels demonstrate an increased BLyS response after vaccination. PMID:22127709

Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. 2016 State Teacher Policy Yearbook Report Series

ERIC Educational Resources Information Center

Walsh, Kate; Joseph, Nithya; Lewis, Autumn

2016-01-01

Parents sometimes worry that their child's teacher may not be able to manage the classroom, may not be able to inspire students to reach higher levels of learning, or simply may not be up to the job. The responsibility for these worries often falls on a state's teacher preparation programs, so it is crucial that the programs admit only the best…

Higher plasma level of STIM1, OPG are correlated with stent restenosis after PCI.

PubMed

Li, Haibin; Jiang, Zhian; Liu, Xiangdong; Yang, Zhihui

2015-01-01

Percutaneous Coronary Intervention (PCI) is one of the most effective treatments for Coronary Heart Disease (CHD), but the high rate of In Stent Restenosis (ISR) has plagued clinicians after PCI. We aim to investigate the correlation of plasma Stromal Interaction Molecular 1 (STIM1) and Osteoprotegerin (OPG) level with stent restenosis after PCI. A total of 100 consecutive patients with Coronary Heart Disease (CHD) received PCI procedure were recruited. Coronary angiography was performed 8 months after their PCI. Then patients were divided into 2 groups: observation group was composed by patients who existing postoperative stenosis after intervention; Control group was composed by patients with no postoperative stenosis. The plasma levels of STIM, OPG in all patients were tested before and after intervention. Pearson correlation and multiple linear regression analysis were performed to analysis the correlation between STIM, OPG level and postoperative stenosis. 35 cases were divided into observation group and other 65 were divided into control group. The plasma levels of STIM, OPG have no statistical difference before their PCI procedure, but we observed higher level of High-sensitivity C-reactive protein (Hs-CRP) existed in observation group. We observed higher level of plasma STIM, OPG in observation group when compared with control group after PCI procedure (P < 0.05). Regression analysis demonstrated that Hs-CRP, STIM1, OPG are independent risk factors for ISR. Elevated levels of plasma STIM1, OPG are independent risk factors for ISR in patients received PCI, which could provide useful information for the restenosis control after PCI.

Adverse Childhood Experiences and Higher-Level Functional Limitations Among Older Japanese People: Results From the JAGES Study.

PubMed

Amemiya, Airi; Fujiwara, Takeo; Murayama, Hiroshi; Tani, Yukako; Kondo, Katsunori

2018-01-16

A life-course perspective is essential in understanding the determinants of higher-level functional limitations. We examine the impact of adverse childhood experiences (ACEs) on higher-level functional limitations in older people. Data were from the Japan Gerontological Evaluation Study 2013, a population-based cohort of independent people aged 65 years or older across Japan (n = 19,220). ACEs before the age of 18 were assessed in terms of seven adversities: parental death, parental divorce, parental mental illness, family violence, physical abuse, psychological neglect, and psychological abuse. Associations between the cumulative number of ACEs and higher-level functional limitations were investigated by multivariate Poisson regression with robust error variances, adjusted for age, gender, childhood disadvantage, adult sociodemographics, adult health behaviors, and health status. Of the older people, 36.3% reported at least one ACE. Older people who had experienced two or more ACEs showed significantly greater higher-level functional limitations than those with no ACE in a crude model (prevalence ratio, PR = 1.61, 95% confidence interval, CI = 1.51-1.71). After adjusting the covariates, this association remained (PR = 1.19, 95% CI = 1.12-1.27). ACEs showed robust independent effects on higher-level functional limitations among older Japanese without disabilities, even after adjusting for potential covariates in childhood and adulthood. The current findings may help in understanding the impact of the latent effects of ACEs on functional limitations in older people. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Achieving population-level violence declines: implications of the international crime drop for prevention programming.

PubMed

Eisner, Manuel; Nivette, Amy; Murray, Aja Louise; Krisch, Maria

2016-09-01

The Sustainable Development Goals (SDGs) adopted by the United Nations for the period 2016-2030 aim to achieve a substantial reduction of interpersonal violence. An increasing body of evidence of what works, emerging from randomized controlled trials, can inform public health policy decisions. However, there is very limited evidence on the kinds of mechanisms that lead to sustained declines in interpersonal violence at the population level. We discuss the implications of what is known about recent major declines in violence to guide violence-reduction policies.

Neuroanatomical correlates of the income-achievement gap.

PubMed

Mackey, Allyson P; Finn, Amy S; Leonard, Julia A; Jacoby-Senghor, Drew S; West, Martin R; Gabrieli, Christopher F O; Gabrieli, John D E

2015-06-01

In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests. © The Author(s) 2015.

The science achievement of various subgroups on alternative assessment formats

NASA Astrophysics Data System (ADS)

Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

2001-05-01

The purpose of this study was to examine the science achievement outcomes for different subgroups of students using different assessment formats. A nationally representative sample of approximately 3,500 ninth grade science students from 13 high schools throughout the United States completed a series of science assessments designed to measure their level of achievement on the national science education standards. All of the schools were using a curriculum designed to meet the standards. The assessments included a multiple-choice test, a written open-ended test, a hands-on lab skills test, and a hands-on full investigation. The results show that the student outcomes on the different assessment formats are more highly correlated for higher achieving students than for lower achieving students. Patterns for different cultural groups also vary by assessment format. There were no differences found for sex. The results support the notion that different assessment formats assess different competencies and that the achievement of students from different subgroups varies by assessment format.

The Neuromuscular Qualities of Higher- and Lower-Level Mixed-Martial-Arts Competitors.

PubMed

James, Lachlan P; Beckman, Emma M; Kelly, Vincent G; Haff, G Gregory

2017-05-01

To determine whether the maximal strength, impulse, and power characteristics of competitive mixed-martial-arts (MMA) athletes differ according to competition level. Twenty-nine male semiprofessional and amateur MMA competitors were stratified into either higher-level (HL) or lower-level (LL) performers on the basis of competition grade and success. The 1-repetition-maximum (1RM) squat was used to assess lower-body dynamic strength, and a spectrum of impulse, power, force, and velocity variables were evaluated during an incremental-load jump squat. In addition, participants performed an isometric midthigh pull (IMTP) and 1RM bench press to determine whole-body isometric force and upper-body dynamic strength capabilities, respectively. All force and power variables were expressed relative to body mass (BM). The HL competitors produced significantly superior values across a multitude of measures. These included 1RM squat strength (1.84 ± 0.23 vs 1.56 ± 0.24 kg BM; P = .003), in addition to performance in the incremental-load jump squat that revealed greater peak power (P = .005-.002), force (P = .002-.004), and velocity (P = .002-.03) at each load. Higher measures of impulse (P = .01-.04) were noted in a number of conditions. Average power (P = .002-.02) and velocity (P = .01-.04) at all loads in addition to a series of rate-dependent measures were also superior in the HL group (P = .005-.02). The HL competitors' 1RM bench-press values approached significantly greater levels (P = .056) than the LL group's, but IMTP performance did not differ between groups. Maximal lower-body neuromuscular capabilities are key attributes distinguishing HL from LL MMA competitors. This information can be used to inform evidenced-based training and performance-monitoring practices.

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…

Low-dose factor VIII infusion in Chinese adult haemophilia A patients: pharmacokinetics evidence that daily infusion results in higher trough level than with every-other-day infusion with similar factor VIII consumption.

PubMed

Hua, B; Lee, A; Fan, L; Li, K; Zhang, Y; Poon, M-C; Zhao, Y

2017-05-01

Pharmacokinetics (PK) modelling suggests improvement of trough levels are achieved by using more frequent infusion strategy. However, no clinical study data exists to confirm or quantify improvement in trough level, particularly for low-dose prophylaxis in patients with haemophilia A. To provide evidence that low dose daily (ED) prophylaxis can increase trough levels without increasing FVIII consumption compared to every-other-day (EOD) infusion. A cross-over study on 5 IU kg -1 FVIII daily vs. 10 IU kg -1 EOD infusions, each for 14 days was conducted at the PUMCH-HTC. On the ED schedule, trough (immediate prior to infusion), and peak FVIII:C levels (30 min after infusion) were measured on days 1-5; and trough levels alone on days 7, 9, 11 and 13. For the EOD schedule, troughs, peaks and 4-h postinfusion were measured on day 1; troughs and peaks on days 3, 5, and 7; troughs alone on days 9, 11 and 13 and 24-h postinfusion on days 2, 4 and 6. FVIII inhibitors were assessed on days 0 and 14 during both infusion schedules. Six patients were enrolled. PK evidence showed that daily prophylaxis achieved higher (~2 times) steady-state FVIII trough levels compared to EOD with the same total factor consumption. The daily prophylaxis had good acceptability among patients and reduced chronic pain in the joints in some patients. Our PK study shows low-dose factor VIII daily infusion results in higher trough level than with EOD infusion with similar factor VIII consumption in Chinese adult haemophilia A patients. © 2017 John Wiley & Sons Ltd.

Women's participation in household decision-making and higher dietary diversity: findings from nationally representative data from Ghana.

PubMed

Amugsi, Dickson A; Lartey, Anna; Kimani, Elizabeth; Mberu, Blessing U

2016-05-31

Low-quality monotonous diet is a major problem confronting resource-constrained settings across the world. Starchy staple foods dominate the diets in these settings. This places the population, especially women of reproductive age, at a risk of micronutrients deficiencies. This study seeks to examine the association between women's decision-making autonomy and women's achievement of higher dietary diversity (DD) and determine the socio-demographic factors that can independently predict women's attainment of higher DD. The study used data from the 2008 Ghana Demographic and Health Survey. The participants comprised of 2262 women aged 15-49 years and who have complete dietary data. The DD score was derived from a 24-h recall of intake of foods from nine groups. The score was dichotomized into lower DD (DD ≤4) and higher (DD ≥5). Logistic regression was used to assess the association between women decision-making autonomy (final say on how to spend money, making household purchases, own health care, opinions on wife-beating, and sexual intercourse with husband) and the achievement of higher DD. The logistic regression models were adjusted for covariates at the individual and household levels. The analysis showed that women participation in decision-making regarding household purchases was significantly associated with higher DD, after adjusting for individual and household level covariates. The odds of achieving higher DD were higher among women who had a say in deciding household purchases, compared to women who did not have a say (OR = 1.74, 95 % CI = 1.24, 2.42). Women who had more than primary education were 1.6 times more likely to achieve higher DD, compared to those with no education (95 % CI = 1.12, 2.20). Compared to women who lived in polygamous households, those who lived in monogamous households had higher odds of achieving higher DD (OR = 1.42, 95 % CI = 1.04, 1.93). Net other covariates, women who have a say in making

A Governor's View of Higher Education.

ERIC Educational Resources Information Center

Bowen, Otis R.

A governor's perspective on higher education suggests that government needs to assure itself that the activities it funds are effective in achieving their goals, that college management practices are efficient, that postsecondary education is equally accessible to all citizens, and that excellence in higher education is achieved. Additional issues…

Black Women into Higher Education: Recognizing Achievement and Identifying Obstacles.

ERIC Educational Resources Information Center

Lyon, E. Stina

1995-01-01

Issues facing black women in higher education include whether their formal credentials are "relevant"; informal restrictions on access caused by prejudicial notions of suitability for a course or a job; and social and financial limitations emerging from their environment. (SK)

Re-Conceptualizing Student Success in Higher Education: Reflections from Graduate Student Affairs Educators Using Anti-Deficit Achievement Framework

ERIC Educational Resources Information Center

Pérez, David, II.; Ashlee, Kyle C.; Do, Virginia H.; Karikari, Shamika N.; Sim, Colby

2017-01-01

Fostering student success in higher education requires a paradigm shift. Instead of "fixing" students, efforts must center on preparing college educators. In this study, journal entries from a graduate-level course were used to explore how exposing Graduate Student Affairs Educators to anti-deficit perspectives on student success…

BIBLIOGRAPHY ON ACHIEVEMENT. SUPPLEMENT I.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY SUPPLEMENT LISTS MATERIALS ON VARIOUS ASPECTS OF ACHIEVEMENT. APPROXIMATELY 60 REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1961 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE ACHIEVEMENT LEVEL, ACADEMIC ACHIEVEMENT, ACHIEVEMENT MOTIVATION, UNDERACHIEVERS, PROBABILITY ESTIMATES, AND…

Association of the osteopontin rs1126616 polymorphism and a higher serum osteopontin level with lupus nephritis

PubMed Central

SALIMI, SAEEDEH; NOORA, MEHRANGIZ; NABIZADEH, SIMA; REZAEI, MAHNAZ; SHAHRAKI, HOSSAIN; MILAD, MOHAMMADOO-KHORASSANI; NAGHAVI, ANOOSH; FARAJIAN-MASHHADI, FARZANEH; ZAKERI, ZAHRA; SANDOUGHI, MAHNAZ

2016-01-01

Osteopontin (OPN) is a chemokine-like glycoprotein that has a prominent role in regulating inflammation and immunity. OPN polymorphisms and elevated OPN levels are associated with systemic lupus erythematosus (SLE) in several populations. The aim of present study was to evaluate the association between the OPN rs1126616 polymorphism and OPN level with SLE susceptibility. A total of 163 SLE patients and 180 age-, gender- and ethnically matched controls were genotyped for the rs1126616 polymorphism by the polymerase chain reaction-restriction fragment length polymorphism method. Serum OPN levels were assayed by the enzyme-linked immunosorbent assay. There was no association between the OPN rs1126616 C/T polymorphism and SLE. The frequency of the OPN rs1126616 CT genotype was significantly higher in SLE patients with nephritis compared to SLE patients without nephritis and controls. Additionally, the frequency of TT genotypes was higher in SLE patients with nephritis compared to controls. The serum OPN levels were significantly higher in SLE patients compared to controls (50.6±22 vs. 35.6±15.8 ng/ml, P<0.001). Increased serum OPN levels were observed in SLE patients with lupus nephritis and joint symptoms. There was no correlation between OPN levels and the OPN rs1126616 polymorphism. The present data suggest that the CT and TT genotypes of the OPN rs1126616 polymorphism could be a risk factor for lupus nephritis. The OPN level is associated with SLE and certain SLE manifestations. However, there was no association between the OPN rs1126616 C/T polymorphism and SLE susceptibility. PMID:26998275

Dengue-Immune Humans Have Higher Levels of Complement-Independent Enhancing Antibody than Complement-Dependent Neutralizing Antibody.

PubMed

Yamanaka, Atsushi; Konishi, Eiji

2017-09-25

Dengue is the most important arboviral disease worldwide. We previously reported that most inhabitants of dengue-endemic countries who are naturally immune to the disease have infection-enhancing antibodies whose in vitro activity does not decrease in the presence of complement (complement-independent enhancing antibodies, or CiEAb). Here, we compared levels of CiEAb and complement-dependent neutralizing antibodies (CdNAb) in dengue-immune humans. A typical antibody dose-response pattern obtained in our assay system to measure the balance between neutralizing and enhancing antibodies showed both neutralizing and enhancing activities depending on serum dilution factor. The addition of complement to the assay system increased the activity of neutralizing antibodies at lower dilutions, indicating the presence of CdNAb. In contrast, similar dose-response curves were obtained with and without complement at higher dilutions, indicating higher levels of CiEAb than CdNAb. For experimental support for the higher CiEAb levels, a cocktail of mouse monoclonal antibodies against dengue virus type 1 was prepared. The antibody dose-response curves obtained in this assay, with or without complement, were similar to those obtained with human serum samples when a high proportion of D1-V-3H12 (an antibody exhibiting only enhancing activity and thus a model for CiEAb) was used in the cocktail. This study revealed higher-level induction of CiEAb than CdNAb in humans naturally infected with dengue viruses.

Levels of Trust in Districts with Exemplary Superintendents

ERIC Educational Resources Information Center

Weiss, Jeffrey

2017-01-01

Students from schools with greater levels of trust have higher levels of academic achievement. This study specifically examined the levels of trust that teachers have in each other, their principals, their students, and their students' families. Teachers from four school districts in which the superintendent won the state superintendent of the…

Higher sweat chloride levels in patients with asthma: a case-control study.

PubMed

Awasthi, Shally; Dixit, Pratibha; Maurya, Nutan

2015-02-01

To screen asthmatic patients by sweat chloride test to identify proportion with Cystic Fibrosis (CF); (Sweat chloride level >60 mmol/L). Also, to compare sweat chloride levels between cases of bronchial asthma and age and sex matched healthy children aged 5 mo-15 y. The present case-control study was conducted in a tertiary care hospital in India. Cases of bronchial asthma, diagnosed by GINA guideline 2008, and age matched healthy controls were included. Case to control ratio was 2:1. Sweat Chloride test was done by Pilocarpine Iontophoresis method. From April 2010 through May 2012, 216 asthmatics and 112 controls were recruited. Among asthmatics, there was no case of Cystic Fibrosis. Mean sweat chloride levels in asthmatics was 22.39 ± 8.45 mmol/L (inter-quartile range - 15-28 mmol/L) and in controls 19.55 ± 7.04 mmol/L (inter-quartile range - 15-23.5 mmol/L) (p value = 0.048). No Cystic Fibrosis case was identified among asthmatics. Mean sweat chloride levels were higher in asthmatics as compared to controls.

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not…

Frequency Based Design Partitioning to Achieve Higher Throughput in Digital Cross Correlator for Aperture Synthesis Passive MMW Imager.

PubMed

Asif, Muhammad; Guo, Xiangzhou; Zhang, Jing; Miao, Jungang

2018-04-17

Digital cross-correlation is central to many applications including but not limited to Digital Image Processing, Satellite Navigation and Remote Sensing. With recent advancements in digital technology, the computational demands of such applications have increased enormously. In this paper we are presenting a high throughput digital cross correlator, capable of processing 1-bit digitized stream, at the rate of up to 2 GHz, simultaneously on 64 channels i.e., approximately 4 Trillion correlation and accumulation operations per second. In order to achieve higher throughput, we have focused on frequency based partitioning of our design and tried to minimize and localize high frequency operations. This correlator is designed for a Passive Millimeter Wave Imager intended for the detection of contraband items concealed on human body. The goals are to increase the system bandwidth, achieve video rate imaging, improve sensitivity and reduce the size. Design methodology is detailed in subsequent sections, elaborating the techniques enabling high throughput. The design is verified for Xilinx Kintex UltraScale device in simulation and the implementation results are given in terms of device utilization and power consumption estimates. Our results show considerable improvements in throughput as compared to our baseline design, while the correlator successfully meets the functional requirements.

Organized Sport Participation Is Associated with Higher Levels of Overall Health-Related Physical Activity in Children (CHAMPS Study-DK).

PubMed

Hebert, Jeffrey J; Møller, Niels C; Andersen, Lars B; Wedderkopp, Niels

2015-01-01

Many children fail to meet international guideline recommendations for health-related activity (≥60 minutes/day of moderate-to-vigorous physical activity [MVPA]), and intervention studies to date have reported negligible effects. Explore the associations of organized leisure-time sport participation with overall physical activity levels and health-related physical activity guideline concordance. This prospective cohort study was nested in the Childhood Health, Activity, and Motor Performance School Study Denmark. Study participants were a representative sample of 1124 primary school students. Organized leisure-time sport participation was reported via text messaging and physical activity was objectively measured over seven days with accelerometry. Associations between sport participation and physical activity level were explored with multilevel mixed-effects regression models and reported with beta coefficients (b) and adjusted odds ratios (aOR). Participants were 53% female, with mean(SD) age = 8.4(1.4) years. Boys were more active than girls (p<0.001), and physical activity levels and guideline concordance decreased with age (p<0.001). Soccer participation at any frequency was associated with greater overall MVPA (b[95% CI] = 0.66[0.20,1.13] to 2.44[1.44,3.44]). Depending on participation frequency, this equates to 5-20 minutes more MVPA on the average day and 3 to 15 fold increased odds of achieving recommended levels of health-related physical activity (aOR[95%CI] = 3.04[1.49,6.19] to 14.49[1.97,106.56]). Similar associations were identified among children playing handball at least twice per week. Relationships with other sports (gymnastics, basketball, volleyball) were inconsistent. Many children, particularly girls and those in higher grade levels do not adhere to health-related physical activity recommendations. Organized leisure-time sport participation may be a viable strategy to increase overall health-related physical activity levels and international

Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

ERIC Educational Resources Information Center

Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

2015-01-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers

ERIC Educational Resources Information Center

Hannon, Brenda

2012-01-01

Although a considerable amount of evidence has been amassed regarding the contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension, little is known about the relationships among these sources of individual differences or their relative contributions to reading comprehension performance. This…

Non-survivor septic patients have persistently higher serum sCD40L levels than survivors.

PubMed

Lorente, Leonardo; Martín, María M; Pérez-Cejas, Antonia; Ferreres, José; Solé-Violán, Jordi; Labarta, Lorenzo; Díaz, César; Jiménez, Alejandro

2017-10-01

Soluble CD40 ligand (sCD40L) is a protein with proinflammatory and prothrombotic effects. Previously we found higher circulating sCD40L levels in non-survivor than in survivor patients at sepsis diagnosis. Now some questions arise such as how are serum sCD40L levels during the first week of severe sepsis?, is there an association between serum sCD40L levels during the first week and mortality?, and serum sCD40L levels during the first week could be used as sepsis mortality biomarker?. This study was developed to answer these asks. Study from 6 Spanish Intensive Care Units with 291 severe septic patients. There were determined serum levels of sCD40L and tumor necrosis factor (TNF)-alpha during the first week. The end-point study was 30-day mortality. We found that serum sCD40L at days 1, 4, and 8 could predict mortality at 30days, and are associated with mortality. The novel findings of our study were that there were higher serum sCD40L levels persistently during the first week in non-survivor than in survivor patients, that there is an association between serum sCD40L levels during the first week and sepsis mortality, and that serum sCD40L levels during the first week could be used as sepsis mortality biomarker. Copyright © 2017 Elsevier Inc. All rights reserved.

Implementing CLT at Higher Secondary Level in Bangladesh: A Review of Change Management

ERIC Educational Resources Information Center

Rahman, Md Shidur

2015-01-01

CLT (Communicative Language Teaching) was substituted for GTM (Grammar Translation Method) at higher secondary level in Bangladesh in 2001. This replacement of ELT method was a significant change in the English curriculum. This study aimed to determine that the mismanagement of the change is a prime cause of not getting expected CLT outcomes at…

Alternative scheduling models and their effect on science achievement at the high school level

NASA Astrophysics Data System (ADS)

Dostal, Jay Roland

This study will evaluate alternative scheduling methods implemented in secondary level schools. Students were selected based on parent selection of programs. Traditional scheduling involves numerous academic subjects with small increments of time in each class and block scheduling focuses on fewer academic subjects and more instructional time. This study will compare office referral numbers, absence frequency, and Essential Learner Outcome (ELO) science strand scores in the 8th-grade (pretest) to the same students office referrals, absence frequency, and ELO science strand scores in the 11th-grade (posttest) between Seven Period Traditional Scheduling (SPTS) and Four Period Block Scheduling (FPBS) in the hopes that no matter what schedule students are a part of, the achievement results will be similar. (Study participants had completed both grade level ELO assessments and were continuously enrolled in one high school through their junior year.

Correlations between academic achievement and anxiety and depression in medical students experiencing integrated curriculum reform.

PubMed

Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting

2007-08-01

This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The

Association Between Dental Student-Developed Exam Questions and Learning at Higher Cognitive Levels.

PubMed

Gonzalez-Cabezas, Carlos; Anderson, Olivia S; Wright, Mary C; Fontana, Margherita

2015-11-01

New dental accreditation standards emphasize that graduates must be competent in the use of critical thinking (a high cognitive-level skill). Despite this new standard, most written assessments in dental school courses are still based on low cognitive-level questions. The aim of this study was to determine if an exercise that allows students to collaboratively write exam questions would help cultivate higher cognitive levels of learning. To evaluate this exercise at one U.S. dental school, the cognitive level (according to Bloom's taxonomy) of multiple-choice exam questions and students' scores across two cohorts in a cariology course were compared. This evaluation took place using a control group in which questions were instructor-generated and an intervention group in which students worked in groups to develop questions. All students in one first-year class participated in the intervention group (n=104); all students in the first-year class two years earlier served as the control group (n=106). Among students in the intervention group, the response rate to a post-intervention survey measuring students' attitudes about the experience was 70% (N=73). The results showed that the students generating their own assessments developed higher cognitive-level exam questions than the instructor-generated assessments. The intervention group (with student-generated assessments) also performed as well or better on tests compared to the control group (with instructor-generated assessments). In the intervention group survey, the vast majority of students agreed that the exercise was helpful for their overall learning experience, but working in teams was said to be the least valuable component of the activity for their learning. This study suggests that student-driven, collaborative assessments can be an important tool for building critical thinking skills in dental classrooms and that it may be worthwhile to expand this type of exercise into other courses.

A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects

ERIC Educational Resources Information Center

Yilmaz, Ismail

2012-01-01

The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics…

Effects of individualized assignments on biology achievement

NASA Astrophysics Data System (ADS)

Kremer, Philip L.

A pretest-posttest, randomized, two groups, experimental, factorial design compared effects of detailed and nondetailed assignments on biology achievement over seven and a half months. Detailed assignments (favoring field independence and induction) employed block diagrams and stepwise directions. Nondetailed assignments (favoring field dependence and deduction) virtually lacked these. The accessible population was 101 tenth grade preparatory school male students. The 95 students enrolled in first year biology constituted the sample. Two by three ANOVA was done on residualized posttest score means of the students. Totally, the detailed students achieved significantly higher than the nondetailed students. This significantly higher achievement was only true of detailed students in the middle thirds of the deviation intelligence quotient (DIQ) range and of the grade point average (G.P.A.) range after the breakdown into upper, middle, and lower thirds of intellectual capability (ability and achievement). The upper third detailed DIQ grouping indirectly achieved higher than its peers, whereas the lower detailed DIQ third achieved lower than its peers. Thus, high capability students apparently benefit from flow and block diagrams, inductions, field independence, and high structure, whereas low capability students may be hindered by these.

The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students

ERIC Educational Resources Information Center

Curry, Steven James

2012-01-01

This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second…

Reflectiveness/Impulsiveness and Mathematics Achievement

ERIC Educational Resources Information Center

Cathcart, W. George; Liedtke, Werner

1969-01-01

Report of research to test the hypothesis that reflective students would be higher achievers in mathematics than impulsive pupils. An achievement test was developed to measure understanding of mathematical concepts and applications, ability to solve verbal problems and recall basic facts. Data suggest that reflective students obtain better…

Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools

ERIC Educational Resources Information Center

Quenemoen, Rachel; Albus, Debra; Rogers, Chris; Lazarus, Sheryl

2010-01-01

Some states are developing alternate assessments based on modified achievement standards (AA-MAS) to measure the academic achievement of some students with disabilities (Albus, Lazarus, Thurlow, & Cormier, 2009; Lazarus, Thurlow, Christensen, & Cormier, 2007). These assessments measure the same content as the general assessment for a given…

The Predictive Degree of University Students' Levels of Metacognition and Need for Cognition on Their Academic Achievement

ERIC Educational Resources Information Center

Akpur, Ugur

2017-01-01

The purpose of this study is to find out the predictive degree of university students' levels of need for cognition and metacognition on their academic achievement. A total of 253 university students formed the study group. To collect the data of the study, "The Metacognition Awareness Inventory" (MAI) and "The Need for Cognition…

Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement

ERIC Educational Resources Information Center

Yildiz, Ali

2012-01-01

In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…

Sharing Leadership Responsibilities Results in Achievement Gains

ERIC Educational Resources Information Center

Armistead, Lew

2010-01-01

Collective, not individual, leadership in schools has a greater impact on student achievement; when principals and teachers share leadership responsibilities, student achievement is higher; and schools having high student achievement also display a vision for student achievement and teacher growth. Those are just a few of the insights into school…

Higher levels of salivary alpha-amylase predict failure of cessation efforts in male smokers.

PubMed

Dušková, M; Simůnková, K; Hill, M; Hruškovičová, H; Hoskovcová, P; Králíková, E; Stárka, L

2010-01-01

The ability to predict the success or failure of smoking cessation efforts will be useful for clinical practice. Stress response is regulated by two primary neuroendocrine systems. Salivary cortisol has been used as a marker for the hypothalamus-pituitary-adrenocortical axis and salivary alpha-amylase as a marker for the sympathetic adrenomedullary system. We studied 62 chronic smokers (34 women and 28 men with an average age of 45.2+/-12.9 years). The levels of salivary cortisol and salivary alpha-amylase were measured during the period of active smoking, and 6 weeks and 24 weeks after quitting. We analyzed the men separately from the women. The men who were unsuccessful in cessation showed significantly higher levels of salivary alpha-amylase over the entire course of the cessation attempt. Before stopping smoking, salivary cortisol levels were higher among the men who were unsuccessful in smoking cessation. After quitting, there were no differences between this group and the men who were successful in cessation. In women we found no differences between groups of successful and unsuccessful ex-smokers during cessation. In conclusions, increased levels of salivary alpha-amylase before and during smoking cessation may predict failure to quit in men. On the other hand, no advantage was found in predicting the failure to quit in women. The results of our study support previously described gender differences in smoking cessation.

When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

PubMed

Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

2008-06-01

There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.

Academic achievement and college persistence of African American students with trauma exposure.

PubMed

Boyraz, Güler; Horne, Sharon G; Owens, Archandria C; Armstrong, Aisha P

2013-10-01

This study examined the relationship between posttraumatic stress disorder (PTSD) symptomatology and college persistence in African American 1st-year students from 2 universities. Of the 569 participants, 423 (74%) reported lifetime exposure to traumatic events; 20.6% of these students met the criteria for PTSD. For trauma-exposed females, after controlling for academic and nonacademic factors, higher levels of PTSD symptomatology in the 1st semester of college were associated with increased likelihood of leaving college prior to the end of the 2nd year of college; the relationship between the 2 variables was partially mediated by 1st-year grade point average (GPA). PTSD symptomatology was not significantly associated with academic achievement or persistence for males. For trauma-exposed females, in addition to PTSD symptomatology, being a student at a predominantly White institution and entering college with low high school GPA were identified as risk factors for low academic achievement and college dropout; on the other hand, involvement in on-campus activities and higher levels of perceived academic integration in the 1st semester were associated with higher 1st-year GPA, which, in turn, was related to increased likelihood of remaining in college. Clinical implications and strategies to support students with trauma exposure and PTSD are discussed.

Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

ERIC Educational Resources Information Center

Dotson, Lauren; Foley, Virginia

2016-01-01

This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…

Pressure pain threshold and β-endorphins plasma level are higher in lean polycystic ovary syndrome women.

PubMed

Kiałka, Marta; Milewicz, Tomasz; Mrozińska, Sandra; Rogatko, Iwona; Sztefko, Krystyna; Majewska, Renata

2017-12-01

Despite some evidence that indicates that the evolution of polycystic ovary syndrome (PCOS) is related to the activity of the endogenous opioid system, and that concentration of plasma β-endorphin levels can increase pain threshold, there are no studies which evaluate pressure pain threshold in the PCOS women population. In 48 lean women with PCOS and 38 lean women without this disorder plasma β-endorphins and PPT were measured. The β-endorphins level was higher in the PCOS group compared to the controls (15.28±2.49 pg/mL vs. 6.33±1.71 pg/mL, P<0.001). In PCOS group PPTs measured on deltoid and trapezius muscles were higher compared to the controls (9.33±1.3 kg/cm² vs. 5.19±0.57 kg/cm², P<0.001; 8.23±1.04 kg/cm² vs. 4.79±0.55 kg/cm², P<0.001). The β-endorphin levels positively correlated with PPTs in PCOS group. Increase in β-endorphin level of 1 pg/mL was associated with increase of PPT value on deltoid muscle of 0.23 kg/cm² (R=0.632, P=0.011) and of 0.18 kg/cm² on trapezius muscle (R=0.588, P=0.037). There were no correlations between testosterone level and PPT in PCOS group. β-endorphin serum level as well as PPT are higher in lean PCOS group than in controls. We found correlations between β-endorphin levels and PPT in the PCOS group. It may suggest the role of endogenous opioids in the pathogenesis of PCOS and also that the increases in circulating plasma β-endorphins concentration can increases PPT in this group.

The influence of achievement goals on the constructive activity of low achievers during collaborative problem solving.

PubMed

Gabriele, Anthony J

2007-03-01

Previous research on small-group learning has found that level of constructive activity (solving or explaining how to solve problems using ideas stated or implied in the explanation provided by a partner) was a better predictor of post-test achievement than either a student's prior achievement or the quality of help received (Webb, Troper, & Fall, 1995). The purpose of this study was to extend this research by examining the influence of additional factors, in particular, achievement goals and comprehension monitoring, on low achieving students' constructive activity after receiving help from a high achieving peer. Thirty-two low achieving upper elementary students from an urban school district in the mid-west of the United States were paired with high achieving partners. Videotape data from a previously reported study on peer collaboration were transcribed and reanalyzed. In that study, dyads were randomly assigned instructions designed to induce either a learning or performance goal and were videotaped as they worked together to solve a set of mathematical word problems. The following day, students were individually post-tested on problems similar to the ones worked on in pairs. Consistent with previous research, low achieving students' level of constructive activity predicted post-test performance. In addition, constructive activity was found to mediate the relationship between achievement goals and learning. However, achievement goals were not related to low achievers constructive use of help. Instead, achievement goals were related to low achievers' relative accuracy in comprehension monitoring, which in turn was related to level of constructive activity. The meaning of these results for understanding the processes by which low achievers learn from peer help and implications for classroom practice are discussed.

Higher levels of circulating chemerin in both lean and obese patients with polycystic ovary syndrome.

PubMed

Ademoglu, E; Berberoglu, Z; Carlioglu, A; Dellal, F; Gorar, S; Alphan, Z; Uysal, S; Karakurt, F

2014-12-01

The aim of this paper was to compare serum chemerin levels in nonobese and overweight/obese patients with polycystic ovary syndrome (PCOS) with lean controls. Seventy women with newly diagnosed or untreated PCOS and 38 age-matched nonobese healthy controls were enrolled in the present study. Participants with PCOS were categorized as nonobese (Body Mass Index [BMI] <25 kg/m², N.=36) or overweight/obese (BMI 25-29.9 kg/m² and ≥30 kg/m², respectively, N.=34). Anthropometric, metabolic and hormonal patterns, and serum chemerin were measured. Serum chemerin tended to be higher in obese PCOS group than in nonobese PCOS women but did not reach statistical significance. Nonobese healthy controls had significantly lower chemerin levels than two PCOS groups (P<0.001). Fasting insulin (P<0.05) and homeostasis model assessment index (P<0.05) were significantly higher in obese women with PCOS than in other two groups. Also, these two parameters were higher in lean patients with PCOS than in healthy controls (P<0.05). In multiple linear regression analyses, chemerin was significantly associated with BMI (β-coefficient =0.336, P<0.01), and triglyceride (β-coefficient =0.298, P<0.05). Chemerin levels were significantly increased not only in obese PCOS women but also in nonobese PCOS women. The physiological significance of elevated serum chemerin in PCOS remains unclear.

Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.

PubMed

Cortright, Ronald N; Lujan, Heidi L; Blumberg, Amanda J; Cox, Julie H; DiCarlo, Stephen E

2013-09-01

Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this goal requires an understanding of student attitudes, beliefs, characteristics, and motivations. To achieve this goal, we administered the intrinsic motivation inventory (IMI) to assess our students' interest and enjoyment, perceived choice, and perceived competence while taking our undergraduate exercise physiology class (46 students; 20 female students and 26 male students). The interest and enjoyment subscale is considered the self-reported measure of intrinsic motivation. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-reported and behavioral measures of intrinsic motivation. Our results documented a significant increase in course grade with an increase in survey score for the interest and enjoyment subscale of the IMI when female and male students were combined. Specifically, each increase in survey score for the interest and enjoyment subscale of the IMI was associated with a significant (P < 0.05) increase of 3.9% in course grade. However, the increase in survey score was associated with a significantly greater (P < 0.05) increase in course grade for male (6.1%) compared with female (0.3%) students. These results have implications for both classroom practice and educational reform policies.

The impact of size of cooperative group on achievement, social support, and self-esteem.

PubMed

Bertucci, Andrea; Conte, Stella; Johnson, David W; Johnson, Roger T

2010-01-01

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.

Review of "Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep"

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn; Baker, Megina; Chang, Wen-Chia; Fernández, M. Beatriz; Keefe, Elizabeth Stringer

2017-01-01

Based on a review of GPA and SAT/ACT requirements at 221 institutions in 25 states, a new report from the National Council on Teacher Quality (NCTQ) recommends that states, institutions of higher education, and the Council for the Accreditation of Educator Preparation (CAEP) maintain or establish a higher bar for entry into teacher preparation…

Australian Higher Education Reforms--Unification or Diversification?

ERIC Educational Resources Information Center

Coombe, Leanne

2015-01-01

The higher education policy of the previous Australian government aimed to achieve an internationally competitive higher education sector while expanding access opportunities to all Australians. This policy agenda closely reflects global trends that focus on achieving both quality and equity objectives. In this paper, the formulation and…

The relation between children's accuracy estimates of their physical competence and achievement-related characteristics.

PubMed

Weiss, M R; Horn, T S

1990-09-01

The relationship between perceptions of competence and control, achievement, and motivated behavior in youth sport has been a topic of considerable interest. The purpose of this study was to examine whether children who are under-, accurate, or overestimators of their physical competence differ in their achievement characteristics. Children (N = 133), 8 to 13 years of age, who were attending a summer sport program, completed a series of questionnaires designed to assess perceptions of competence and control, motivational orientation, and competitive trait anxiety. Measures of physical competence were obtained by teachers' ratings that paralleled the children's measure of perceived competence. Perceived competence and teachers' ratings were standardized by grade level, and an accuracy score was computed from the difference between these scores. Children were then categorized as underestimators, accurate raters, or overestimators according to upper and lower quartiles of this distribution. A 2 x 2 x 3 (age level by gender by accuracy) MANCOVA revealed a significant gender by accuracy interaction. Underestimating girls were lower in challenge motivation, higher in trait anxiety, and more external in their control perceptions than accurate or overestimators. Underestimating boys were higher in perceived unknown control than accurate and overestimating boys. It was concluded that children who seriously underestimate their perceived competence may be likely candidates for discontinuation of sport activities or low levels of physical achievement.

How does achievement motivation influence mental effort mobilization? Physiological evidence of deteriorative effects of negative affects on the level of engagement.

PubMed

Capa, Rémi L; Audiffren, Michel

2009-12-01

We tested whether the effect of achievement motivation on effort is modulated by two possible factors of the motivational intensity theory (Wright and Kirby, 2001): perceived difficulty and maximally justified effort. Approach-driven (N=16) and avoidance-driven (N=16) participants were first instructed to perform a reaction time task to the best of their abilities. Next, the participants were instructed to consistently beat their performance standard established in the first condition. Approach-driven participants showed a stronger decrease of midfrequency band of heart rate variability, which was used as an index of mental effort, than avoidance-driven participants in the second instruction condition. Moreover, avoidance-driven participants showed a higher corrugator supercilii reactivity, which was used as an index of negative affects, than approach-driven participants in the second instruction condition. No difference of perceived difficulty between groups was observed. Results suggested that avoidance-driven participants developed negative affects in the second instruction condition decreasing the maximally justified effort and their level of engagement.

Student Achievement since 2005: On State Tests and State-Level NAEP

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

This article reports on a new study released by the Center on Education Policy (CEP) of states with five years of comparable test data which finds that student achievement in reading and math rose between 2005 and 2009 on state tests as well as on National Assessment of Education Progress (NAEP). The report also finds overlapping achievement gains…

Higher haemoglobin levels and dedicated trauma admission are associated with survival after severe traumatic brain injury.

PubMed

Baltazar, Gerard Anthony; Pate, Amy J; Panigrahi, Benita; Sharp, Audrey; Smith, Michael; Chendrasekhar, Akella

2015-01-01

Prevention of secondary brain injury is a key component of acute management of patients with severe traumatic brain injury (TBI). Haemoglobin concentration may have an impact on optimization of cerebral oxygenation. Patients with TBI may best be served by an organized trauma service. The objective is to determine if haemoglobin concentration or dedicated trauma admission has an impact on outcomes after severe TBI. This study retrospectively analysed consecutive patients with severe TBI admitted to a level-I trauma centre over 3 years. Patients <16 years-old and with length of stay (LOS) <24 hours were excluded. Data were collected on demographics; injury severity; LOS; admission service; survival to discharge; and haemoglobin levels from hospital days 1-7. Data were also collected on number of transfusions of packed red blood cells. The sample was stratified based on admission service and survival to discharge. Of 147 patients (age = 54.1 ± 3.7 years), overall mortality rate was 15.4% (n = 23). Overall, non-survivors had lower daily and 7-day mean haemoglobin levels (10.7 ± 0.9 vs. 12.9 ± 0.4 g dL(-1), p < 0.001). Non-surgical admissions had lower haemoglobin levels and a higher mortality rate (28.9% vs. 12.2%, p < 0.001) compared to dedicated trauma admissions. Among patients with severe TBI, higher haemoglobin levels and maintenance as a dedicated trauma admission are associated with higher survival to discharge.

Higher Natriuretic Peptide Levels Associate with a Favorable Adipose Tissue Distribution Profile

PubMed Central

Neeland, Ian J.; Winders, Benjamin R.; Ayers, Colby R.; Das, Sandeep R.; Chang, Alice Y.; Berry, Jarett D.; Khera, Amit; McGuire, Darren K.; Vega, Gloria L.; de Lemos, James A.; Turer, Aslan T.

2013-01-01

Objectives To investigate the association between natriuretic peptides and body fat distribution in a multiethnic cohort. Background Natriuretic peptides stimulate lipolysis, reduce weight gain, and promote adipocyte browning in animal models but data are lacking in humans. Methods 2619 participants without heart failure in the Dallas Heart Study underwent measurements of 1) B-type natriuretic peptide (BNP) and NT-proBNP and 2) body fat distribution by dual energy x-ray absorptiometry and magnetic resonance imaging. Cross-sectional associations of natriuretic peptides with adiposity phenotypes were examined after adjustment for age, sex, race, comorbidities, and body mass index. Results Median BNP and NT-proBNP levels in the study cohort (mean age 44 years, 56% women, 48% African-Americans, 32% obese) were 3.0 and 28.1 pg/mL, respectively. Natriuretic peptide levels above the median were associated with a more favorable body fat profile and less insulin resistance including lower visceral fat, liver fat, and HOMA-IR; and more lower body fat and higher adiponectin (p<0.05 for each). In multivariable analyses, NT-proBNP remained inversely associated with visceral (β= −0.08, p<0.0001) and liver fat (β= −0.14, p<0.0001) and positively associated with lower body fat (β= 0.07, p<0.0001) independent of age, sex, race, and obesity-status; findings were similar with BNP. Adjustment for body composition, HOMA-IR, circulating androgens, and adipocytokines did not attenuate the associations. Conclusions Higher natriuretic peptide levels were independently associated with a favorable adiposity profile, characterized by decreased visceral and liver fat and increased lower body fat, suggesting a link between the heart and adipose tissue distribution mediated through natriuretic peptides. PMID:23602771

Phase transitions between lower and higher level management learning in times of crisis: an experimental study based on synergetics.

PubMed

Liening, Andreas; Strunk, Guido; Mittelstadt, Ewald

2013-10-01

Much has been written about the differences between single- and double-loop learning, or more general between lower level and higher level learning. Especially in times of a fundamental crisis, a transition between lower and higher level learning would be an appropriate reaction to a challenge coming entirely out of the dark. However, so far there is no quantitative method to monitor such a transition. Therefore we introduce theory and methods of synergetics and present results from an experimental study based on the simulation of a crisis within a business simulation game. Hypothesized critical fluctuations - as a marker for so-called phase transitions - have been assessed with permutation entropy. Results show evidence for a phase transition during the crisis, which can be interpreted as a transition between lower and higher level learning.

Human body perception and higher-level person perception are dissociated in early development.

PubMed

Slaughter, Virginia

2011-01-01

Abstract Developmental data support the proposal that human body perceptual processing is distinct from other aspects of person perception. Infants are sensitive to human bodily motion and attribute goals to human arm movements before they demonstrate recognition of human body structure. The developmental data suggest the possibility of bidirectional linkages between EBA- and FBA-mediated representations and these higher-level elements of person perception.

An Empirical Investigation of Variance Design Parameters for Planning Cluster-Randomized Trials of Science Achievement.

PubMed

Westine, Carl D; Spybrook, Jessaca; Taylor, Joseph A

2013-12-01

Prior research has focused primarily on empirically estimating design parameters for cluster-randomized trials (CRTs) of mathematics and reading achievement. Little is known about how design parameters compare across other educational outcomes. This article presents empirical estimates of design parameters that can be used to appropriately power CRTs in science education and compares them to estimates using mathematics and reading. Estimates of intraclass correlations (ICCs) are computed for unconditional two-level (students in schools) and three-level (students in schools in districts) hierarchical linear models of science achievement. Relevant student- and school-level pretest and demographic covariates are then considered, and estimates of variance explained are computed. Subjects: Five consecutive years of Texas student-level data for Grades 5, 8, 10, and 11. Science, mathematics, and reading achievement raw scores as measured by the Texas Assessment of Knowledge and Skills. Results: Findings show that ICCs in science range from .172 to .196 across grades and are generally higher than comparable statistics in mathematics, .163-.172, and reading, .099-.156. When available, a 1-year lagged student-level science pretest explains the most variability in the outcome. The 1-year lagged school-level science pretest is the best alternative in the absence of a 1-year lagged student-level science pretest. Science educational researchers should utilize design parameters derived from science achievement outcomes. © The Author(s) 2014.

The Changing Profile of Entrants to Mathematics at A Level and to Mathematical Subjects in Higher Education.

ERIC Educational Resources Information Center

Kitchen, Ann

1999-01-01

Analyzes the characteristics of the British student population in mathematics at both the interface between the General Certificate of Secondary Education (GCSE) and A level and between A level and high education. Focuses on the changes in GCSE and A level mathematics, entry standards in higher education, and gender balance issues. (CMK)

Longitudinal Relationships of Fitness, Physical Activity, and Weight Status With Academic Achievement in Adolescents.

PubMed

Suchert, Vivien; Hanewinkel, Reiner; Isensee, Barbara

2016-10-01

To examine associations of cardiorespiratory fitness, physical activity (PA) and weight status with academic achievement 1 year later. In addition, the mediating role of psychological variables was tested. Longitudinal analyses included 1011 German students (M = 14.1 years, SD = 0.6 years). Cardiorespiratory fitness was determined with the 20 m shuttle run test. Compliance with PA guidelines was assessed through questionnaire. Weight status was based on body mass index percentiles. As proxy of academic achievement students' self-reported grades in Mathematics and German in their midterm report were averaged. Mediation analyses were conducted at follow-up testing general self-efficacy, depressed affect, and attention/hyperactivity problems. High levels of cardiorespiratory fitness predicted higher educational attainment (p = .007), while we found no longitudinal association for PA and weight status (p > .253). However, students being insufficiently physically active at baseline but meet PA guidelines at follow-up showed a significant improvement in educational attainment. The cross-sectional association between PA and academic achievement was mediated by students' general self-efficacy. High fitness in adolescence is associated with higher subsequent academic achievement. The promotion of PA might benefit school performance because of enhanced fitness levels in the long-term and positive influences of PA in the shortterm. The association between weight status and educational attainment remains controversial. © 2016, American School Health Association.

Achievement goals affect metacognitive judgments

PubMed Central

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

A Tracking Analysis of Compact Students within Level 1 of Their Higher Education Programmes

ERIC Educational Resources Information Center

Wakely, Katrina; Saunders, Danny

2004-01-01

This article presents a tracking analysis of level 1 undergraduates who entered the University of Glamorgan through the Compact schools initiative. The Compact initiative aims to widen access to higher education by encouraging young people from disadvantaged backgrounds to attend a range of preparatory activities and by offering lower entry…

Health status among long-term breast cancer survivors suffering from higher levels of fatigue: a cross-sectional study.

PubMed

Álvarez-Salvago, Francisco; Galiano-Castillo, Noelia; Arroyo-Morales, Manuel; Cruz-Fernández, Mayra; Lozano-Lozano, Mario; Cantarero-Villanueva, Irene

2018-05-05

The aims of this study were to evaluate the health status of long-term breast cancer survivors (LTBCS) suffering from higher levels of fatigue, to highlight their needs, and to establish the key points of intervention support programs. A cross-sectional observational study was conducted at the Sport and Health Joint University Institute (iMUDS) between September 2016 and July 2017 with 80 LTBCS that were classified into non-fatigued (≤ 3.9) or fatigued (≥ 4) according to the Piper Fatigue Scale (PFS) total score. The instruments used were the European Organization for Research and Treatment of Cancer Core 30 and its breast cancer (BC) module, the Visual Analog Scale (VAS), the Brief Pain Inventory (BPI), the Scale for Mood Assessment (EVEA), the International Fitness Scale (IFIS), and the Charlson Comorbidity Index. The analysis revealed that 41.2% of LTBCS were considered moderately fatigued and showed significantly higher levels for the categories of "nausea and vomiting" (P = .005), "pain," "dyspnea" and "insomnia" (P < .001), "appetite loss" (P = .002), "financial difficulties" (P = .010), "systemic therapy side effects" (P < .001), "breast symptoms" and "arm symptoms" (P = .002), and "upset by hair loss" (P = .016). In addition, LTBCS presented significantly higher levels of pain in the affected and non-affected arm, "sadness-depression." "anxiety," "anger/hostility" (All: P < .001), and lower general physical fitness (P < .001). The rest of the variables did not show significant differences. LTBCS suffering from higher levels of fatigue had lower QoL, higher level of pain, worse mood state, and lower physical fitness.

Examining the Effects of General Level Course Elimination and Tracking on Student Growth and Achievement in a Suburban High School Mathematics Program

ERIC Educational Resources Information Center

Ellis, Brian E.

2014-01-01

Despite a decade of reform driven by the NCLB legislation, there continues to be a significant gap in mathematics achievement between race/ethnicity and socioeconomic groupings of students. This study examines the practice of tracking and an effort to improve mathematics achievement by eliminating the general level mathematics track. The suburban…

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality

PubMed Central

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

2017-01-01

This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock–Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher–student closeness and strongly, negatively predicted teacher–student conflict. Teacher–student closeness and effortful control, but not teacher–student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher–student closeness and via its positive relation to early academic achievement. The findings suggest that teacher–student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher–student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently. PMID:28684888

Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.

PubMed

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

This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control. Analytical models predicting academic achievement were estimated using a structural equation model framework. Effortful control positively predicted academic achievement even when controlling for prior achievement and other covariates. Mediation hypotheses were tested in a separate model; effortful control positively predicted teacher-student closeness and strongly, negatively predicted teacher-student conflict. Teacher-student closeness and effortful control, but not teacher-student conflict, had small, positive associations with academic achievement. Effortful control also indirectly predicted higher academic achievement through its positive effect on teacher-student closeness and via its positive relation to early academic achievement. The findings suggest that teacher-student closeness is one mechanism by which effortful control is associated with academic achievement. Effortful control was also a consistent predictor of academic achievement, beyond prior achievement levels and controlling for teacher-student closeness and conflict, with implications for intervention programs on fostering regulation and achievement concurrently.

Performance analysis of three-dimensional-triple-level cell and two-dimensional-multi-level cell NAND flash hybrid solid-state drives

NASA Astrophysics Data System (ADS)

Sakaki, Yukiya; Yamada, Tomoaki; Matsui, Chihiro; Yamaga, Yusuke; Takeuchi, Ken

2018-04-01

In order to improve performance of solid-state drives (SSDs), hybrid SSDs have been proposed. Hybrid SSDs consist of more than two types of NAND flash memories or NAND flash memories and storage-class memories (SCMs). However, the cost of hybrid SSDs adopting SCMs is more expensive than that of NAND flash only SSDs because of the high bit cost of SCMs. This paper proposes unique hybrid SSDs with two-dimensional (2D) horizontal multi-level cell (MLC)/three-dimensional (3D) vertical triple-level cell (TLC) NAND flash memories to achieve higher cost-performance. The 2D-MLC/3D-TLC hybrid SSD achieves up to 31% higher performance than the conventional 2D-MLC/2D-TLC hybrid SSD. The factors of different performance between the proposed hybrid SSD and the conventional hybrid SSD are analyzed by changing its block size, read/write/erase latencies, and write unit of 3D-TLC NAND flash memory, by means of a transaction-level modeling simulator.

Narrowing the Academic Achievement Gap among High School Latino Students through Parental Involvement

ERIC Educational Resources Information Center

Parry, Douglas L.

2010-01-01

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be…

Addressing Academic Dishonesty among the Highest Achievers

ERIC Educational Resources Information Center

Miller, Angela D.; Murdock, Tamera B.; Grotewiel, Morgan M.

2017-01-01

Although research shows that higher-achieving students report engaging in cheating behaviors less frequently than lower-achieving students, the cheating rates among this population are still startling. Certain aspects of the context of being a high-achieving student support academic dishonesty. We investigate integrity among the highest achievers…

Use of allopurinol with low-dose 6-mercaptopurine in inflammatory bowel disease to achieve optimal active metabolite levels: A review of four cases and the literature

PubMed Central

Witte, Todd N; Ginsberg, Allen L

2008-01-01

BACKGROUND: At least one-third of patients with inflammatory bowel disease do not respond or are intolerant to therapy with 6-mercaptopurine (6-MP). A subgroup fails to attain optimal levels of 6-thioguanine nucleotide (6-TGN) and instead shunts to 6-methylmercaptopurine nucleotide (6-MMPN). PATIENTS AND METHODS: A retrospective chart review was conducted, and four patients are described who had been previously unable to achieve optimal 6-TGN metabolite levels until allopurinol was added to their treatment. RESULTS: All four patients achieved optimal 6-TGN levels and undetectable 6-MMPN with a mean 6-MP dose of 0.49 mg/kg. Three achieved steroid-free clinical remission. Two of those three patients had normalization of liver enzymes; one patient had baseline normal liver enzymes despite an initial 6-MMPN level of 27,369 pmol/8×108 red blood cells. Two patients experienced reversible leukopenia. CONCLUSIONS: Combination allopurinol and low-dose 6-MP is an effective means to achieve optimal metabolite levels and steroid-free clinical remission in previously refractory patients. Caution is advised. PMID:18299738

Constraints on tree-level higher order gravitational couplings in superstring theory.

PubMed

Stieberger, Stephan

2011-03-18

We consider the scattering amplitudes of five and six gravitons at tree level in superstring theory. Their power series expansions in the Regge slope α' are analyzed through the order α'(8) showing some interesting constraints on higher order gravitational couplings in the effective superstring action such as the absence of R(5) terms. Furthermore, some transcendentality constraints on the coefficients of the nonvanishing couplings are observed: the absence of zeta values of even weight through the order α'(8) like the absence of ζ(2)ζ(3)R(6) terms. Our analysis is valid for any superstring background in any space-time dimension, which allows for a conformal field theory description.

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

PubMed Central

Allen, Joseph; Gregory, Anne; Mikami, Amori; Lun, Janetta; Hamre, Bridget; Pianta, Robert

2017-01-01

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed. PMID:28931966

Thermal-noise-limited higher-order mode locking of a reference cavity

NASA Astrophysics Data System (ADS)

Zeng, X. Y.; Ye, Y. X.; Shi, X. H.; Wang, Z. Y.; Deng, K.; Zhang, J.; Lu, Z. H.

2018-04-01

Higher-order mode locking has been proposed to reduce the thermal noise limit of reference cavities. By locking a laser to the HG02 mode of a 10-cm long all ULE cavity, and measure its performance with the three-cornered-hat method among three independently stabilized lasers, we demonstrate a thermal noise limited performance of a fractional frequency instability of 4.9E-16. The results match the theoretical models with higher-order optical modes. The achieved laser instability improves the all ULE short cavity results to a new low level.

Organized Sport Participation Is Associated with Higher Levels of Overall Health-Related Physical Activity in Children (CHAMPS Study-DK)

PubMed Central

Hebert, Jeffrey J.; Møller, Niels C.; Andersen, Lars B.; Wedderkopp, Niels

2015-01-01

Introduction Many children fail to meet international guideline recommendations for health-related activity (≥60 minutes/day of moderate-to-vigorous physical activity [MVPA]), and intervention studies to date have reported negligible effects. Objective Explore the associations of organized leisure-time sport participation with overall physical activity levels and health-related physical activity guideline concordance. Methods This prospective cohort study was nested in the Childhood Health, Activity, and Motor Performance School Study Denmark. Study participants were a representative sample of 1124 primary school students. Organized leisure-time sport participation was reported via text messaging and physical activity was objectively measured over seven days with accelerometry. Associations between sport participation and physical activity level were explored with multilevel mixed-effects regression models and reported with beta coefficients (b) and adjusted odds ratios (aOR). Results Participants were 53% female, with mean(SD) age = 8.4(1.4) years. Boys were more active than girls (p<0.001), and physical activity levels and guideline concordance decreased with age (p<0.001). Soccer participation at any frequency was associated with greater overall MVPA (b[95% CI] = 0.66[0.20,1.13] to 2.44[1.44,3.44]). Depending on participation frequency, this equates to 5–20 minutes more MVPA on the average day and 3 to 15 fold increased odds of achieving recommended levels of health-related physical activity (aOR[95%CI] = 3.04[1.49,6.19] to 14.49[1.97,106.56]). Similar associations were identified among children playing handball at least twice per week. Relationships with other sports (gymnastics, basketball, volleyball) were inconsistent. Conclusions Many children, particularly girls and those in higher grade levels do not adhere to health-related physical activity recommendations. Organized leisure-time sport participation may be a viable strategy to increase overall

The Effects of Socio-Economic Status on Prospective English Language Teachers' Academic Achievement

ERIC Educational Resources Information Center

Koban Koç, Didem

2016-01-01

Socioeconomic status (SES), which generally involves factors such as parental educational background, occupation and income level, is a strong predictor of student achievement. That is, students with higher parental SES demonstrate increased academic performance when compared to those with lower parental SES. The purpose of the present study is to…

Effect of self-efficacy and physical activity goal achievement on arthritis pain and quality of life in patients with rheumatoid arthritis.

PubMed

Knittle, Keegan P; De Gucht, Véronique; Hurkmans, Emalie J; Vlieland, Thea P M Vliet; Peeters, André J; Ronday, H Karel; Maes, Stan

2011-11-01

To examine physical activity and achievement of physical activity goals in relation to self-reported pain and quality of life among patients with rheumatoid arthritis (RA). At baseline, 271 patients with RA were asked to specify a physical activity goal, and filled in questionnaires assessing physical activity, motivation, and self-efficacy for physical activity, arthritis pain, and quality of life. Six months later, patients indicated to what extent they had achieved their baseline physical activity goal and completed the same set of questionnaires. These data were used to construct multiple mediation models that placed physical activity and physical activity goal achievement as mediators between self-efficacy and motivation on one hand, and arthritis pain and quality of life on the other. A total of 106 patients with RA completed both questionnaires. Self-efficacy at baseline predicted subsequent level of physical activity and achievement of physical activity goals. Goal achievement had a direct effect upon quality of life outcomes. Bootstrapping confidence intervals revealed indirect effects of self-efficacy upon arthritis pain and quality of life through goal achievement, but not through physical activity. Higher levels of self-efficacy for physical activity increase the likelihood that patients will achieve their physical activity goals. Achievement of physical activity goals seems to be related to lower self-reported arthritis pain, and higher levels of quality of life. In practice, clinicians can foster self-efficacy and goal achievement by assisting patients in setting realistic and attainable exercise goals, developing action plans, and by providing feedback on goal progress. Copyright © 2011 by the American College of Rheumatology.

Cultural invariance of goal orientation and self-efficacy in New Zealand: Relations with achievement.

PubMed

Meissel, Kane; Rubie-Davies, Christine M

2016-03-01

There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes. This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background. Participants were 2,210 students attending three intermediate schools. Participants responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year. The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Māori and Pasifika, but no statistically significant relationship with achievement among Asian students. The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels, and Māori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students' self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes. © 2015 The British Psychological Society.

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-Class Reflections: The Case of Mathematica

ERIC Educational Resources Information Center

Ardiç, Mehmet Alper; Isleyen, Tevfik

2017-01-01

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…

Does Entry Route Really Affect Academic Outcome? Academic Achievement of Traditional versus Non Traditional Entrants to BN(Hons) Pre-Registration Nursing Programmes

ERIC Educational Resources Information Center

Brimble, Mandy J.

2015-01-01

International trends for pre-registration nurse education at degree level alongside "widening access" initiatives mean that academic achievement of students entering via different educational routes is of interest to both higher and further education institutions. This article examines the academic achievement of students undertaking a…

Quantitative Guidance for Stove Usage and Performance to Achieve Health and Environmental Targets.

PubMed

Johnson, Michael A; Chiang, Ranyee A

2015-08-01

Displacing the use of polluting and inefficient cookstoves in developing countries is necessary to achieve the potential health and environmental benefits sought through clean cooking solutions. Yet little quantitative context has been provided on how much displacement of traditional technologies is needed to achieve targets for household air pollutant concentrations or fuel savings. This paper provides instructive guidance on the usage of cooking technologies required to achieve health and environmental improvements. We evaluated different scenarios of displacement of traditional stoves with use of higher performing technologies. The air quality and fuel consumption impacts were estimated for these scenarios using a single-zone box model of indoor air quality and ratios of thermal efficiency. Stove performance and usage should be considered together, as lower performing stoves can result in similar or greater benefits than a higher performing stove if the lower performing stove has considerably higher displacement of the baseline stove. Based on the indoor air quality model, there are multiple performance-usage scenarios for achieving modest indoor air quality improvements. To meet World Health Organization guidance levels, however, three-stone fire and basic charcoal stove usage must be nearly eliminated to achieve the particulate matter target (< 1-3 hr/week), and substantially limited to meet the carbon monoxide guideline (< 7-9 hr/week). Moderate health gains may be achieved with various performance-usage scenarios. The greatest benefits are estimated to be achieved by near-complete displacement of traditional stoves with clean technologies, emphasizing the need to shift in the long term to near exclusive use of clean fuels and stoves. The performance-usage scenarios are also provided as a tool to guide technology selection and prioritize behavior change opportunities to maximize impact.

Mothers of Autistic Children: Lower Plasma Levels of Oxytocin and Arg-Vasopressin and a Higher Level of Testosterone

PubMed Central

Xu, Xin-Jie; Shou, Xiao-Jing; Li, Jin; Jia, Mei-Xiang; Zhang, Ji-Shui; Guo, Yan; Wei, Qing-Yun; Zhang, Xiu-Ting; Han, Song-Ping; Zhang, Rong; Han, Ji-Sheng

2013-01-01

Background Autism is a pervasive neurodevelopmental disorder,thought to be caused by a combination of genetic heritability and environmental risk factors. Some autistic-like traits have been reported in mothers of autistic children. We hypothesized that dysregulation of oxytocin (OXT), Arg-vasopressin (AVP) and sex hormones, found in autistic children, may also exist in their mothers. Methods We determined plasma levels of OXT (40 in autism vs. 26 in control group), AVP (40 vs. 17) and sex hormones (61 vs. 47) in mothers of autistic and normal children by enzyme immunoassay and radioimmunoassay, respectively and investigated their relationships with the children’s autistic behavior scores (Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist (ABC)). Results Significantly lower plasma concentrations of OXT (p<0.001) and AVP (p<0.001), as well as a higher level of plasma testosterone (p<0.05), were found in mothers of autistic children vs. those of control. The children’s autistic behavior scores were negatively associated with maternal plasma levels of OXT and AVP. Conclusions These results suggest that dysregulation of OXT, AVP and/or testosterone systems exist in mothers of autistic children, which may impact children’s susceptibility to autism. PMID:24086383

Mothers of autistic children: lower plasma levels of oxytocin and Arg-vasopressin and a higher level of testosterone.

PubMed

Xu, Xin-Jie; Shou, Xiao-Jing; Li, Jin; Jia, Mei-Xiang; Zhang, Ji-Shui; Guo, Yan; Wei, Qing-Yun; Zhang, Xiu-Ting; Han, Song-Ping; Zhang, Rong; Han, Ji-Sheng

2013-01-01

Autism is a pervasive neurodevelopmental disorder,thought to be caused by a combination of genetic heritability and environmental risk factors. Some autistic-like traits have been reported in mothers of autistic children. We hypothesized that dysregulation of oxytocin (OXT), Arg-vasopressin (AVP) and sex hormones, found in autistic children, may also exist in their mothers. We determined plasma levels of OXT (40 in autism vs. 26 in control group), AVP (40 vs. 17) and sex hormones (61 vs. 47) in mothers of autistic and normal children by enzyme immunoassay and radioimmunoassay, respectively and investigated their relationships with the children's autistic behavior scores (Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist (ABC)). Significantly lower plasma concentrations of OXT (p<0.001) and AVP (p<0.001), as well as a higher level of plasma testosterone (p<0.05), were found in mothers of autistic children vs. those of control. The children's autistic behavior scores were negatively associated with maternal plasma levels of OXT and AVP. These results suggest that dysregulation of OXT, AVP and/or testosterone systems exist in mothers of autistic children, which may impact children's susceptibility to autism.

Dichotomous Identification Keys: A Ladder to Higher Order Knowledge about the Human Body

ERIC Educational Resources Information Center

Sorgo, Andrej

2006-01-01

We tried to enrich teaching human anatomy in high school biology lessons. Students construct dichotomous identification keys to the cells, tissues, organs, or body parts. By doing this, students have achieved higher-order cognitive levels of knowledge because construction of such keys is based on analysis, synthesis, and evaluation. Students found…

Women of Color in Higher Education Administration: An Exploration of Barriers to Advancement

ERIC Educational Resources Information Center

Smith, LaVonia

2012-01-01

Women in general have made vast progress in gaining leadership positions in higher education administration; however, women of color, including Asian Americans, Native Americans, and Latinas, continue to lag behind. According to the literature, a number of issues prevent women of color from achieving senior-level positions. A dissertation study by…

Relationship between attainment of recommended physical activity guidelines and academic achievement: undergraduate students in Egypt.

PubMed

El Ansari, Walid; Stock, Christiane

2014-07-14

We assessed and compared by gender, students' achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students' academic performance. Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father's education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father's education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student's odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher

Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models.

PubMed

Benson, Nicholas F; Kranzler, John H; Floyd, Randy G

2016-10-01

Prior research examining cognitive ability and academic achievement relations have been based on different theoretical models, have employed both latent variables as well as observed variables, and have used a variety of analytic methods. Not surprisingly, results have been inconsistent across studies. The aims of this study were to (a) examine how relations between psychometric g, Cattell-Horn-Carroll (CHC) broad abilities, and academic achievement differ across higher-order and bifactor models; (b) examine how well various types of observed scores corresponded with latent variables; and (c) compare two types of observed scores (i.e., refined and non-refined factor scores) as predictors of academic achievement. Results suggest that cognitive-achievement relations vary across theoretical models and that both types of factor scores tend to correspond well with the models on which they are based. However, orthogonal refined factor scores (derived from a bifactor model) have the advantage of controlling for multicollinearity arising from the measurement of psychometric g across all measures of cognitive abilities. Results indicate that the refined factor scores provide more precise representations of their targeted constructs than non-refined factor scores and maintain close correspondence with the cognitive-achievement relations observed for latent variables. Thus, we argue that orthogonal refined factor scores provide more accurate representations of the relations between CHC broad abilities and achievement outcomes than non-refined scores do. Further, the use of refined factor scores addresses calls for the application of scores based on latent variable models. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Correlation of Conditional Admittance and Student Achievement in an Undergraduate Higher Education Setting

ERIC Educational Resources Information Center

Parisi, Joe

2012-01-01

This paper explores several research questions that identify differences between conditionally admitted students and regularly admitted students in terms of achievement results at one institution. The research provides specific variables as well as relationships including historical and comparative aggregate data from 2009 and 2010 that indicate…

Longitudinal follow-up of academic achievement in children with autism from age 2 to 18.

PubMed

Kim, So Hyun; Bal, Vanessa H; Lord, Catherine

2018-03-01

This study examined early predictors of and changes in school-age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long-term academic development. © 2017 Association for Child and Adolescent Mental Health.

Gender Peer Effects in School: Does the Gender of School Peers Affect Student Achievement?

ERIC Educational Resources Information Center

Cabezas, Veronica

2010-01-01

This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences…

Black Students: Self Esteem and Achievement.

ERIC Educational Resources Information Center

Christmon, Matt

This paper presents research-based viewpoints on black students' self-esteem and how it relates to achievement. Both historical events and research findings support the argument that blacks' self-esteem and achievement levels have been systematically kept at a lower level than whites'. Arguments for both segregation and insulation are considered…

Alabama's Education Report Card, 2000: Significant Predictors of Student Achievement at the District and School Level. Research Brief.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

This paper examines Alabama's State Education Report Card for the year 2000. It identifies predictors for student academic achievement at both the district and school levels for 128 public school systems and 1,272 public schools. Separate analyses were conducted for 61 city and 67 county school systems. The variables included number of students,…

The Relationship between Teacher-Licensure Level and Gains in the Student Academic Achievement in New Mexico Public Schools

ERIC Educational Resources Information Center

Morris, Roxann Lynne

2010-01-01

Purpose, scope, and method of study: The primary purpose of this study was to examine the relationship between teacher-licensure level in the New Mexico Three Tiered Licensure (NM 3-TL) System and gains in student academic achievement in reading and mathematics in grades four and five. A secondary purpose was to determine whether student…

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

PubMed Central

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial.

PubMed

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

Association between depression and higher glucose levels in middle-aged Mexican patients with diabetes.

PubMed

De la Roca-Chiapas, José María; Hernández-González, Martha; Candelario, Margarita; Villafaña, María de la Luz; Hernández, Enrique; Solorio, Sergio; Rivera, Antonio; Sosa, Modesto; Jasso, José

2013-01-01

We report an association between depression and glycemic control in patients with type 2 diabetes mellitus (DM-2). Sixty-five diabetic patients (26 men and 39 women) aged 40-60 years were studied within 5 years of the diagnosis. The patients were assessed using the depression scale validated in Spanish, and serum glucose and glycated hemoglobin (HbA1c) levels were measured. Pearson's correlation was used to identify associations between depression and DM-2 and glycemic control; p < 0.05 was accepted as significant. Sex, age, anthropometric measures, and time since the diagnosis of DM-2 did not differ between patients with and without depression. Patients with depression had higher fasting glucose and HbA1c levels, and these levels correlated significantly with the depression score.

Effect of the energy-environment simulator on achievement, attitudes, and behavior relative to energy-education concepts systematically replicated in higher education

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lees, J.R.

This study was a systematic replication of a study by Stagliano (1981). Additional hypotheses concerning pretest, student major, and student section variance were tested. Achievement in energy knowledge and conservation attitudes attained by (a) lecture-discussion enriched with the Energy-Environment Simulator and (b) lecture-discussion methods of instruction were measured. Energy knowledge was measured on the Energy Knowledge Assessment Test (EKAT), and attitudes were measured on the Youth Energy Survey (YES), the Lecture-discussion simulation (LDS) used a two hour out-of-class activity in debriefing. The population consisted of 142 college student volunteers randomly selected, and assigned to one of two groups of 71more » students for each treatment. Stagliano used three groups (n = 35), one group receiving an energy-game treatment. Both studies used the pretest-posttest true experimental design. The present study included 28 hypotheses, eight of which were found to be significant. Stagliano used 12 hypotheses, all of which were rejected. The present study hypothesized that students who received the LDS treatment would obtain significantly higher scores on the EKAT and the YES instruments. Results showed that significance was found (alpha level .05) on the EKAT and also found on the YES total subscale when covaried for effects of pretest, student major, and student section. When covarying the effects of pretest scores only, significance was found on the EKAT. All YES hypotheses were rejected.« less

Stress and Achievement of Cardiovascular Health Metrics: The American Heart Association Life's Simple 7 in Blacks of the Jackson Heart Study.

PubMed

Brewer, LaPrincess C; Redmond, Nicole; Slusser, Joshua P; Scott, Christopher G; Chamberlain, Alanna M; Djousse, Luc; Patten, Christi A; Roger, Veronique L; Sims, Mario

2018-06-05

Ideal cardiovascular health metrics (defined by the American Heart Association Life's Simple 7 [LS7]) are suboptimal among blacks, which results in high risk of cardiovascular disease. We examined the association of multiple stressors with LS7 components among blacks. Using a community-based cohort of blacks (N=4383), we examined associations of chronic stress, minor stressors, major life events, and a cumulative stress score with LS7 components (smoking, diet, physical activity, body mass index, blood pressure, total cholesterol, and fasting plasma glucose) and an LS7 composite score. Multivariable logistic regression assessed the odds of achieving intermediate/ideal levels of cardiovascular health adjusted for demographic, socioeconomic, behavioral, and biomedical factors. The LS7 components with the lowest percentages of intermediate/ideal cardiovascular health levels were diet (39%), body mass index (47%), and physical activity (51%). Higher chronic, minor, and cumulative stress scores were associated with decreased odds (odds ratio [OR]) of achieving intermediate/ideal levels for smoking (OR [95% confidence interval], 0.80 [0.73-0.88], 0.84 [0.75-0.94], and 0.81 [0.74-0.90], respectively). Participants with more major life events had decreased odds of achieving intermediate/ideal levels for smoking (OR, 0.84; 95% confidence interval, 0.76-0.92) and fasting plasma glucose (OR, 0.90; 95% confidence interval, 0.82-0.98). Those with higher scores for minor stressors and major life events were less likely to achieve intermediate or ideal LS7 composite scores (OR [95% confidence interval], 0.89 [0.81-0.97] and 0.91 [0.84-0.98], respectively). Blacks with higher levels of multiple stress measures are less likely to achieve intermediate or ideal levels of overall cardiovascular health (LS7 composite score), specific behaviors (smoking), and biological factors (fasting plasma glucose). © 2018 The Authors and Mayo Clinic. Published on behalf of the American Heart

The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa

2017-01-01

Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools…

Left-behind children in rural China experience higher levels of anxiety and poorer living conditions.

PubMed

Zhao, Xue; Chen, Jian; Chen, Ming-Chun; Lv, Xiao-Ling; Jiang, Yu-Hong; Sun, Ye-Huan

2014-06-01

The number of rural Chinese parents who leave their children with family members to work in the cities has increased dramatically over the last decade. This study compared the social anxiety of left-behind children (LBC) and children not left behind (non-LBC). We investigated 1694 LBC and 1223 non-LBC, aged seven to 17 years, in a Chinese province using a structured questionnaire that included questions about socio-demographic characteristics, social anxiety, family function, quality of life, neglect and physical abuse. LBC displayed higher social anxiety scores, more neglect, lower parental educational level, lower quality of life, lower family function and lower prevalence of physical abuse than non-LBC. Multiple linear regression models showed that higher Social Anxiety Scales for Children (SASC) scores in LBC were clearly associated with lower quality of life, poorer family function, physical abuse, being female, having more siblings and minorities. In non-LBC, they were associated with lower quality of life, poorer family function, neglect, being female and physical abuse. LBC have a relatively higher level of social anxiety and poorer living conditions than non-LBC, and there are differences in social anxiety, and its relevant factors, between the two groups. ©2014 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Association between substandard classroom ventilation rates and students' academic achievement.

PubMed

Haverinen-Shaughnessy, U; Moschandreas, D J; Shaughnessy, R J

2011-04-01

This study focuses on the relationship between classroom ventilation rates and academic achievement. One hundred elementary schools of two school districts in the southwest United States were included in the study. Ventilation rates were estimated from fifth-grade classrooms (one per school) using CO(2) concentrations measured during occupied school days. In addition, standardized test scores and background data related to students in the classrooms studied were obtained from the districts. Of 100 classrooms, 87 had ventilation rates below recommended guidelines based on ASHRAE Standard 62 as of 2004. There is a linear association between classroom ventilation rates and students' academic achievement within the range of 0.9-7.1 l/s per person. For every unit (1 l/s per person) increase in the ventilation rate within that range, the proportion of students passing standardized test (i.e., scoring satisfactory or above) is expected to increase by 2.9% (95%CI 0.9-4.8%) for math and 2.7% (0.5-4.9%) for reading. The linear relationship observed may level off or change direction with higher ventilation rates, but given the limited number of observations, we were unable to test this hypothesis. A larger sample size is needed for estimating the effect of classroom ventilation rates higher than 7.1 l/s per person on academic achievement. The results of this study suggest that increasing the ventilation rates toward recommended guideline ventilation rates in classrooms should translate into improved academic achievement of students. More studies are needed to fully understand the relationships between ventilation rate, other indoor environmental quality parameters, and their effects on students' health and achievement. Achieving the recommended guidelines and pursuing better understanding of the underlying relationships would ultimately support both sustainable and productive school environments for students and personnel. © 2010 John Wiley & Sons A/S.

Moving Away from Ones and Zeros, Designing a Ground Data System Based on Higher Levels of Abstraction

NASA Technical Reports Server (NTRS)

Tankenson, Michael

2008-01-01

Previous JPL ground systems have been designed with the Ground Data System (GDS) engineer in mind. The focus on these systems has been on packaging and delivery of low level information (frames, packets, telemetry values) to the end user. It was not that long ago when project teams would be huddled over a workstation, examining crude displays of telemetry bits organized in various ways, trying to determine the status of a spacecraft. Understanding the data often required additional levels of GDS expertise, or worse, transformation of the raw data into alternative formats followed by ingestion into other tools so that the data became meaningful. The primary focus was often to answer these types of questions: "Why did this particular frame fail Reed-Solomon decode? Why did this packet get marked as invalid? Why am I missing a block of telemetry from my query?" -- which are completely valid questions to ask from a GDS Engineer's point of view, and large families of tools have been designed to help answer these questions. But these are not the questions that most users care about - which are more like: "Why is the battery state of charge trending down? Show me a summary image report for the last traverse to the target. Show me a data accountability summary for the last DSN pass." Answers to these questions, which are what users are looking for, requires a higher level of abstraction and supporting tools than mining through ones and zeros. JPL has created a next generation capability called the Mission Data Processing and Control System (MPCS) which is designed to support this higher level of abstraction by providing customizable views of the ground system combining collections of lower level information into more meaningful ways. Instead of examining frames, packets, and individual telemetry data points -- MPCS is capable of providing comprehensive summary reports, product status, overall flight/ground event status, as well as payload health summaries. Based on these

Positive academic emotions moderate the relationship between self-regulation and academic achievement.

PubMed

Villavicencio, Felicidad T; Bernardo, Allan B I

2013-06-01

Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Participants were 1,345 students enrolled in various trigonometry classes in one university. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning. ©2012 The British Psychological Society.

Higher Improvement in Patient-Reported Outcomes Can Be Achieved After Transforaminal Lumbar Interbody Fusion for Clinical and Radiographic Degenerative Spondylolisthesis Classification Type D Degenerative Lumbar Spondylolisthesis.

PubMed

Chen, Xi; Xu, Liang; Qiu, Yong; Chen, Zhong-Hui; Zhou, Qing-Shuang; Li, Song; Sun, Xu

2018-06-01

Clinical and radiographic degenerative spondylolisthesis (CARDS) classification defines a distinct subset of patients with kyphotic angulation at the involved segment (type D). Research using CARDS classification to investigate motion characteristics at involved segments or patient-related outcomes (PROs) following surgical intervention is sparse. We investigated the relationship between CARDS type D spondylolisthesis and dynamic instability and PROs in type D versus non-type D spondylolisthesis. We reviewed consecutive patients who received transforaminal lumbar interbody fusion for L4-5 spondylolisthesis between 2009 and 2015. Patients were assigned into type D and non-type D groups. Translational motion was determined by upright lumbar lateral radiography with supine sagittal magnetic resonance imaging or flexion and extension radiography. Demographics, radiographic parameters, and PROs were evaluated. Type D and non-type D groups comprised 34 and 163 patients, respectively. Compared with non-type D, type D group was characterized by lordotic angulation loss and higher degree of olisthesis on upright radiographs and demonstrated higher translational motion on upright lumbar lateral radiography with supine sagittal magnetic resonance imaging analysis. After surgery, mean reduction rate was significantly higher in type D group; type D had less slippage, but differences in slip angle and disc height were not significant. Preoperative Oswestry Disability Index and visual analog scale for back pain scores were higher in type D group. Type D spondylolisthesis and dynamic instability were associated with achieving minimal clinically important differences in PROs. CARDS type D spondylolisthesis is a distinct subset associated with dynamic instability and worse PROs. Higher improvement in PROs can be achieved in CARDS type D spondylolisthesis after surgery. Copyright © 2018 Elsevier Inc. All rights reserved.

Lower Squalene Epoxidase and Higher Scavenger Receptor Class B Type 1 Protein Levels Are Involved in Reduced Serum Cholesterol Levels in Stroke-Prone Spontaneously Hypertensive Rats.

PubMed

Michihara, Akihiro; Mido, Mayuko; Matsuoka, Hiroshi; Mizutani, Yurika

2015-01-01

A lower serum cholesterol level was recently shown to be one of the causes of stroke in an epidemiological study. Spontaneously hypertensive rats stroke-prone (SHRSP) have lower serum cholesterol levels than normotensive Wistar-Kyoto rats (WKY). To elucidate the mechanisms responsible for the lower serum cholesterol levels in SHRSP, we determined whether the amounts of cholesterol biosynthetic enzymes or the receptor and transporter involved in cholesterol uptake and efflux in the liver were altered in SHRSP. When the mRNA levels of seven cholesterol biosynthetic enzymes were measured using real-time polymerase chain reaction (PCR), farnesyl pyrophosphate synthase and squalene epoxidase (SQE) levels in the liver of SHRSP were significantly lower than those in WKY. SQE protein levels were significantly reduced in tissues other than the brain of SHRSP. No significant differences were observed in low-density lipoprotein (LDL) receptor (uptake of serum LDL-cholesterol) or ATP-binding cassette transporter A1 (efflux of cholesterol from the liver/formation of high-density lipoprotein (HDL)) protein levels in the liver and testis between SHRSP and WKY, whereas scavenger receptor class B type 1 (SRB1: uptake of serum HDL-cholesterol) protein levels were higher in the livers of SHRSP. These results indicated that the lower protein levels of SQE and higher protein levels of SRB1 in the liver were involved in the reduced serum cholesterol levels in SHRSP.

A multi-level differential item functioning analysis of trends in international mathematics and science study: Potential sources of gender and minority difference among U.S. eighth graders' science achievement

NASA Astrophysics Data System (ADS)

Qian, Xiaoyu

Science is an area where a large achievement gap has been observed between White and minority, and between male and female students. The science minority gap has continued as indicated by the National Assessment of Educational Progress and the Trends in International Mathematics and Science Studies (TIMSS). TIMSS also shows a gender gap favoring males emerging at the eighth grade. Both gaps continue to be wider in the number of doctoral degrees and full professorships awarded (NSF, 2008). The current study investigated both minority and gender achievement gaps in science utilizing a multi-level differential item functioning (DIF) methodology (Kamata, 2001) within fully Bayesian framework. All dichotomously coded items from TIMSS 2007 science assessment at eighth grade were analyzed. Both gender DIF and minority DIF were studied. Multi-level models were employed to identify DIF items and sources of DIF at both student and teacher levels. The study found that several student variables were potential sources of achievement gaps. It was also found that gender DIF favoring male students was more noticeable in the content areas of physics and earth science than biology and chemistry. In terms of item type, the majority of these gender DIF items were multiple choice than constructed response items. Female students also performed less well on items requiring visual-spatial ability. Minority students performed significantly worse on physics and earth science items as well. A higher percentage of minority DIF items in earth science and biology were constructed response than multiple choice items, indicating that literacy may be the cause of minority DIF. Three-level model results suggested that some teacher variables may be the cause of DIF variations from teacher to teacher. It is essential for both middle school science teachers and science educators to find instructional methods that work more effectively to improve science achievement of both female and minority students