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)

U.S. electric power sector transitions required to achieve 80% reductions in economy-wide greenhouse gas emissions: Results based on a state-level model of the U.S. energy system

DOE Office of Scientific and Technical Information (OSTI.GOV)

Iyer, Gokul C.; Clarke, Leon E.; Edmonds, James A.

The United States has articulated a deep decarbonization strategy for achieving a reduction in economy-wide greenhouse gas (GHG) emissions of 80% below 2005 levels by 2050. Achieving such deep emissions reductions will entail a major transformation of the energy system and of the electric power sector in particular. , This study uses a detailed state-level model of the U.S. energy system embedded within a global integrated assessment model (GCAM-USA) to demonstrate pathways for the evolution of the U.S. electric power sector that achieve 80% economy-wide reductions in GHG emissions by 2050. The pathways presented in this report are based onmore » feedback received during a workshop of experts organized by the U.S. Department of Energy’s Office of Energy Policy and Systems Analysis. Our analysis demonstrates that achieving deep decarbonization by 2050 will require substantial decarbonization of the electric power sector resulting in an increase in the deployment of zero-carbon and low-carbon technologies such as renewables and carbon capture utilization and storage. The present results also show that the degree to which the electric power sector will need to decarbonize and low-carbon technologies will need to deploy depends on the nature of technological advances in the energy sector, the ability of end-use sectors to electrify and level of electricity demand.« less

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…

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…

How can we further improve the LDL-cholesterol target level achievement rate based on the Hungarian MULTI GAP 2011 study results and considering the new European dyslipidemia guidelines?

PubMed

Mark, Laszlo; Paragh, György; Karadi, Istvan; Reiber, Istvan; Pados, Gyula; Kiss, Zoltan

2012-09-08

Despite the continuous improvement of the quality of lipid lowering therapy the achievement of target values is still not satisfactory, mainly in the very high cardiovascular risk category patients, where the goal of low density lipoprotein cholesterol (LDL-C) is 1.80 mmol/l. The trends in lipid lowering treatment of 17420 patients from different studies conducted between 2004 and 2010 were compared to that of 1626 patients of MULTI GAP (MULTI Goal Attainment Problem) 2011 treated by general practitioners (GPs) and specialists. In MULTI GAP 2011 the mean LDL-C level ± SD) of patients treated by GPs was found to be 2.87 ±1.01 mmol/l, the target value of 2.50 was achieved by 40% of them, in the specialists' patients the mean LDL-C level proved to be 2.77 ±1.10 mmol/l and the achievement rate was 45%. In the 2.50 mmol/l achievement rate of GPs' patients a satisfactory improvement was observed in the studied years, but the 1.80 mmol/l LDL-C goal in 2011 was attained only in 11% of very high risk cases. There was a linear correlation between the patient compliance estimated by the physicians and the LDL-C achievement rate. As the number of very high risk category patients has been increased according to the new European dyslipidemia guidelines, growing attention needs to be placed on attainment of the 1.80 mmol/l LDL-C level. Based on the results of the MULTI GAP studies, improving patients' adherence and the continuous training of physicians are necessary.

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…

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...

Poor Results for High Achievers

ERIC Educational Resources Information Center

Bui, Sa; Imberman, Scott; Craig, Steven

2012-01-01

Three million students in the United States are classified as gifted, yet little is known about the effectiveness of traditional gifted and talented (G&T) programs. In theory, G&T programs might help high-achieving students because they group them with other high achievers and typically offer specially trained teachers and a more advanced…

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,…

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.

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…

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.

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.

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…

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…

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.

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

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

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…

School Counselors: Closing Achievement Gaps and Writing Results Reports

ERIC Educational Resources Information Center

Hartline, Julie; Cobia, Debra

2012-01-01

Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined 100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings…

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,…

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…

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…

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…

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

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…

Storytelling in the digital world: achieving higher-level learning objectives.

PubMed

Schwartz, Melissa R

2012-01-01

Nursing students are not passive media consumers but instead live in a technology ecosystem where digital is the language they speak. To prepare the next generation of nurses, educators must incorporate multiple technologies to improve higher-order learning. The author discusses the evolution and use of storytelling as part of the digital world and how digital stories can be aligned with Bloom's Taxonomy so that students achieve higher-level learning objectives.

Providing critical laboratory results on time, every time to help reduce emergency department length of stay: how our laboratory achieved a Six Sigma level of performance.

PubMed

Blick, Kenneth E

2013-08-01

To develop a fully automated core laboratory, handling samples on a "first in, first out" real-time basis with Lean/Six Sigma management tools. Our primary goal was to provide services to critical care areas, eliminating turnaround time outlier percentage (TAT-OP) as a factor in patient length of stay (LOS). A secondary goal was to achieve a better laboratory return on investment. In 2011, we reached our primary goal when we calculated the TAT-OP distribution and found we had achieved a Six Sigma level of performance, ensuring that our laboratory service can be essentially eliminated as a factor in emergency department patient LOS. We also measured return on investment, showing a productivity improvement of 35%, keeping pace with our increased testing volume. As a result of our Lean process improvements and Six Sigma initiatives, in part through (1) strategic deployment of point-of-care testing and (2) core laboratory total automation with robotics, middleware, and expert system technology, physicians and nurses at the Oklahoma University Medical Center can more effectively deliver lifesaving health care using evidence-based protocols that depend heavily on "on time, every time" laboratory services.

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…

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…

Notification: Review of Science to Achieve Results (STAR) Grant Program

EPA Pesticide Factsheets

Project #OA-FY12-0606, July 16, 2012. EPA’s Office of Inspector General (OIG) plans to begin preliminary research for an audit of grants awarded under EPA’s Science to Achieve Results (STAR) program.

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…

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.

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…

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…

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…

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.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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…

The Efforts to Improve Mathematics Learning Achievement Results of High School Students as Required by Competency-Based Curriculum and Lesson Level-Based Curriculum

ERIC Educational Resources Information Center

Sidabutar, Ropinus

2016-01-01

The research was aimed to investigate the effect of various, innovated teaching models to improved the student's achievement in various topic in Mathematics. The study was conduct experiment by using innovated teaching with contextual, media and web which are the compared. with conventional teaching method. The result showed the innovation in the…

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…

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…

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…

The establisment of an achievement test for determination of primary teachers’ knowledge level of earthquake

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aydin, Süleyman, E-mail: yupul@hotmail.com; Haşiloğlu, M. Akif, E-mail: mehmet.hasiloglu@hotmail.com; Kunduraci, Ayşe, E-mail: ayse-kndrc@hotmail.com

In this study it was aimed to improve an academic achievement test to establish the students’ knowledge about the earthquake and the ways of protection from earthquakes. In the method of this study, the steps that Webb (1994) was created to improve an academic achievement test for a unit were followed. In the developmental process of multiple choice test having 25 questions, was prepared to measure the pre-service teachers’ knowledge levels about the earthquake and the ways of protection from earthquakes. The multiple choice test was presented to view of six academics (one of them was from geographic field andmore » five of them were science educator) and two expert teachers in science Prepared test was applied to 93 pre-service teachers studying in elementary education department in 2014-2015 academic years. As a result of validity and reliability of the study, the test was composed of 20 items. As a result of these applications, Pearson Moments Multiplication half-reliability coefficient was found to be 0.94. When this value is adjusted according to Spearman Brown reliability coefficient the reliability coefficient was set at 0.97.« less

The Effects of Homework Activities and Teaching Strategies for New Mathematics Topics on Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

ERIC Educational Resources Information Center

House, J. Daniel

2004-01-01

The importance of homework activities for student achievement has been extensively discussed. Research has indicated that, in general, students who spend more time on homework tend to show higher levels of academic achievement. For instance, results from the Third International Mathematics Study (TIMSS) indicated that adolescent students in Japan…

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…

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…

High-risk population health management--achieving improved patient outcomes and near-term financial results.

PubMed

Lynch, J P; Forman, S A; Graff, S; Gunby, M C

2000-07-01

A managed care organization sought to achieve efficiencies in care delivery and cost savings by anticipating and better caring for its frail and least stable members. Time sequence case study of program intervention across an entire managed care population in its first year compared with the prior baseline year. Key attributes of the intervention included predictive registries of at-risk members based on existing data, relentless focus on the high-risk group, an integrated clinical and psychosocial approach to assessments and are planning, a reengineered care management process, secured Internet applications enabling rapid implementation and broad connectivity, and population-based outcomes metrics derived from widely used measures of resource utilization and functional status. Concentrating on the highest-risk group, which averaged just 1.1% prevalence in the total membership, yielded bottom line results. When the year before program implementation (July 1997 through June 1998) was compared with the subsequent year, the total population's annualized commercial admission rate was reduced 5.3%, and seniors' was reduced 3.0%. A claims-paid analysis exclusively of the highest-risk group revealed that their efficiencies and savings overwhelmingly contributed to the membershipwide effect. This subgroup's costs dropped 35.7% from preprogram levels of $2590 per member per month (excluding pharmaceuticals). During the same time, patient-derived cross-sectional functional status rose 12.5%. A sharply focused, Internet-deployed case management strategy achieved economic and functional status results on a population basis and produced systemwide savings in its first year of implementation.

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…

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…

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

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

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…

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

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.

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

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…

Can paying for results help to achieve the Millennium Development Goals? A critical review of selected evaluations of results-based financing.

PubMed

Oxman, Andrew D; Fretheim, Atle

2009-08-01

Results-based financing (RBF) refers to the transfer of money or material goods conditional on taking a measurable action or achieving a predetermined performance target. RBF is being promoted for helping to achieve the Millennium Development Goals (MDGs). We undertook a critical appraisal of selected evaluations of RBF schemes in the health sector in low and middle-income countries (LMIC). In addition, key informants were interviewed to identify literature relevant to the use of RBF in the health sector in LMIC, key examples, evaluations, and other key informants. The use of RBF in LMIC has commonly been a part of a package that may include increased funding, technical support, training, changes in management, and new information systems. It is not possible to disentangle the effects of financial incentives as one element of RBF schemes, and there is very limited evidence of RBF per se having an effect. RBF schemes can have unintended effects. When RBF schemes are used, they should be designed carefully, including the level at which they are targeted, the choice of targets and indicators, the type and magnitude of incentives, the proportion of financing that is paid based on results, and the ancillary components of the scheme. For RBF to be effective, it must be part of an appropriate package of interventions, and technical capacity or support must be available. RBF schemes should be monitored for possible unintended effects and evaluated using rigorous study designs. © 2009 Blackwell Publishing Asia Pty Ltd and Chinese Cochrane Center, West China Hospital of Sichuan University.

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…

School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School- and Individual-Level Factors on Academic Achievement

ERIC Educational Resources Information Center

Stewart, Endya B.

2008-01-01

This research examines the extent to which individual-level and school structural variables are predictors of academic achievement among a sample of 10th grade students abstracted from the National Educational Longitudinal Study database. A secondary analysis of the data produced the following findings. The study results show that individual-level…

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…

Building America Residential System Research Results: Achieving 30% Whole House Energy Savings Level in Mixed-Humid Climates; January 2006 - December 2006

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson, R.; Hendron, R.; Eastment, M.

2006-12-01

This report summarizes research results for the 30% energy savings level and demonstrates that lead builders can successfully provide 30% homes in the Mixed-Humid Climate Region on a cost-neutral basis.

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…

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…

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

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…

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…

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

Life insurance and genetic test results: a mutation carrier's fight to achieve full cover.

PubMed

Keogh, Louise A; Otlowski, Margaret F A

2013-09-02

Currently, there is debate about life insurance companies' use of genetic information for assessing applicants. In his early 20s, James (pseudonym) was denied full life insurance cover because he revealed that he had discussed genetic testing with a genetic counsellor. He was later tested and found to carry a mutation in the MSH6 gene; after disclosing this, he was denied cover for cancer by two other life insurance companies. Unsatisfied with the insurance companies' risk assessments, and based on his understanding that regular colonoscopy significantly reduced his risk of cancer, James made a complaint to the Australian Human Rights Commission. After informing the third insurance company that he had done so, he was offered full coverage, which suggests that the company did not have actuarial data to justify its decision. This case provides evidence of the high level of initiative and proactivity required for a consumer to achieve a fair result. Few Australians would be in a position to pursue the level of research and advocacy undertaken by James (a professional with scientific training). We call on a collaborative approach between industry, government and researchers to address the issues that James's case raises about genetic testing and life insurance.

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…

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…

Assessment Results and Student Achievement; a Correlation Study Regarding Ability Grouping

ERIC Educational Resources Information Center

Slonaker, Richard V.

2013-01-01

School leaders face increased pressure to identify instructional and administrative practices that increase student achievement. However, achievement gaps persist between disadvantaged and non-disadvantaged student groups. This study highlighted relationships between ability grouping and academic achievement in a suburban school district.…

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.

How to achieve optimal organization of primary care service delivery at system level: lessons from Europe.

PubMed

Pelone, Ferruccio; Kringos, Dionne S; Spreeuwenberg, Peter; De Belvis, Antonio G; Groenewegen, Peter P

2013-09-01

To measure the relative efficiency of primary care (PC) in turning their structures into services delivery and turning their services delivery into quality outcomes. Cross-sectional study based on the dataset of the Primary Healthcare Activity Monitor for Europe project. Two Data Envelopment models were run to compare the relative technical efficiency. A sensitivity analysis of the resulting efficiency scores was performed. PC systems in 22 European countries in 2009/2010. Model 1 included data on PC governance, workforce development and economic conditions as inputs and access, coordination, continuity and comprehensiveness of care as outputs. Model 2 included the previous process dimensions as inputs and quality indicators as outputs. There is relatively reasonable efficiency in all countries at delivering as many as possible PC processes at a given level of PC structure. It is particularly important to invest in economic conditions to achieve an efficient structure-process balance. Only five countries have fully efficient PC systems in turning their services delivery into high quality outcomes, using a similar combination of access, continuity and comprehensiveness, although they differ on the adoption of coordination of services. There is a large variation in efficiency levels obtained by countries with inefficient PC in turning their services delivery into quality outcomes. Maximizing the individual functions of PC without taking into account the coherence within the health-care system is not sufficient from a policymaker's point of view when aiming to achieve efficiency.

Examining Cultural Capital and Student Achievement: Results of a Meta-Analytic Review

ERIC Educational Resources Information Center

Tan, Cheng Yong

2017-01-01

This meta-analysis summarized the relationships between cultural capital and student achievement (155 effect sizes involving 685,393 K-12 students) published in education journals between 1981 and 2015. Results showed a small-to-medium overall mean effect size, and larger individual effect sizes for parental education and parental expectations…

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.

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…

Parenting styles and adolescents' achievement strategies.

PubMed

Aunola, K; Stattin, H; Nurmi, J E

2000-04-01

The aim of the study was to investigate the extent to which adolescents' achievement strategies are associated with the parenting styles they experience in their families. Three hundred and fifty-four 14-year-old adolescents completed a Strategy and Attribution Questionnaire and a family parenting style inventory. Analogous questionnaires were also completed by the adolescents' parents. Based on adolescents' report of the parenting styles, four types of families were identified: those with Authoritative, Authoritarian, Permissive, and Neglectful parenting styles. The results further showed that adolescents from authoritative families applied most adaptive achievement strategies characterized by low levels of failure expectations, task-irrelevant behaviour and passivity, and the use of self-enhancing attributions. Adolescents from neglectful families, in turn, applied maladaptive strategies characterized by high levels of task-irrelevant behaviour, passivity and a lack of self-enhancing attributions. The results provide a basis for understanding some of the processes by which parenting styles may influence adolescents' academic achievement and performance.

Determinants of Academic Achievement of Middle Schoolers in Turkey

ERIC Educational Resources Information Center

Börkan, Bengü; Bakis, Ozan

2016-01-01

The purpose of this study is to discuss student and school factors, including cross level interaction, that cause inequalities in seven and eighth grade students' achievement in Turkish context by using national achievement test scores with a multi-level statistical approach. Our results are in line with most other studies with similar purpose.…

The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson

NASA Astrophysics Data System (ADS)

Tungsombatsanti, A.; Ponkham, K.; Somtoa, T.

2018-01-01

This research aimed to: 1) To evaluate the efficiency of the process and the efficiency of the results (E1 / E2) of the innovative instructional lesson plan in the form of the STEM Education method in the field of physics of secondary students at the 10th grade level in physics class to determine the efficiency of the STEM based on criteria of the 70/70 standard level. 2) To study students' critical thinking skills of secondary students at the 11th grade level, and assessing skill in criteria 80 percentage 3) To compare learning achievements between students' pre-post testing after taught in STEM Education 4) To evaluate Student' Satisfaction after using STEM Education teaching by using mean compare to 5 points Likert Scale. The participant used were 40 students from grade 11 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 11 students of 1 schemes with total of 15 hours, 2) The test of critical think skills with essay type in amount of 30 items, 3) achievement test on Light and visual equipment with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 16 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The results of these findings revealed that the efficiency of the STEM based on criteria indicate that are higher than the standard level of the 70/70 at 71.51/75 2) Student has critical thinking scores that are higher than criteria 80 percentage as amount is 26 people. 3) Statistically significant of students' learning achievements to their later outcomes were differentiated between pretest and posttest at the .05 level, evidently. 4) The student' level of satisfaction toward the learning by using STEM Education plan was at a good level (X ¯ = 4.33, S.D = 0.64).

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…

Higher Education Counts: Achieving Results. 2007 Executive Summary

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2007

2007-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with…

Higher Education Counts: Achieving Results, 2008. Executive Summary

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2008

2008-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with…

Higher Education Counts: Achieving Results. 2009 Executive Summary

ERIC Educational Resources Information Center

Connecticut Department of Higher Education (NJ1), 2009

2009-01-01

"Higher Education Counts" is the annual accountability report on Connecticut's system of higher education. Since 2000, the report has been the primary vehicle for reporting higher education's progress toward achieving six, statutorily-defined state goals: (1) To enhance student learning and promote academic excellence; (2) To join with…

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…

Achievement in Physics

NASA Astrophysics Data System (ADS)

1999-03-01

Naomi Moran, a student at the Arnewood School, New Milton, Hampshire was the first recipient of the `Achievement in Physics' prize awarded by the South Central Branch of The Institute of Physics. Naomi received an award certificate and cheque for £100 from Dr Ruth Fenn, Chairman of the Branch, at the annual Christmas lecture held at the University of Surrey in December. She is pictured with Dr Fenn and Steve Beith, physics teacher at the Arnewood School.  Photo Figure 1. Naomi Moran receiving her award (photograph courtesy of Peter Milford). The award is intended to celebrate personal achievement in physics at any level at age 16-17 and is not restricted to those who gain the highest academic results. Schools across the county were invited to nominate suitable candidates; Naomi's nomination by the school's deputy head of science impressed the judges because of her ability to grasp the most difficult parts of the subject quickly, in addition to the fact that she took her AS-level science in year 11 when she was only 16. She is currently studying A-level physics, chemistry and mathematics and hopes to continue her studies at university later this year.

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.

Full-Day Kindergarten Results in Significant Achievement Gains

ERIC Educational Resources Information Center

Raskin, Candace F.; Haar, Jean M.

2009-01-01

In 2004, after an in-depth review of student achievement data for over 4,000 students, the administration of a school district in southern Minnesota identified the following challenges: (1) above-state-average number of special education students; (2) increasing number of English as Second Language (ESL) students; (3) increasing number of students…

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.

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.…

Results achieved by emergency physicians in teaching basic cardiopulmonary resuscitation to secondary school students.

PubMed

Jiménez-Fábrega, Xavier; Escalada-Roig, Xavier; Sánchez, Miquel; Culla, Alexandre; Díaz, Núria; Gómez, Xavier; Villena, Olga; Rodríguez, Esther; Gaspar, Alberto; Molina, José Emilio; Salvador, Jordi; Miró, Oscar

2009-06-01

We investigated the results obtained with a basic cardiopulmonary resuscitation (b-CPR) program (PROCES) specifically designed for secondary school students (14-16 years old) and taught by emergency physicians. We used a multiple-choice test with 20 questions (10 on theory and 10 on skills) answered before and immediately after and 1 year after receiving the b-CPR course. Satisfactory learning was considered when at least 8 out of 10 skill questions were correctly answered. We investigated student variables associated with better immediate and deferred (1 year after) PROCES performance. We compared the results with those obtained using a more standardized program to teach b-CPR to police cadets. We enrolled 600 high school students. PROCES achieved significant improvement in overall, theory and skill marks immediately after the course (P<0.001), with a significant decay in all of them 1 year after the course (P<0.001). Satisfactory learning was achieved by 57% of school students immediately after PROCES and by 37% when assessed 1 year later. Students without pending study subjects (P=0.001) and those from private schools (P<0.01) achieved significantly better performance immediately after PROCES and only female students achieved greater performance 1 year after the course (P<0.05). With respect to police cadets instructed through a standardized course, immediate satisfactory learning of school students was lower (79 vs. 57%, respectively; P<0.001), whereas deferred satisfactory learning was higher (23 vs. 37%, respectively; P<0.05). Emergency physicians can satisfactorily instruct secondary school students in b-CPR using PROCES, and this specific program achieves a reasonable amount of satisfactory learning.

Individuals Achieve More Accurate Results with Meters That Are Codeless and Employ Dynamic Electrochemistry

PubMed Central

Rao, Anoop; Wiley, Meg; Iyengar, Sridhar; Nadeau, Dan; Carnevale, Julie

2010-01-01

Background Studies have shown that controlling blood glucose can reduce the onset and progression of the long-term microvascular and neuropathic complications associated with the chronic course of diabetes mellitus. Improved glycemic control can be achieved by frequent testing combined with changes in medication, exercise, and diet. Technological advancements have enabled improvements in analytical accuracy of meters, and this paper explores two such parameters to which that accuracy can be attributed. Methods Four blood glucose monitoring systems (with or without dynamic electrochemistry algorithms, codeless or requiring coding prior to testing) were evaluated and compared with respect to their accuracy. Results Altogether, 108 blood glucose values were obtained for each system from 54 study participants and compared with the reference values. The analysis depicted in the International Organization for Standardization table format indicates that the devices with dynamic electrochemistry and the codeless feature had the highest proportion of acceptable results overall (System A, 101/103). Results were significant when compared at the 10% bias level with meters that were codeless and utilized static electrochemistry (p = .017) or systems that had static electrochemistry but needed coding (p = .008). Conclusions Analytical performance of these blood glucose meters differed significantly depending on their technologic features. Meters that utilized dynamic electrochemistry and did not require coding were more accurate than meters that used static electrochemistry or required coding. PMID:20167178

Exemplar pediatric collaborative improvement networks: achieving results.

PubMed

Billett, Amy L; Colletti, Richard B; Mandel, Keith E; Miller, Marlene; Muething, Stephen E; Sharek, Paul J; Lannon, Carole M

2013-06-01

A number of pediatric collaborative improvement networks have demonstrated improved care and outcomes for children. Regionally, Cincinnati Children's Hospital Medical Center Physician Hospital Organization has sustained key asthma processes, substantially increased the percentage of their asthma population receiving "perfect care," and implemented an innovative pay-for-performance program with a large commercial payor based on asthma performance measures. The California Perinatal Quality Care Collaborative uses its outcomes database to improve care for infants in California NICUs. It has achieved reductions in central line-associated blood stream infections (CLABSI), increased breast-milk feeding rates at hospital discharge, and is now working to improve delivery room management. Solutions for Patient Safety (SPS) has achieved significant improvements in adverse drug events and surgical site infections across all 8 Ohio children's hospitals, with 7700 fewer children harmed and >$11.8 million in avoided costs. SPS is now expanding nationally, aiming to eliminate all events of serious harm at children's hospitals. National collaborative networks include ImproveCareNow, which aims to improve care and outcomes for children with inflammatory bowel disease. Reliable adherence to Model Care Guidelines has produced improved remission rates without using new medications and a significant increase in the proportion of Crohn disease patients not taking prednisone. Data-driven collaboratives of the Children's Hospital Association Quality Transformation Network initially focused on CLABSI in PICUs. By September 2011, they had prevented an estimated 2964 CLABSI, saving 355 lives and $103,722,423. Subsequent improvement efforts include CLABSI reductions in additional settings and populations.

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

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…

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…

Subgroup Achievement and Gap Trends: New Hampshire

ERIC Educational Resources Information Center

Center on Education Policy, 2009

2009-01-01

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

Attitudes and achievement of Bruneian science students

NASA Astrophysics Data System (ADS)

Dhindsa, Harkirat S.; Chung, Gilbert

2003-08-01

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

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…

Elementary School Achievement Profiles, Portland Public Schools. A School-by-School Report of Basic Skills Test Results and School/Student/Staff Data. School Year 1985-86.

ERIC Educational Resources Information Center

Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

This report contains Portland Achievement Levels Tests results for the 63 elementary schools, 16 middle schools, and 1 special program school in the Portland (Oregon) School District for the 1985-86 school year. Results in reading, language usage, and mathematics are reported for children in grades 3 to 8. Each school data page presents the…

The role of social message using norm abstraction level and ecological value orientation to achieve sustainable consumption

NASA Astrophysics Data System (ADS)

Ekasari, A.

2018-01-01

Pro-environmental behavior is one of human activities to achieve sustainability. In order to encourage people to do so, it needs contribution from marketing discipline using social message. The research aims to investigate the effect of social message framed by norm abstraction level and ecological value orientation on attitude and intention to act pro-environmental behavior in the context of littering. This study implemented a 3 (message framing: biospheric/altruistic/egoistic) × 2 (norm abstraction level : abstract/concrete) between subject experimental design to collect the data. An independent sample t test was used to analyze the data. The results indicate that a social message using concrete norm combined with the three ecological value orientation gains more positive response than the use of abstract norm with the same ecological value orientations. Findings of the research are expected to help government or other institutions to create an appropriate social message in anti littering campaign and motivates people to change their behavior in practicing sustainable consumption.

Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

ERIC Educational Resources Information Center

Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

2014-01-01

The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

Next Generation Scientists, Next Opportunities: EPA's Science To Achieve Results (STAR) Program

NASA Astrophysics Data System (ADS)

Jones, M.

2004-12-01

Scientific research is one of the most powerful tools we have for understanding and protecting our environment. It provides the foundation for what we know about our planet, how it has changed, and how it could be altered in the future. The National Center for Environmental Research (NCER) in the U.S. Environmental Protection Agency's (EPA) Office of Research and Development (ORD) supports high-quality, extramural research by the nation's leading scientists and engineers to strengthen the basis for decisions about local and national environmental issues. NCER works with academia, state and local governments, other federal agencies, and scientists in EPA to increase human knowledge of how to protect our health and natural resources through its three major programs: · Science to Achieve Results (STAR) Grants · Small Business Innovative Research (SBIR) · Science to Achieve Results (STAR) Fellowships STAR, NCER's primary program, funds research grants and graduate fellowships in environmental science and engineering. Developing the next generation of environmental scientists and engineers is one of NCER's most important objectives. Each year, NCER helps between 80 and 160 students achieve Master's or Ph.D. degrees in environmental science and engineering through its STAR and Greater Research Opportunities (GRO) fellowships. Some of these students have moved on to careers in government while others are now full-time professors and researchers. Still others are working for state environmental agencies or furthering their studies through postdoctoral positions at universities. Since the inception of the NCER program, STAR fellowships (along with grants and SBIR projects) have been awarded in every state in the country. With the help of STAR, current and future scientists and engineers have been able to explore ways to preserve and protect human health and our precious resources.

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…

Visual-Motor Test Performance: Race and Achievement Variables.

ERIC Educational Resources Information Center

Fuller, Gerald B.; Friedrich, Douglas

1979-01-01

Rural Black and White children of variant academic achievement were tested on the Minnesota Percepto-Diagnostic Test, which consists of six gestalt designs for the subject to copy. Analyses resulted only in a significant achievement effect; when intellectual level was statistically controlled, race was not a significant variable. (Editor/SJL)

Testing for Results: Helping Families, Schools and Communities Understand and Improve Student Achievement.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of the Under Secretary.

Redefining the federal government's role in kindergarten through grade 12 education, the No Child Left Behind Act of 2001 is designed to close the achievement gap between disadvantaged and minority students and their peers. The act is based on four principles, the first of which is stronger accountability for results, entailing creation of…

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…

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…

Black Achievement in a Desegregated School District.

PubMed

Sheehan, Daniel S

1979-04-01

This study compared the achievement of black students (N = 1115) who attended segregated schools with the achievement of black students (N = 810) who attended desegregated schools. Analyses of covariance indicated that after controlling for previous achievement level, student sex, prior school experience, social status, parental involvement, and attitude toward education the segregated black students had the highest adjusted language arts, reading, and mathematics posttest scores. In addition to differences in ethnic composition between the segregated and desegregated schools, several potential confounding factors could have caused these results.

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…

Individuals achieve more accurate results with meters that are codeless and employ dynamic electrochemistry.

PubMed

Rao, Anoop; Wiley, Meg; Iyengar, Sridhar; Nadeau, Dan; Carnevale, Julie

2010-01-01

Studies have shown that controlling blood glucose can reduce the onset and progression of the long-term microvascular and neuropathic complications associated with the chronic course of diabetes mellitus. Improved glycemic control can be achieved by frequent testing combined with changes in medication, exercise, and diet. Technological advancements have enabled improvements in analytical accuracy of meters, and this paper explores two such parameters to which that accuracy can be attributed. Four blood glucose monitoring systems (with or without dynamic electrochemistry algorithms, codeless or requiring coding prior to testing) were evaluated and compared with respect to their accuracy. Altogether, 108 blood glucose values were obtained for each system from 54 study participants and compared with the reference values. The analysis depicted in the International Organization for Standardization table format indicates that the devices with dynamic electrochemistry and the codeless feature had the highest proportion of acceptable results overall (System A, 101/103). Results were significant when compared at the 10% bias level with meters that were codeless and utilized static electrochemistry (p = .017) or systems that had static electrochemistry but needed coding (p = .008). Analytical performance of these blood glucose meters differed significantly depending on their technologic features. Meters that utilized dynamic electrochemistry and did not require coding were more accurate than meters that used static electrochemistry or required coding. 2010 Diabetes Technology Society.

[Academic achievement, engagement and burnout among first year medical students].

PubMed

Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

2015-07-01

Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

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.

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…

The Effects of CSCOPE on Student Achievement as Measured by Both TAKS and STAAR Test Results

ERIC Educational Resources Information Center

Helm, Maricela Robledo

2013-01-01

The purpose of this study was to examine the effects of CSCOPE curriculum on student achievement. CSCOPE is a curriculum management system used in 750 of the 1,039 school districts in the state of Texas. Student achievement is based on the results acquired from the Texas Assessment of Knowledge and Skills (TAKS) and the new version of the state…

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.

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…

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.

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…

Classroom Behavior and Achievement Test Performance at the Kindergarten and First Grade Level.

ERIC Educational Resources Information Center

Landsberger, Betty H.; And Others

This paper reports the results of a study which examined the longitudinal relationships between young children's classroom behavior and their performance on achievement tests. Subjects were 235 children who made up the first cohort to attend kindergarten in the public schools of North Carolina. Data were collected at four points: at the beginning…

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…

The Effect of Guided Reading Instruction on Reading Achievement

ERIC Educational Resources Information Center

Underwood, Vanda Lea

2010-01-01

Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child's own reading level, known as "guided reading instruction," would result in…

The Value of Full Correction: Achieving Excellent and Affordable Results.

PubMed

Kaplan, Julie Bass

2016-01-01

Patients often come to medical aesthetic offices with hopes to fully correct lost facial volume and achieve a natural appearance. Unfortunately, the cost per syringe of dermal filler can be a barrier to desired outcomes. Many aesthetic practitioners do the best they can with the amount of product the patient can afford, often falling short of the "wow" effect for the patient. This article describes what one office implemented to solve the conundrum of affordability while still allowing offices to cover its own financial realities. This tool can help patients achieve beautiful, natural, and affordable outcomes while helping offices advance in manufacturer's tiers, improve word-of-mouth advertising, and increase job satisfaction.

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…

Leveraging People-Related Maturity Issues for Achieving Higher Maturity and Capability Levels

NASA Astrophysics Data System (ADS)

Buglione, Luigi

During the past 20 years Maturity Models (MM) become a buzzword in the ICT world. Since the initial Crosby's idea in 1979, plenty of models have been created in the Software & Systems Engineering domains, addressing various perspectives. By analyzing the content of the Process Reference Models (PRM) in many of them, it can be noticed that people-related issues have little weight in the appraisals of the capabilities of organizations while in practice they are considered as significant contributors in traditional process and organizational performance appraisals, as stressed instead in well-known Performance Management models such as MBQA, EFQM and BSC. This paper proposes some ways for leveraging people-related maturity issues merging HR practices from several types of maturity models into the organizational Business Process Model (BPM) in order to achieve higher organizational maturity and capability levels.

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.

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…

Can paying for results help to achieve the Millennium Development Goals? Overview of the effectiveness of results-based financing.

PubMed

Oxman, Andrew D; Fretheim, Atle

2009-05-01

Results-based financing and pay-for-performance refer to the transfer of money or material goods conditional on taking a measurable action or achieving a predetermined performance target. Results-based financing is widely advocated for achieving health goals, including the Millennium Development Goals. We undertook an overview of systematic reviews of the effectiveness of RBF. We searched the Cochrane Library, EMBASE, and MEDLINE (up to August 2007). We also searched for related articles in PubMed, checked the reference lists of retrieved articles, and contacted key informants. We included reviews with a methods section that addressed the effects of any results-based financing in the health sector targeted at patients, providers, organizations, or governments. We summarized the characteristics and findings of each review using a structured format. We found 12 systematic reviews that met our inclusion criteria. Based on the findings of these reviews, financial incentives targeting recipients of health care and individual healthcare professionals are effective in the short run for simple and distinct, well-defined behavioral goals. There is less evidence that financial incentives can sustain long-term changes. Conditional cash transfers to poor and disadvantaged groups in Latin America are effective at increasing the uptake of some preventive services. There is otherwise very limited evidence of the effects of results-based financing in low- or middle-income countries. Results-based financing can have undesirable effects, including motivating unintended behaviors, distortions (ignoring important tasks that are not rewarded with incentives), gaming (improving or cheating on reporting rather than improving performance), widening the resource gap between rich and poor, and dependency on financial incentives. There is limited evidence of the effectiveness of results-based financing and almost no evidence of the cost-effectiveness of results-based financing. Based on the

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

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…

Can Research Design Explain Variation in Head Start Research Results? A Meta-Analysis of Cognitive and Achievement Outcomes

ERIC Educational Resources Information Center

Shager, Hilary M.; Schindler, Holly S.; Magnuson, Katherine A.; Duncan, Greg J.; Yoshikawa, Hirokazu; Hart, Cassandra M. D.

2013-01-01

This study explores the extent to which differences in research design explain variation in Head Start program impacts. We employ meta-analytic techniques to predict effect sizes for cognitive and achievement outcomes as a function of the type and rigor of research design, quality and type of outcome measure, activity level of control group, and…

Achieving Benchmark Results for Neonatal Palliation of Hypoplastic Left Heart Syndrome and Related Anomalies in an Emerging Program.

PubMed

Dodge-Khatami, Ali; Chancellor, William Z; Gupta, Bhawna; Seals, Samantha R; Ebeid, Makram R; Batlivala, Sarosh P; Taylor, Mary B; Salazar, Jorge D

2015-07-01

Results of surgical management of hypoplastic left heart syndrome (HLHS) and related anomalies are often compared to published benchmark data which reflect the use of a variety of surgical and hybrid protocols. We report encouraging results achieved in an emerging program, despite a learning curve at all care levels. Rather than relying on a single preferred protocol, surgical management was based on matching surgical strategy to individual patient factors. From 2010 to 2014, a total of 47 consecutive patients with HLHS or related anomalies with ductal-dependent systemic circulation underwent initial surgical palliation, including 30 Norwood stage I, 8 hybrid stage I, and 9 salvage-to-Norwood procedures. True hybrid procedures entailed bilateral pulmonary artery banding and ductal stenting. In the salvage-to-Norwood strategy, ductal stenting was withheld in favor of continued prostaglandin infusion in anticipation of a deferred Norwood procedure. Cardiac comorbidities (obstructed pulmonary venous return, poor ventricular function, and atrioventricular valve regurgitation) and noncardiac comorbidities influenced the choice of treatment strategies and were analyzed as potential risk factors for extracorporeal membrane oxygenation (ECMO) support or in-hospital mortality. Overall hospital survival was 81% (Norwood 83.3%, hybrid 88%, "salvage" 67%; P = .4942). Extracorporeal membrane oxygenation support was used for eight (17%) patients with two survivors. For cases with obstructed pulmonary venous return (n = 10, 21%), management choices favored a hybrid or salvage strategy (P = .0026). Aortic atresia (n = 22, 47%) was treated by a Norwood or salvage-to-Norwood. No cardiac, noncardiac, or genetic comorbidities were identified as independent risk factors for ECMO or discharge mortality in a multivariable analysis. Our emerging program achieved outcomes that compare favorably to published benchmark data with respect to hospital survival. These results reflect rigorous

Pulmonary function in pubertal synchronized swimmers: 1-year follow-up results and its relation to competitive achievement.

PubMed

Gabrilo, Goran; Peric, Mia; Stipic, Marija

2011-03-01

Pulmonary function (PF) is particularly important in synchronized swimming, considering the characteristics of this sport. However, the sanitizing agents (chlorine) used in pools can have a possible negative influence on the PF parameters. In this study, we observed 24 swimmers (all women, 14 to 16 years of age) and measured their PF and competitive achievement. PF was measured before and after a 1-year period and included standard spirometric variables. Competitive achievement was evidenced during the National Championship. The t-test showed significant increases in body height and weight of the participants and a resulting increase in most of the absolute respiratory flows and pulmonary capacities. Forced vital capacity (FVC) and forced expiratory volume (both in proportion to norm for body height, gender, and age) increased significantly within the study period. FVC significantly predicted the competitive achievement of young swimmers, most probably because artists have to achieve exceptional breath control when upside down underwater. In conclusion, we found no evidence for the eventual negative influence of chlorine and its compounds on the PF of swimmers, and results showed that regular synchronized swim training could improve the PF of young artists.

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…

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.

Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial.

PubMed

Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit

2010-01-01

This paper reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools (mean enrollment = 544) and was conducted from the 2002-03 through the 2005-06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to one-year post trial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2 nd ed.) test for reading and 8.8% on math; 20.7% better in Hawai'i Content and Performance Standards scores for reading and 51.4% better in math; and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range 0.5-1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently.

Short-Term Attentional Perseveration Associated with Real-Life Creative Achievement

PubMed Central

Zabelina, Darya L.; Beeman, Mark

2013-01-01

There are at least two competing hypotheses of how attention interacts with creative cognition, although they are not mutually exclusive. The first hypothesis is that highly creative people are particularly flexible at switching their attention – that is, they adaptively shift focus among different attentional levels using cognitive control. The second, less common, view is that creative people exhibit attentional persistence, or an ability for sustained attention. We suggest these two views need not be competing, as they may both operate, but on different time scales or on different components of creativity. In the present study we examined the role of attention in real-world creative achievement and in divergent thinking. In Experiment 1 participants with high and low real-world creative achievements identified whether the stimulus contained letters S or H within hierarchically constructed letters (e.g., large S made of small Es – global level; large E made up of small Ss – local level), which were presented in blocks of eight trials per level. In Experiment 2 participants with high, medium, and low creative achievements identified the same stimulus letters, but in blocks of five, seven, and nine trials per level. Results from both experiments indicated that people with high creative achievements made significantly more errors on trials in which they had to switch the level of attention, even after controlling for general intelligence. In Experiment 2, divergent thinking was also assessed, but it was not related to switching cost. Results from both experiments demonstrate that real-world creative acts relate to increased levels of attentional persistence, even if it comes with the cost of perseveration in certain circumstances. PMID:23630508

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…

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.

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…

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.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

PubMed Central

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A.; Pina, Violeta; Puga, Jorge L.; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J.

2018-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills. PMID:29375442

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

PubMed

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-Level Computer-Aided Drafting Course

ERIC Educational Resources Information Center

Swab, A. Geoffrey

2012-01-01

This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic…

Effective Teaching Results in Increased Science Achievement for All Students

ERIC Educational Resources Information Center

Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.

2007-01-01

This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…

Parental Level of Education: Associations with Psychological Well-Being, Academic Achievement and Reasons for Pursuing Higher Education in Adolescence

ERIC Educational Resources Information Center

Schlechter, Melissa; Milevsky, Avidan

2010-01-01

The purpose of the current study is to determine the interconnection between parental level of education, psychological well-being, academic achievement and reasons for pursuing higher education in adolescents. Participants included 439 college freshmen from a mid-size state university in the northeastern USA. A survey, including indices of…

Use of response surface methodology in a fed-batch process for optimization of tricarboxylic acid cycle intermediates to achieve high levels of canthaxanthin from Dietzia natronolimnaea HS-1.

PubMed

Nasri Nasrabadi, Mohammad Reza; Razavi, Seyed Hadi

2010-04-01

In this work, we applied statistical experimental design to a fed-batch process for optimization of tricarboxylic acid cycle (TCA) intermediates in order to achieve high-level production of canthaxanthin from Dietzia natronolimnaea HS-1 cultured in beet molasses. A fractional factorial design (screening test) was first conducted on five TCA cycle intermediates. Out of the five TCA cycle intermediates investigated via screening tests, alfaketoglutarate, oxaloacetate and succinate were selected based on their statistically significant (P<0.05) and positive effects on canthaxanthin production. These significant factors were optimized by means of response surface methodology (RSM) in order to achieve high-level production of canthaxanthin. The experimental results of the RSM were fitted with a second-order polynomial equation by means of a multiple regression technique to identify the relationship between canthaxanthin production and the three TCA cycle intermediates. By means of this statistical design under a fed-batch process, the optimum conditions required to achieve the highest level of canthaxanthin (13172 + or - 25 microg l(-1)) were determined as follows: alfaketoglutarate, 9.69 mM; oxaloacetate, 8.68 mM; succinate, 8.51 mM. Copyright 2009 The Society for Biotechnology, Japan. Published by Elsevier B.V. All rights reserved.

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.

Probe-level linear model fitting and mixture modeling results in high accuracy detection of differential gene expression.

PubMed

Lemieux, Sébastien

2006-08-25

The identification of differentially expressed genes (DEGs) from Affymetrix GeneChips arrays is currently done by first computing expression levels from the low-level probe intensities, then deriving significance by comparing these expression levels between conditions. The proposed PL-LM (Probe-Level Linear Model) method implements a linear model applied on the probe-level data to directly estimate the treatment effect. A finite mixture of Gaussian components is then used to identify DEGs using the coefficients estimated by the linear model. This approach can readily be applied to experimental design with or without replication. On a wholly defined dataset, the PL-LM method was able to identify 75% of the differentially expressed genes within 10% of false positives. This accuracy was achieved both using the three replicates per conditions available in the dataset and using only one replicate per condition. The method achieves, on this dataset, a higher accuracy than the best set of tools identified by the authors of the dataset, and does so using only one replicate per condition.

The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one

A Study of Achievement and Intelligence Level of Students in Secondary Education in Nepal with Regard to Education Stream

ERIC Educational Resources Information Center

Deupa, Madan Singh; Pathani, Rajendra Singh

2018-01-01

(Purpose) The purpose of this study was to compare the academic achievement and intelligence level of Secondary School students of science, management, and education streams to identify the enrollment trend of students in teacher education in Nepal. (Methods) In this study, 150 secondary school students belonging to eight schools were selected…

Subclinical Obsessive-Compulsive Symptoms, Cognitive Processes, School Achievement, and Intelligence-Achievement Relationship in Adolescents

ERIC Educational Resources Information Center

Malakar, Partha; Basu, Jayanti

2017-01-01

The aim of the study was to determine whether the general intelligence, cognitive processes, school achievement, and intelligence-achievement relationship of adolescents with subclinical levels of obsessive-compulsive symptoms differed from those of their normal counterparts. From an initial large pool of 14-year-old Bengali students in eighth…

The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level

NASA Astrophysics Data System (ADS)

Soros, P.; Ponkham, K.; Ekkapim, S.

2018-01-01

This research aimed to: 1) compare the critical think and problem solving skills before and after learning using STEM Education plan, 2) compare student achievement before and after learning about force and laws of motion using STEM Education plan, and 3) the satisfaction of learning by using STEM Education. The sample used were 37 students from grade 10 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 10 students of 1 schemes with total of 14 hours, 2) The test of critical think and problem solving skills with multiple-choice type of 5 options and 2 option of 30 items, 3) achievement test on force and laws of motion with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 20 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The student with learning using STEM Education plan have score of critical think and problem solving skills on post-test higher than pre-test with statistically significant level .01. 2) The student with learning using STEM Education plan have achievement score on post-test higher than pre-test with statistically significant level of .01. 3) The student'level of satisfaction toward the learning by using STEM Education plan was at a high level (X ¯ = 4.51, S.D=0.56).

Evaluating forensic biology results given source level propositions.

PubMed

Taylor, Duncan; Abarno, Damien; Hicks, Tacha; Champod, Christophe

2016-03-01

The evaluation of forensic evidence can occur at any level within the hierarchy of propositions depending on the question being asked and the amount and type of information that is taken into account within the evaluation. Commonly DNA evidence is reported given propositions that deal with the sub-source level in the hierarchy, which deals only with the possibility that a nominated individual is a source of DNA in a trace (or contributor to the DNA in the case of a mixed DNA trace). We explore the use of information obtained from examinations, presumptive and discriminating tests for body fluids, DNA concentrations and some case circumstances within a Bayesian network in order to provide assistance to the Courts that have to consider propositions at source level. We use a scenario in which the presence of blood is of interest as an exemplar and consider how DNA profiling results and the potential for laboratory error can be taken into account. We finish with examples of how the results of these reports could be presented in court using either numerical values or verbal descriptions of the results. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation

ERIC Educational Resources Information Center

Jang, Leong Yeok; Liu, Woon Chia

2012-01-01

This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…

Writing Proficiency Level and Writing Development of Low-Achieving Adolescents: The Roles of Linguistic Knowledge, Fluency, and Metacognitive Knowledge

ERIC Educational Resources Information Center

Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan

2018-01-01

In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (1) linguistic knowledge, (2) metacognitive knowledge, and (3) linguistic fluency in predicting both the level and development of writing…

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.

The Effectiveness of Predict-Observe-Explain Tasks in Diagnosing Students' Understanding of Science and in Identifying Their Levels of Achievement.

ERIC Educational Resources Information Center

Liew, Chong-Wah; Treagust, David F.

This study involves action research to explore the effectiveness of the Predict-Observe-Explain (POE) technique in diagnosing students' understanding of science and identifying their levels of achievement. A multidimensional interpretive framework is used to interpret students' understanding of science. The research methodology incorporated…

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

NASA Astrophysics Data System (ADS)

Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

Creative Artistic Achievement Is Related to Lower Levels of Alexithymia

ERIC Educational Resources Information Center

Lennartsson, Anna-Karin; Horwitz, Eva Bojner; Theorell, Töres; Ullén, Fredrik

2017-01-01

Alexithymia is characterized by deficits in the ability to identify, differentiate, and describe emotions--abilities that are of importance for social interactions, well-being, and, consequently, also for health. The aim of this study was to investigate whether achievements in cultural activities are associated with alexithymia. Participants from…

The Perspective of Gozitan Teachers on Factors Affecting Students' Achievement

ERIC Educational Resources Information Center

Xuereb, Lorna; De Giovanni, Katya Sarah

2016-01-01

This study aims at exploring the impact of factors at pupil, teacher and school levels on students? academic achievement. Moreover, the main purpose was that of investigating which one of the three levels is most likely to affect students? educational accomplishment. A questionnaire was administered to 100 Gozitan teachers. Results were analysed…

Achievement Goal Orientations of Community College Mathematics Students and the Misalignment of Instructor Perceptions

ERIC Educational Resources Information Center

Mesa, Vilma

2012-01-01

This study reports on the results of a survey of achievement goal orientations administered to a sample of 777 students enrolled in remedial and college-level mathematics courses at a community college. Results indicate that students' achievement goal orientations are consistent with adaptive learning patterns: Students are interested in…

Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

NASA Astrophysics Data System (ADS)

Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

2007-04-01

Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

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.

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

ERIC Educational Resources Information Center

Legum, Harry L.; Hoare, Carol H.

2004-01-01

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

The Decision to Incision Curriculum: Teaching Preoperative Skills and Achieving Level 1 Milestones.

PubMed

Skinner, Bethany; Morgan, Helen; Kobernik, Emily; Kamdar, Neil; Curran, Diana; Marzano, David; Hammoud, Maya

2016-01-01

To evaluate the effectiveness of a preoperative skills curriculum, and to assess and document competence in associated Obstetrics and Gynecology Level 1 Milestones. The Decision to Incision curriculum was developed by a team of medical educators with the goal of teaching and evaluating 5 skills pertinent to Milestone 1: Preoperative consent, patient positioning, Foley catheter placement, surgical scrub, and preoperative time-out. Competence, overall skill performance, and knowledge were assessed by evaluator rating using checklists before and after the educational intervention. Differences between preintervention and postintervention skills performance and competence were assessed using Wilcoxon rank test and Fisher exact test, respectively. Clinical Simulation Center at an academic medical center. Overall, 29 fourth year medical students matriculating into Obstetrics and Gynecology residencies. The proportion of participants meeting Milestone competence significantly increased in all 5 skills, with competence achieved in 95.6% (95% CI: 92.1-99.0) of posttest skills assessments. Median overall performance also significantly improved for all 5 skills, with 83.6% (95% CI: 77.3-89.9) earning scores of 4 out of 5 or greater on the posttest. For knowledge testing, the proportion of correct responses significantly increased for both topics evaluated, from 45.2% to 99.7% (p < 0.0001) for positioning and from 32.8% to 83.1% (p < 0.0001) for time-out. The decision to incision curriculum significantly improved preoperative skills, including skills that may be required on day 1 of residency. This curriculum also facilitated achievement and documentation of competence in multiple Milestones. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Uprated OMS Engine Status-Sea Level Testing Results

NASA Technical Reports Server (NTRS)

Bertolino, J. D.; Boyd, W. C.

1990-01-01

The current Space Shuttle Orbital Maneuvering Engine (OME) is pressure fed, utilizing storable propellants. Performance uprating of this engine, through the use of a gas generator driven turbopump to increase operating pressure, is being pursued by the NASA Johnson Space Center (JSC). Component level design, fabrication, and test activities for this engine system have been on-going since 1984. More recently, a complete engine designated the Integrated Component Test Bed (ICTB), was tested at sea level conditions by Aerojet. A description of the test hardware and results of the sea level test program are presented. These results, which include the test condition operating envelope and projected performance at altitude conditions, confirm the capability of the selected Uprated OME (UOME) configuration to meet or exceed performance and operational requirements. Engine flexibility, demonstrated through testing at two different operational mixture ratios, along with a summary of projected Space Shuttle performance enhancements using the UOME, are discussed. Planned future activities, including ICTB tests at simulated altitude conditions, and recommendations for further engine development, are also discussed.

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.

Does High School Facility Quality Affect Student Achievement? A Two-Level Hierarchical Linear Model

ERIC Educational Resources Information Center

Bowers, Alex J.; Urick, Angela

2011-01-01

The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall…

A-Level Revision Guide: Travel and Tourism

ERIC Educational Resources Information Center

Thirlaway, Joanne; Duckett, Ian

2007-01-01

A-levels in Travel and Tourism are unitised qualifications that should take a minimum of two years to achieve. Successful completion of year one results in the candidate achieving a qualification in its own right: an AS level. This AS level will be deemed a single or a double award depending on how many units have been assessed. A single award…

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

ERIC Educational Resources Information Center

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2009-01-01

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

Use of a Quality Improvement Initiative to Achieve Consistent Reporting of Level of Suspicion for Tumor on Multiparametric Prostate MRI.

PubMed

Rosenkrantz, Andrew B; Pujara, Akshat C; Taneja, Samir S

2016-05-01

The purpose of this article is to evaluate the utility of a quality improvement (QI) initiative in achieving long-term adherence to an evolving structured format for reporting the level of suspicion for tumor on prostate MRI examinations. The original QI initiative occurred over a 4-month period in 2010, before which prostate MRI was reported using free text. The initiative consisted of development of a section-wide macro, an initial group training session, ordering physician input regarding the structured report's value, subsequent weekly sessions for ongoing review, and timely individualized feedback in instances of nonuse. The initial structured report included pick lists for describing the level of suspicion for tumor as negative, low, medium, or high. Pick lists were modified in 2011 to incorporate a 5-point Likert scale and again in 2015 to incorporate Prostate Imaging Data and Reporting System (PI-RADS) version 2. These refinements were implemented after accelerated training periods. The frequency of reports providing an MRI-based suspicion level during these periods was assessed. Fifty-five percent of reports provided an MRI-based level of suspicion for tumor before the initiative. For various cohorts evaluated after the initiative (using structured reports based on the low, medium, or high scheme; a numeric Likert scale; or PI-RADS), this frequency improved to 95-100% (p < 0.001). Among reports without a suspicion level, potential confounding factors included marked artifact from hip prosthesis and overt diffuse tumor. The QI initiative achieved excellent adherence in reporting a suspicion level for tumor on prostate MRI examinations. The described components of the initiative were useful for maintaining long-term adherence that persisted after serial modifications to the report lexicon.

Routine Vaccination Coverage in Northern Nigeria: Results from 40 District-Level Cluster Surveys, 2014-2015

PubMed Central

Ogbuanu, Ikechukwu U.; Adegoke, Oluwasegun J.; Scobie, Heather M.; Uba, Belinda V.; Wannemuehler, Kathleen A.; Ruiz, Alicia; Elmousaad, Hashim; Ohuabunwo, Chima J.; Mustafa, Mahmud; Nguku, Patrick; Waziri, Ndadilnasiya Endie; Vertefeuille, John F.

2016-01-01

Background Despite recent success towards controlling poliovirus transmission, Nigeria has struggled to achieve uniformly high routine vaccination coverage. A lack of reliable vaccination coverage data at the operational level makes it challenging to target program improvement. To reliably estimate vaccination coverage, we conducted district-level vaccine coverage surveys using a pre-existing infrastructure of polio technical staff in northern Nigeria. Methods Household-level cluster surveys were conducted in 40 polio high risk districts of Nigeria during 2014–2015. Global positioning system technology and intensive supervision by a pool of qualified technical staff were used to ensure high survey quality. Vaccination status of children aged 12–23 months was documented based on vaccination card or caretaker’s recall. District-level coverage estimates were calculated using survey methods. Results Data from 7,815 children across 40 districts were analyzed. District-level coverage with the third dose of diphtheria-pertussis-tetanus vaccine (DPT3) ranged widely from 1–63%, with all districts having DPT3 coverage below the target of 80%. Median coverage across all districts for each of eight vaccine doses (1 Bacille Calmette-Guérin dose, 3 DPT doses, 3 oral poliovirus vaccine doses, and 1 measles vaccine dose) was <50%. DPT3 coverage by survey was substantially lower (range: 28%–139%) than the 2013 administrative coverage reported among children aged <12 months. Common reported reasons for non-vaccination included lack of knowledge about vaccines and vaccination services (50%) and factors related to access to routine immunization services (15%). Conclusions Survey results highlighted vaccine coverage gaps that were systematically underestimated by administrative reporting across 40 polio high risk districts in northern Nigeria. Given the limitations of administrative coverage data, our approach to conducting quality district-level coverage surveys and

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.

Improving Achievement in Low-Performing Schools: Key Results for School Leaders

ERIC Educational Resources Information Center

Ward, Randolph E.; Burke, Mary Ann

2004-01-01

As accountability in schools becomes more crucial, educators are looking for comprehensive and innovative management practices that respond to challenges and realities of student academic achievement. In order to improve academic performance and the quality of instruction, the entire school community needs to be involved. This book provides six…

Developing an Adequately Specified Model of State Level Student Achievement with Multilevel Data.

ERIC Educational Resources Information Center

Bernstein, Lawrence

Limitations of using linear, unilevel regression procedures in modeling student achievement are discussed. This study is a part of a broader study that is developing an empirically-based predictive model of variables associated with academic achievement from a multilevel perspective and examining the differences by which parameters are estimated…

Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools

ERIC Educational Resources Information Center

Saunders, William M.; Goldenberg, Claude N.; Gallimore, Ronald

2009-01-01

The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using…

Learning Time of Day and Students' Academic Achievement at School Certificate Level: A Case Study of Chibote Girls' Secondary School

ERIC Educational Resources Information Center

Mulenga, Henry M.; Mukuka, Angel

2016-01-01

A case study presented here is an investigation into whether time of day for instruction has an effect on students' academic achievement in Mathematics, Science, Biology and English at school certificate level by focusing on the grades candidates obtained after sitting for national examinations. The focus is primarily on 33 randomly selected…

Higher weight, lower education: a longitudinal association between adolescents' body mass index and their subsequent educational achievement level?

PubMed

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

2014-12-01

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. A longitudinal study with 3 study waves (1-year intervals) involving 1248 Dutch adolescents (49% girls; mean age = 13.7 years) at schools providing different educational levels was used to determine adolescents who moved and did not move to a lower educational level in the first year, or in the second year, and to examine whether this movement could be predicted by BMI z-scores (zBMI), after controlling for a large range of potential confounding factors. A total of 1164 Dutch adolescents continued in the same level of education, whereas 84 adolescents moved to a lower educational level (43 moved in the first and 41 in the second year). A higher zBMI significantly increased the risk of a general transition to a lower educational level, and of a transition in the first year, but not in the second year, after controlling for potential demographic, behavioral, and psychological confounds. Findings suggest that a higher zBMI during adolescence immediately lowers educational achievement level during general secondary education. © 2014, American School Health Association.

An ACC Design Method for Achieving Both String Stability and Ride Comfort

NASA Astrophysics Data System (ADS)

Yamamura, Yoshinori; Seto, Yoji; Nishira, Hikaru; Kawabe, Taketoshi

An investigation was made of a method for designing adaptive cruise control (ACC) so as to achieve a headway distance response that feels natural to the driver while at the same time obtaining high levels of both string stability and ride comfort. With this design method, the H∞ norm is adopted as the index of string stability. Additionally, two norms are introduced for evaluating ride comfort and natural vehicle behavior. The relationship between these three norms and headway distance response characteristics was analyzed, and an evaluation method was established for achieving high levels of the various performance characteristics required of ACC. An ACC system designed with this method was evaluated in driving tests conducted on a proving ground course, and the results confirmed that it achieved the targeted levels of string stability, ride comfort and natural vehicle behavior.

Why Evaluations Fail: To Achieve Meaningful Results, Address These Common Challenges

ERIC Educational Resources Information Center

Killion, Joellen

2017-01-01

Evaluation of professional learning illuminates the interactions that occur in the implementation of planned learning experiences and the necessary supports designed to improve professional practice and its effects on students. It investigates how a set of actions designed to achieve defined short- and long-term outcomes occur over time and how…

Childhood vaccination: achievements and challenges.

PubMed

Ndumbe, P

1996-09-01

As the goal of eradicating smallpox was being met, the World Health Organization created its Expanded Programme on Immunisation (EPI) in 1974 and reached its initial goal of achieving full vaccination of 80% of the world's children by 1990. This effort was aided by the creation of "cold chain" delivery systems and resulted in the annual saving of 3.5 million children in less-developed countries. Current EPI vaccination goals include 1) eradication of poliomyelitis by the year 2000, 2) elimination of neonatal tetanus by the year 1995, 3) control of measles and hepatitis B, and 4) immunization of 90% of the world's children 1 year or younger by the year 2000. Goals of the Children's Vaccine Initiative (formed in 1991) include 1) provision of an adequate supply of affordable, safe, and effective vaccines; 2) production of improved and new vaccines; and 3) simplification of the logistics of vaccine delivery. Future challenges are to sustain high vaccination coverage, reach the unreached, achieve proper storage of vaccines and reduce waste, integrate new vaccines into national programs, and achieve vaccine self-sufficiency. The fact that these challenges will be difficult to achieve is illustrated by the situation in Africa where the high immunization levels achieved in 1990 have dropped dramatically. Those who must act to implement immunization programs are health personnel, families, governments, and development partners. In order to achieve equity in health, every child must be reached, governments must be made accountable for programs, health workers must convince families of the importance of vaccination, delivery systems must be in place to take advantage of the new vaccines being delivered, and a multisectoral approach must be taken to assure sustainability.

Myopia and level of education: results from the Gutenberg Health Study.

PubMed

Mirshahi, Alireza; Ponto, Katharina A; Hoehn, René; Zwiener, Isabella; Zeller, Tanja; Lackner, Karl; Beutel, Manfred E; Pfeiffer, Norbert

2014-10-01

To analyze the association between myopia and educational level in an adult European cohort. Population-based cross-sectional study. A cohort of the Gutenberg Health Study, including 4658 eligible enrollees between 35 and 74 years of age. We applied a standardized protocol entailing a comprehensive questionnaire; thorough ophthalmic, general, cardiovascular, and psychological examinations; and laboratory tests, including genetic analyses. We documented achievement levels in school education and post-school professional education. The spherical equivalent (SE) was determined by noncycloplegic autorefractometry. We fitted mixed linear models including age, gender, and 45 myopia-associated single nucleotide polymorphisms (SNP) as covariates. Prevalence and magnitude of myopia in association with years spent in school and level of post-school professional education. Individuals who graduated from school after 13 years were more myopic (median, -0.5 diopters [D]; first quartile [Q1]/third quartile [Q3], -2.1/0.3 D) than those who graduated after 10 years (median, -0.2 D; Q1/Q3, -1.3/0.8 D), than those who graduated after 9 years (median, 0.3 D; Q1/Q3, -0.6/1.4 D), and than those who never finished secondary school (median, 0.2 D; Q1/Q3, -0.5/1.8 D; P<0.001, respectively). The same holds true for persons with a university degree (median, -0.6 D; Q1/Q3, -2.3/0.3 D) versus those who finished secondary vocational school (median, 0 D; Q1/Q3, -1.1/0.8 D) or primary vocational school (median, 0 D; Q1/Q3, -0.9/1.1 D) versus persons without any post-school professional qualification (median, 0.6 D; Q1/Q3, -0.4/1.7 D; P<0.001, respectively). Of persons who graduated from school after 13 years, 50.9% were myopic (SE, ≤-0.5 D) versus 41.6%, 27.1%, and 26.9% after 10 years, in those who graduated after 9 years, and in those who never graduated from secondary school, respectively (P<0.001). In university graduates, the proportion of myopic persons was higher (53%) than

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.

On the interplay between academic achievement and educational identity: a longitudinal study.

PubMed

Pop, Eleonora Ioana; Negru-Subtirica, Oana; Crocetti, Elisabetta; Opre, Adrian; Meeus, Wim

2016-02-01

The present three-wave longitudinal study provides empirical evidence for the mechanisms of the bright and dark sides of identity development in the academic context. First, we investigated the patterns of stability and change in educational identity and academic achievement among adolescents. Second, we examined the reciprocal associations between identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and academic achievement. The main results of the study highlighted that academic achievement predicts the manner in which adolescents deal with their identity issues in the academic context. Thus, high academic achievement leads to high levels of commitment (identity synthesis), while low academic achievement leads to high levels of reconsideration of commitment (identity confusion). This unidirectional pattern of effects applied equally to adolescent boys and girls, early-to-middle and middle-to-late adolescents, and to adolescents attending theoretical and vocational schools. Practical implications are discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Gender Differences in Attitudes toward Mathematics between Low-Achieving and High-Achieving Fifth Grade Elementary Students.

ERIC Educational Resources Information Center

Rathbone, A. Sue

Possible gender differences in attitudes toward mathematics were studied between low-achieving and high-achieving fifth-grade students in selected elementary schools within a large, metropolitan area. The attitudes of pre-adolescent children at an intermediate grade level were assessed to determine the effects of rapidly emerging gender-related…

Implementation strategy for achieving replacement level fertility.

PubMed

1993-01-01

The recommendation of the Bali Declaration on Population and Sustainable Development at the ESCAP regional conference was to adopt strategies for attaining replacement-level fertility of 2.1 or 2.2 children by 2010. East Asian countries, except Mongolia and the Democratic People's Republic of Korea, and the Southeast Asian countries Singapore and Thailand have already reached replacement-level fertility. Most larger Oceanic countries have also done so. Only South Asian Sri Lanka and southern India have attained replacement level. The following conditions slow or hinder the goal, but they do not provide an "absolute" barrier to fertility decline: social welfare schemes and old age security, son preference, lack of government family planning, poverty, relatively high mortality, low status of women, and education status. Theories of demographic transition have postulated that economic and social development initially brings a decline in mortality, and later brings a decline in fertility; and high fertility was an adaptation to high mortality. Policy gets caught in the lag between mortality and fertility decline. Eventually the cultural motives for high fertility are undercut by social and economic development. Although the generalization that economic growth slows fertility is true for South Asia, the correlation is uneven. Forceful government-sponsored family planning programs in Bangladesh and China may lead the way to strategies for decline in ESCAP region. A Thailand study suggested important factors were fundamental social change, the increased cost of children, cultural acceptance of birth control, a latent demand for fertility control, and government efforts in family planning. ESCAP countries have in common relatively high morality and inadequate public health programs, patriarchal structures, and limited female autonomy, poverty and landlessness, lack of community cohesiveness, and inadequate family planning programs. Weaknesses in programs are attributed to

Three brief assessments of math achievement.

PubMed

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

The population-level impacts of a national health insurance program and franchise midwife clinics on achievement of prenatal and delivery care standards in the Philippines

PubMed Central

Kozhimannil, Katy Backes; Valera, Madeleine R.; Adams, Alyce S.; Ross-Degnan, Dennis

2009-01-01

Objectives Adequate prenatal and delivery care are vital components of successful maternal health care provision. Starting in 1998, two programs were widely expanded in the Philippines: a national health insurance program (PhilHealth); and a donor-funded franchise of midwife clinics (Well-Family Midwife Clinics). This paper examines population-level impacts of these interventions on achievement of minimum standards for prenatal and delivery care. Methods Data from two waves of the Demographic and Health Surveys, conducted before (1998) and after (2003) scale up of the interventions, are employed in a pre/post study design, using longitudinal multivariate logistic and linear regression models. Results After controlling for demographic and socioeconomic characteristics, the PhilHealth insurance program scale up was associated with increased odds of receiving at least four prenatal visits (OR 1.04 [95% CI 1.01–1.06]) and receiving a visit during the first trimester of pregnancy (OR 1.03 [95% CI 1.01–1.06]). Exposure to midwife clinics was not associated with significant changes in achievement of prenatal care standards. While both programs were associated with slight increases in the odds of delivery in a health facility, these increases were not statistically significant. Conclusions These results suggest that expansion of an insurance program with accreditation standards was associated with increases in achievement of minimal standards for prenatal care among women in the Philippines. PMID:19327862

The Correlation of Selected Nonmathematical Measures with Mathematics Achievement

ERIC Educational Resources Information Center

Cathcart, W. George

1974-01-01

Investigation of second- and third-graders' achievement in mathematics and its correlation with nonmathematical variables yielded the following results: listening ability and vocabulary levels were significant variables, intelligence was significant for grade three but not grade two, and sex and the ability to conserve were not significant for…

Educational level of childhood brain tumor survivors: results from a German survey.

PubMed

Pfitzer, C; Zynda, A; Hohmann, C; Keil, T; Borgmann-Staudt, A

2013-05-01

Among adult survivors of childhood brain tumors in Germany, we assessed their educational level and examined potentially influencing factors. A questionnaire was sent to 505 childhood brain tumor survivors listed in the German Childhood Cancer Registry. 203/505 (40.2%) patients with treatment and educational data were included in the analysis.Of the included brain tumor survivors 54.7% (111/203) were male, the median age was 11.0 (1-15) years at diagnosis and 22.0 (19-37) years at the time of the survey. 34.8% (95%-CI 25.1-44.5) of female and 34.9% (26.0-43.8) of male survivors achieved a high school diploma. Survivors who had received irradiation had less likely obtained a high school diploma compared to those without irradiation. However, this association was statistically not significant: for either craniospinal or tumor irradiation adjusted odds ratio was 0.54 (0.08-3.76); for those with a combination of craniospinal and tumor irradiation 0.51 (0.07-3.59). Participants aged 6-10 years at diagnosis achieved a higher educational level 2.24 (0.45-11.25) compared to younger patients. A third of the childhood brain tumor survivors who participated in our survey obtained the highest school leaving certificate. This may be biased by an overrepresentation of well-educated survivors without major cancer-related late effects. The influence of the patients' strong motivation following a severe illness combined with the intensive psychosocial and/or pedagogical support on education needs to be examined in future studies. © Georg Thieme Verlag KG Stuttgart · New York.

Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan

NASA Astrophysics Data System (ADS)

Wang, Cheng-Lung; Liou, Pey-Yan

2017-05-01

Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts.

Low and High Mathematics Achievement in Japanese, Chinese, and American Elementary-School Children.

ERIC Educational Resources Information Center

Uttal, David H.; And Others

1988-01-01

First and fifth grade students who scored high or low on a mathematics test were tested for intellectual ability and reading achievement. Students and their mothers were interviewed. Results indicated that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their…

Subgroup Achievement and Gap Trends: Wyoming, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in Wyoming for 2010. Wyoming's demographic profile is such that achievement trends could only be determined for white, Latino, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white,…

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…

Routine Vaccination Coverage in Northern Nigeria: Results from 40 District-Level Cluster Surveys, 2014-2015.

PubMed

Gunnala, Rajni; Ogbuanu, Ikechukwu U; Adegoke, Oluwasegun J; Scobie, Heather M; Uba, Belinda V; Wannemuehler, Kathleen A; Ruiz, Alicia; Elmousaad, Hashim; Ohuabunwo, Chima J; Mustafa, Mahmud; Nguku, Patrick; Waziri, Ndadilnasiya Endie; Vertefeuille, John F

2016-01-01

Despite recent success towards controlling poliovirus transmission, Nigeria has struggled to achieve uniformly high routine vaccination coverage. A lack of reliable vaccination coverage data at the operational level makes it challenging to target program improvement. To reliably estimate vaccination coverage, we conducted district-level vaccine coverage surveys using a pre-existing infrastructure of polio technical staff in northern Nigeria. Household-level cluster surveys were conducted in 40 polio high risk districts of Nigeria during 2014-2015. Global positioning system technology and intensive supervision by a pool of qualified technical staff were used to ensure high survey quality. Vaccination status of children aged 12-23 months was documented based on vaccination card or caretaker's recall. District-level coverage estimates were calculated using survey methods. Data from 7,815 children across 40 districts were analyzed. District-level coverage with the third dose of diphtheria-pertussis-tetanus vaccine (DPT3) ranged widely from 1-63%, with all districts having DPT3 coverage below the target of 80%. Median coverage across all districts for each of eight vaccine doses (1 Bacille Calmette-Guérin dose, 3 DPT doses, 3 oral poliovirus vaccine doses, and 1 measles vaccine dose) was <50%. DPT3 coverage by survey was substantially lower (range: 28%-139%) than the 2013 administrative coverage reported among children aged <12 months. Common reported reasons for non-vaccination included lack of knowledge about vaccines and vaccination services (50%) and factors related to access to routine immunization services (15%). Survey results highlighted vaccine coverage gaps that were systematically underestimated by administrative reporting across 40 polio high risk districts in northern Nigeria. Given the limitations of administrative coverage data, our approach to conducting quality district-level coverage surveys and providing data to assess and remediate issues

Longitudinal Numbers-Needed-To-Treat (NNT) for Achieving Various Levels of Analgesic Response and Improvement with Etoricoxib, Naproxen, and Placebo in Ankylosing Spondylitis

PubMed Central

2011-01-01

Background Clinical analgesic trials typically report response as group mean results. However, research has shown that few patients are average and most have responses at the extremes. Moreover, group mean results do not convey response levels and thus have limited value in representing the benefit-risk at an individual level. Responder analyses and numbers-needed-to-treat (NNT) are considered more relevant for evaluating treatment response. We evaluated levels of analgesic response and Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) score improvement and the associated NNTs. Methods This was a post-hoc analysis of a 6-week, randomized, double-blind study (N = 387) comparing etoricoxib 90 mg, etoricoxib 120 mg, naproxen 1000 mg, and placebo in AS. Spine pain and BASDAI were measured on a 100-mm visual analog scale. The number and percentage of patients achieving ≥30% and ≥50% improvement in both BASDAI and spine pain were calculated and used to determine the corresponding NNTs. Patients who discontinued from the study for any reason were assigned zero improvement beyond 7 days of the time of discontinuation. Results For etoricoxib 90 mg, etoricoxib 120 mg and naproxen 1000 mg, the NNTs at 6 weeks compared with placebo were 2.0, 2.0, and 2.7 respectively for BASDAI ≥30% improvement, and 3.2, 2.8, and 4.1 for ≥50% improvement. For spine pain, the NNTs were 1.9, 2.0, and 3.2, respectively, for ≥30% improvement, and 2.7, 2.5, and 3.7 for ≥50% improvement. The differences between etoricoxib and naproxen exceeded the limit of ±0.5 units described as a clinically meaningful difference for pain. Response rates and NNTs were generally similar and stable over 2, 4, and 6 weeks. Conclusions For every 2 patients treated with etoricoxib, 1 achieved a clinically meaningful (≥30%) improvement in spine pain and BASDAI beyond that expected from placebo, whereas the corresponding values were approximately 1 in every 3 patients treated with naproxen. Use of

The Effect of Grouping by Formal Reasoning Ability, Formal Reasoning Ability Levels, Group Size, and Gender on Achievement in Laboratory Chemistry.

ERIC Educational Resources Information Center

Moody, Judith D.; Gifford, Vernon D.

This study investigated the grouping effect on student achievement in a chemistry laboratory when homogeneous and heterogeneous formal reasoning ability, high and low levels of formal reasoning ability, group sizes of two and four, and homogeneous and heterogeneous gender were used for grouping factors. The sample consisted of all eight intact…

Growth mindset tempers the effects of poverty on academic achievement

PubMed Central

Claro, Susana; Paunesku, David; Dweck, Carol S.

2016-01-01

Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students’ beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students’ mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level. PMID:27432947

Growth mindset tempers the effects of poverty on academic achievement.

PubMed

Claro, Susana; Paunesku, David; Dweck, Carol S

2016-08-02

Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students' beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students' mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.

The integrated learning management using the STEM education for improve learning achievement and creativity in the topic of force and motion at the 9th grade level

NASA Astrophysics Data System (ADS)

Kakarndee, Nampetch; Kudthalang, Nukool; Jansawang, Natchanok

2018-01-01

The aims of this research study were to investigate and analyze the processing performances and the performance results (E1/E2) efficiency at the determining criteria for planning students' improvements to their learning processes toward their scientific knowledge were investigated, carry out the investigations, gathering evidence, and proposing explanations were developed and predicted. Students' engagements to their needs in unambiguous and clearly content of science teaching onto the instructional processes were attempted for establishing a national approach with the STEM education instructional method were strategized. Research administrations were designed to a sample size consisted of 40 secondary students in science class at the 9th grade level in Borabu School with the purposive sampling technique was selected. Using the STEM Education instructional innovation's lesson plans were managed learning activities. Students' learning achievements were assessed with the Pre-Test and Post-Test designs of 30 items. Students' creative thinking abilities were determined of their perceptions that obtained of the 3-item Creative Thinking Ability Test. The results for the effectiveness of the innovative instructional lesson plans based on the STEM Education Method, the lessoning effectiveness (E1/E2) evidences of 78.95/76.58 over the threshold setting is 75/75. Pretest-posttest designs for assessing students' learning achievements that impact a student's ability to achieve and explains with the STEM education instructional method were differences, significantly (ρ<.001) and the posttest of the 3-item Creative Thinking Ability Test designs for assessing Students' creative thinking abilities that impact a student's ability to have a good skill level in originality, fluency and flexibility thinking with the STEM education instructional method were differences, significantly (ρ<.001).

Cholecalciferol 20 000 IU Once Weekly in HIV-Positive Patients with Low Vitamin D Levels: Result from a Cohort Study.

PubMed

Noe, Sebastian; Heldwein, Silke; Pascucchi, Rita; Oldenbüttel, Celia; Wiese, C; von Krosigk, Ariane; Jägel-Guedes, Eva; Jäger, Hans; Mayer, Wolfgang; Spinner, Christoph D; Wolf, Eva

To evaluate efficacy and safety of 20 000 IU cholecalciferol weekly in HIV-infected patients. Longitudinal data for 243 HIV-infected patients with paired 25-OH-vitamin D3 values for the same month in 2 consecutive years were stratified by the initiation of supplementation in this retrospective study. After 1 year of administration of cholecalciferol 20 000 IU weekly, about 78% of patients with initial vitamin D level <20 µg/L achieved vitamin D levels >20 µg/L and 42% achieved levels >30 µg/L. Supplemented patients with baseline vitamin D levels <20 µg/L showed a significant risk reduction for hypocalcemia ( P = .006; risk difference: 20.8%) and a significantly lower increase in alkaline phosphatase (AP) compared to those in the nonsubstituted group. The dose of 20 000 IU of cholecalciferol once weekly was found to be safe and effective. Normalization of vitamin D levels within 1 year was observed in 42% to 75% of the patients.

The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

ERIC Educational Resources Information Center

Inel, Didem; Balim, Ali Gunay

2010-01-01

The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week…

Reading Comprehension Level and Development in Native and Language Minority Adolescent Low Achievers: Roles of Linguistic and Metacognitive Knowledge and Fluency

ERIC Educational Resources Information Center

Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan

2017-01-01

In a longitudinal design, we measured 50 low-achieving adolescents' reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of…

An Analysis of the Relationship of Teaching Methodology and the Students' Level of Cognition with Student Achievement in Principles of Marketing.

ERIC Educational Resources Information Center

Hallgren, Kenneth Glenn

A study investigated the relationship of students' cognitive level of development and teaching methodology with student achievement. The sample was composed of 79 students in two sections of the introductory marketing course at the University of Northern Colorado. The control group was taught by a lecture strategy, and the experimental group by a…

Criterion-Related Validity of the Nowicki-Strickland Locus of Control Scale with Academic Achievement.

ERIC Educational Resources Information Center

Nunn, Gary D.; And Others

1986-01-01

Investigated the relationships between student locus of control and academic achievement in grades five through eight. The Nowicki-Strickland Locus of Control Scale (NSLOCS) was used to measure motivation, and the Iowa Tests of Basic Skills (ITBS) to assess academic achievement. Results indicated moderate inverse relationships between level of…

Razalas' Grouping Method and Mathematics Achievement

ERIC Educational Resources Information Center

Salazar, Douglas A.

2015-01-01

This study aimed to raise the achievement level of students in Integral Calculus using Direct Instruction with Razalas' Method of Grouping. The study employed qualitative and quantitative analysis relative to data generated by the Achievement Test and Math journal with follow-up interview. Within the framework of the limitations of the study, the…

Evaluation of Intrarehearsal Achievement by Listeners of Varying Levels of Expertise

ERIC Educational Resources Information Center

Montemayor, Mark

2016-01-01

The primary purpose of this study was to investigate expertise-related differences in the evaluation of moment-to-moment rehearsal achievement. Nonmusic majors, music education majors, and expert music teachers (N = 60) listened to 18 "before" and "after" pairs of rehearsal trials of various high school bands in their pursuit…

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 impact of selected educational factors on the academic achievement of secondary students

NASA Astrophysics Data System (ADS)

Epps, Bernethia Mechelle

The purpose of this study was to examine the impact of related educational factors on the mathematics and science achievement of secondary students. The researcher compared the variables of instructional design, economic status and retention against the exit level scores on the mathematics and science Texas Assessment of Knowledge and Skills (TAKS) test of 11th grade students. The technique used for this investigation was a Three-Way Analysis of Variance (ANOVA). Three hundred thirty five students from an urban school district in a metropolitan area in southeast Texas participated in this study. Ex-post facto data obtained from the district's student information system was utilized. Based on the results, the following conclusions were drawn. (1) Instructional design does impact mathematics and science achievement of students at the secondary level. (2) Retention during a student's ninth grade year does impact mathematics and science achievement. (3) The interaction of instructional design and retention does impact the mathematics and science achievement of students at the secondary level. (4) Economic status as a main effect or as an interaction effect does not impact mathematics and science achievement of students at the secondary level. For those seeking to explore this topic in greater depth, recommendations for further investigations might consider the study of teacher perceptions and attitudes toward students who attend school in the alternative setting. Additionally, future investigations might look into the level of experience and the reasons teachers choose to teach in the alternative setting.

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

ERIC Educational Resources Information Center

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

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.

STEM Excellence and Leadership Program: Increasing the Level of STEM Challenge and Engagement for High-Achieving Students in Economically Disadvantaged Rural Communities

ERIC Educational Resources Information Center

Ihrig, Lori M.; Lane, Erin; Mahatmya, Duhita; Assouline, Susan G.

2018-01-01

High-achieving students in economically disadvantaged, rural schools lack access to advanced coursework necessary to pursue science, technology, engineering, and mathematics (STEM) educational and employment goals at the highest levels, contributing to the excellence gap. Out-of-school STEM programming offers one pathway to students' talent…

Fifteen Years of Collaborative Innovation and Achievement: NASA Nebraska Space Grant Consortium 15-Year Program Performance and Results Report

NASA Technical Reports Server (NTRS)

Schaaf, Michaela M.; Bowen, Brent D.; Fink, Mary M.; Nickerson, Jocelyn S.; Avery, Shelly; Carstenson, Larry; Dugan, James; Farritor, Shane; Joyce, James; Rebrovich, Barb

2003-01-01

Condensing five years of significant work into a brief narrative fitting PPR requirements gave the affiliates of the Nebraska Space Grant a valuable chance for reflection. Achievements of Space Grant in Nebraska were judiciously chosen for this document that best illustrate the resultant synergism of this consortium, keeping in mind that these examples are only a representation of greater activity throughout the state. Following are highlights of many of the finer and personal achievements for Nebraska Space Grant. The Consortium welcomes inquiries to elaborate on any of these accomplishments.

Analysis of attitude and achievement using the 5E instructional model in an interactive television environment

NASA Astrophysics Data System (ADS)

Cherry, Gamaliel R.

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network(TM). The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television.

Spatial and Temporal Distribution of Cloud Properties Observed by MODIS: Preliminary Level-3 Results from the Collection 5 Reprocessing

NASA Technical Reports Server (NTRS)

King, Michael D.; Platnick, Steven; Hubanks, Paul; Pincus, Robert

2006-01-01

The Moderate Resolution Imaging Spectroradiometer (MODIS) was developed by NASA and launched onboard the Terra spacecraft on December 18, 1999 and Aqua spacecraft on May 4, 2002. It achieved its final orbit and began Earth observations on February 24, 2000 for Terra and June 24, 2002 for Aqua. A comprehensive set of operational algorithms for the retrieval of cloud physical and optical properties (optical thickness, effective particle radius, water path, thermodynamic phase) have recently been updated and are being used in the new "Collection 5" processing stream being produced by the MODIS Adaptive Processing System (MODAPS) at NASA GSFC. All Terra and Aqua data are undergoing Collection 5 reprocessing with an expected completion date by the end of 2006. The archived products from these algorithms include 1 km pixel-level (Level-2) and global gridded Level-3 products. The cloud products have applications in climate change studies, climate modeling, numerical weather prediction, as well as fundamental atmospheric research. In this talk, we will summarize the available Level-3 cloud properties and their associated statistical data sets, and show preliminary Terra and Aqua results from the available Collection 5 reprocessing effort. Anticipated results include the latitudinal distribution of cloud optical and radiative properties for both liquid water and ice clouds, as well as joint histograms of cloud optical thickness and effective radius for selected geographical locations around the world.

Raising the Achievement Level of Children in Primary Education. Report of a Project Review Meeting (Bangkok, Thailand, February 10-19, 1986).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

A meeting was held in Bangkok in February, 1986, to review the status of a project begun in 1984 to raise the achievement level of primary school students first in Indonesia, Malaysia, the Republic of Korea, Thailand, and later, in India, Nepal, the Philippines, and Sri Lanka. After an introductory chapter providing background to the Joint…

The Effects of Research-Based Curriculum Materials and Curriculum-Based Professional Development on High School Science Achievement: Results of a Cluster-Randomized Trial

ERIC Educational Resources Information Center

Taylor, Joseph; Kowalski, Susan; Getty, Stephen; Wilson, Christopher; Carlson, Janet

2013-01-01

Effective instructional materials can be valuable interventions to improve student interest and achievement in science (National Research Council [NRC], 2007); yet, analyses indicate that many science instructional materials and curricula are fragmented, lack coherence, and are not carefully articulated through a sequence of grade levels (AAAS,…

Usage of Computers and Calculators and Students' Achievement: Results from TIMSS 2003

ERIC Educational Resources Information Center

Antonijevic, Radovan

2007-01-01

The paper deals with the facts obtained from TIMSS 2003 (Trends in International Mathematics and Science Study). This international comparative study, which includes 47 participant countries worldwide, explores dependence between eighth grade students' achievement in the areas of mathematics, physics, chemistry, biology and geography, and basic…

Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

ERIC Educational Resources Information Center

Parveen, Qaisara; Batool, Sadia

2012-01-01

The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest…

Minnesota Developmental Achievement Centers: 1987 Survey Results. Policy Analysis Series, No. 28.

ERIC Educational Resources Information Center

Minnesota Governor's Planning Council on Developmental Disabilities, St. Paul.

This paper presents data collected from rehabilitation centers serving individuals with developmental disabilities in Minnesota, called Developmental Achievement Centers (DACs). The data focus on finances, programs, and clients, and are compared with data from previous years. All 97 providers of adult services in Minnesota completed the survey,…

Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten.

PubMed

Blair, Clancy; Raver, C Cybele

2014-01-01

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children's engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap.

Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten

PubMed Central

Blair, Clancy; Raver, C. Cybele

2014-01-01

Effective early education is essential for academic achievement and positive life outcomes, particularly for children in poverty. Advances in neuroscience suggest that a focus on self-regulation in education can enhance children’s engagement in learning and establish beneficial academic trajectories in the early elementary grades. Here, we experimentally evaluate an innovative approach to the education of children in kindergarten that embeds support for self-regulation, particularly executive functions, into literacy, mathematics, and science learning activities. Results from a cluster randomized controlled trial involving 29 schools, 79 classrooms, and 759 children indicated positive effects on executive functions, reasoning ability, the control of attention, and levels of salivary cortisol and alpha amylase. Results also demonstrated improvements in reading, vocabulary, and mathematics at the end of kindergarten that increased into the first grade. A number of effects were specific to high-poverty schools, suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap. PMID:25389751

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.

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…

Economic Evaluation of the Information Security Levels Achieved by Electric Energy Providers in North Arctic Region

NASA Astrophysics Data System (ADS)

Sushko, O. P.; Kaznin, A. A.; Babkin, A. V.; Bogdanov, D. A.

2017-10-01

The study we are conducting involves the analysis of information security levels achieved by energy providers operating in the North Arctic Region. We look into whether the energy providers’ current information security levels meet reliability standards and determine what further actions may be needed for upgrading information security in the context of the digital transformation that the world community is undergoing. When developing the information security systems for electric energy providers or selecting the protection means for them, we are governed by the fact that the assets to be protected are process technologies. While information security risk can be assessed using different methods, the evaluation of the economic damage from these risks appears to be a difficult task. The most probable and harmful risks we have identified when evaluating the electric energy providers’ information security will be used by us as variables. To provide the evaluation, it is necessary to calculate the costs relating to elimination of the risks identified. The final stage of the study will involve the development of an operation algorithm for the North Arctic Region’s energy provider’s business information protection security system - a set of information security services, and security software and hardware.

Assessment of Student Achievement: Evaluation of Student Achievement at the Intermediate Level. Final Report.

ERIC Educational Resources Information Center

Wahlstrom, M.; And Others

Evaluation and assessment procedures of Ontario, Canada principals and teachers at the Intermediate level (grades 7 and 8) were examined. Extensive questionnaires were returned by 134 principals and 225 teachers divided across the subject areas of English, Mathematics, Science, Languages, History, Home Economics or Shop, Arts, and Physical…

Family and personal correlates of academic achievement.

PubMed

García Bacete, F J; Rosel Remírez, J

2001-04-01

Researchers and educators raise the question of whether pupils' academic performance can be improved through parental involvement in academic activities. The main objective of the following study is to verify whether parental involvement in school activities and family socioeconomic status are associated with children's academic achievement. 150 Spanish seventh grade pupils completed intelligence tests, and their teachers assessed parents' involvement in the school and estimated parents' cultural levels. To measure academic achievement the pupil's overall grade was taken from the Pupils' Final Evaluation Registers. The education and professional level of the mother and father and home size were obtained from the Pupil Personal Register; these variables define the family socioeconomic status. The data, analyzed through application of structural equations, suggest that academic achievement is directly influenced by the cultural level of the family and the child's intelligence but is indirectly influenced by parental involvement in school activities and the socioeconomic status of the child's family.

Integrating epidemiology, psychology, and economics to achieve HPV vaccination targets.

PubMed

Basu, Sanjay; Chapman, Gretchen B; Galvani, Alison P

2008-12-02

Human papillomavirus (HPV) vaccines provide an opportunity to reduce the incidence of cervical cancer. Optimization of cervical cancer prevention programs requires anticipation of the degree to which the public will adhere to vaccination recommendations. To compare vaccination levels driven by public perceptions with levels that are optimal for maximizing the community's overall utility, we develop an epidemiological game-theoretic model of HPV vaccination. The model is parameterized with survey data on actual perceptions regarding cervical cancer, genital warts, and HPV vaccination collected from parents of vaccine-eligible children in the United States. The results suggest that perceptions of survey respondents generate vaccination levels far lower than those that maximize overall health-related utility for the population. Vaccination goals may be achieved by addressing concerns about vaccine risk, particularly those related to sexual activity among adolescent vaccine recipients. In addition, cost subsidizations and shifts in federal coverage plans may compensate for perceived and real costs of HPV vaccination to achieve public health vaccination targets.

Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis.

PubMed

Pinquart, Martin; Kauser, Rubina

2018-01-01

The study tested whether associations of parenting styles with internalizing problems, externalizing problems, and academic achievement vary between ethnic groups in western countries, between different regions of the globe, and by level of collectivism/individualism of individual countries. A systematic search in electronic databases and cross referencing identified 428 studies that were included in the random-effects meta-analysis. More ethnic and regional similarities than differences were identified. In western countries, associations of authoritative parenting with academic achievement were stronger in non-Hispanic, White families than in Asian minorities. In these countries, associations of authoritarian parenting with academic achievement were less negative in Hispanic families than in non-Hispanic, White families. Authoritative parenting was associated with at least 1 positive child outcome and authoritarian parenting was associated with at least 1 negative outcome in all regions of the globe, with some regional variation. Finally, associations of authoritarian parenting with child outcomes were weaker in countries with a higher individualism score, as were associations of authoritative parenting with academic performance. Parents across the globe could be recommended to behave authoritatively, although authoritarian and permissive parenting is, to some extent, tolerable in a few cultural contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Achievement Attributions of Preparatory Class Learners in Learning English

ERIC Educational Resources Information Center

Paker, Turan; Özkardes-Dögüs, Alev

2017-01-01

The aim of the study is to find out the achievement attributions of preparatory class learners studying at preintermediate and intermediate levels for their perceived success or failure, and to investigate whether there is a significant relationship between achievement attributions of learners, their gender and level of language proficiency. The…

The Relation between Finnish University Students' Perceived Level of Study-Related Burnout, Perceptions of the Teaching-Learning Environment and Perceived Achievement Motivation

ERIC Educational Resources Information Center

Meriläinen, Matti; Kuittinen, Matti

2014-01-01

This study examined the relation between university students' perceived level of study-related burnout (SRB) and their perceptions of the teaching-learning environment (TLE), as well as their perceived achievement motivation (AM). The data are based on a survey of nine Finnish universities in the spring of 2009. Altogether, 3035 university…

The Investigation of the Relationship between the Level of Metacognitive Awareness, Self-Directed Learning Readiness and Academic Achievement of Preschool Teacher Candidates

ERIC Educational Resources Information Center

Dagal, Asude Balaban; Bayindir, Dilan

2016-01-01

The aim of the study is to examine the relationship between the level of metacognitive awareness, self-directed learning readiness and academic achievement of preschool teacher candidates. The study group of the research, which was designed in survey method, included 151 teacher candidates from Atatürk Education Faculty, Preschool Teaching…

Approaches to achieve high-level heterologous protein production in plants.

PubMed

Streatfield, Stephen J

2007-01-01

Plants offer an alternative to microbial fermentation and animal cell cultures for the production of recombinant proteins. For protein pharmaceuticals, plant systems are inherently safer than native and even recombinant animal sources. In addition, post-translational modifications, such as glycosylation, which cannot be achieved with bacterial fermentation, can be accomplished using plants. The main advantage foreseen for plant systems is reduced production costs. Plants should have a particular advantage for proteins produced in bulk, such as industrial enzymes, for which product pricing is low. In addition, edible plant tissues are well suited to the expression of vaccine antigens and pharmaceuticals for oral delivery. Three approaches have been followed to express recombinant proteins in plants: expression from the plant nuclear genome; expression from the plastid genome; and expression from plant tissues carrying recombinant plant viral sequences. The most important factor in moving plant-produced heterologous proteins from developmental research to commercial products is to ensure competitive production costs, and the best way to achieve this is to boost expression. Thus, considerable research effort has been made to increase the amount of recombinant protein produced in plants. This research includes molecular technologies to increase replication, to boost transcription, to direct transcription in tissues suited for protein accumulation, to stabilize transcripts, to optimize translation, to target proteins to subcellular locations optimal for their accumulation, and to engineer proteins to stabilize them. Other methods include plant breeding to increase transgene copy number and to utilize germplasm suited to protein accumulation. Large-scale commercialization of plant-produced recombinant proteins will require a combination of these technologies.

Busulfan-conditioned bone marrow transplantation results in high-level allogeneic chimerism in mice made tolerant by in utero hematopoietic cell transplantation.

PubMed

Ashizuka, Shuichi; Peranteau, William H; Hayashi, Satoshi; Flake, Alan W

2006-03-01

In utero hematopoietic cell transplantation (IUHCT) is a non-ablative approach that achieves mixed allogeneic chimerism and donor-specific tolerance. However, clinical application of IUHCT has been limited by minimal engraftment. We have previously demonstrated in the murine model that low-level allogeneic chimerism achieved by IUHCT can be enhanced to near-complete donor chimerism by postnatal minimally myeloablative total body irradiation (TBI) followed by same-donor bone marrow transplantation. Because of concerns of toxicity related to even low-dose TBI in early life, we wondered if a potentially less toxic strategy utilizing a single myelosuppressive agent, Busulfan (BU), would provide similar enhancement of engraftment. In this study, mixed chimerism was created by IUHCT in a fully allogeneic strain combination. After birth, chimeric mice were conditioned with BU followed by transplantation of bone marrow cells congenic to the prenatal donor. We demonstrate that: 1) low-level chimerism after IUHCT can be converted to high-level chimerism by this protocol; 2) enhancement of chimerism is BU dose-dependent; and 3) BU reduces the proliferative potential of hematopoietic progenitor cells thus conferring a competitive advantage to the non-BU-treated postnatal donor cells. This study confirms the potential of IUHCT for facilitation of minimally toxic postnatal regimens to achieve therapeutic levels of allogeneic engraftment.

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

ERIC Educational Resources Information Center

House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

NASA Astrophysics Data System (ADS)

Miller-Ricks, Karen A.

Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM

Characteristics of self-worth protection in achievement behaviour.

PubMed

Thompson, T

1993-11-01

Two experiments are reported comprising an investigation of individual difference variables associated with self-worth protection. This is a phenomenon whereby students in achievement situations adopt one of a number of strategies, including withdrawing effort, in order to avoid damage to self-esteem which results from attributing failure to inability. Experiment 1 confirmed the adequacy of an operational definition which identified self-worth students on the basis of two criteria. These were deteriorated performance following failure, together with subsequent enhanced performance following a face-saving excuse allowing students to explain failure without implicating low ability. The results of Experiment 2 established that the behaviour of self-worth protective students in achievement situations may be understood in terms of their low academic self-esteem coupled with uncertainty about their level of global self-esteem. Investigation of the manner in which self-worth students explain success and failure outcomes failed to demonstrate a tendency to internalise failure but revealed a propensity on the part of these students to reject due credit for their successes. The implications of these findings in terms of the prevention and modification of self-worth protective reactions in achievement situations are discussed.

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

Parents' Attitudes Towards Science and their Children's Science Achievement

NASA Astrophysics Data System (ADS)

Perera, Liyanage Devangi H.

2014-12-01

Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning.

Longitudinal numbers-needed-to-treat (NNT) for achieving various levels of analgesic response and improvement with etoricoxib, naproxen, and placebo in ankylosing spondylitis.

PubMed

Peloso, Paul M; Gammaitoni, Arnold; Smugar, Steven S; Wang, Hongwei; Moore, Andrew R

2011-07-18

Clinical analgesic trials typically report response as group mean results. However, research has shown that few patients are average and most have responses at the extremes. Moreover, group mean results do not convey response levels and thus have limited value in representing the benefit-risk at an individual level. Responder analyses and numbers-needed-to-treat (NNT) are considered more relevant for evaluating treatment response. We evaluated levels of analgesic response and Bath Ankylosing Spondylitis Disease Activity Index (BASDAI) score improvement and the associated NNTs. This was a post-hoc analysis of a 6-week, randomized, double-blind study (N = 387) comparing etoricoxib 90 mg, etoricoxib 120 mg, naproxen 1000 mg, and placebo in AS. Spine pain and BASDAI were measured on a 100-mm visual analog scale. The number and percentage of patients achieving ≥30% and ≥50% improvement in both BASDAI and spine pain were calculated and used to determine the corresponding NNTs. Patients who discontinued from the study for any reason were assigned zero improvement beyond 7 days of the time of discontinuation. For etoricoxib 90 mg, etoricoxib 120 mg and naproxen 1000 mg, the NNTs at 6 weeks compared with placebo were 2.0, 2.0, and 2.7 respectively for BASDAI ≥30% improvement, and 3.2, 2.8, and 4.1 for ≥50% improvement. For spine pain, the NNTs were 1.9, 2.0, and 3.2, respectively, for ≥30% improvement, and 2.7, 2.5, and 3.7 for ≥50% improvement. The differences between etoricoxib and naproxen exceeded the limit of ±0.5 units described as a clinically meaningful difference for pain. Response rates and NNTs were generally similar and stable over 2, 4, and 6 weeks. For every 2 patients treated with etoricoxib, 1 achieved a clinically meaningful (≥30%) improvement in spine pain and BASDAI beyond that expected from placebo, whereas the corresponding values were approximately 1 in every 3 patients treated with naproxen. Use of NNTs and responder analyses provide

Students' Achievement and Homework Assignment Strategies.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Students' Achievement and Homework Assignment Strategies

PubMed Central

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046

A Study Comparing Typewriting Achievement of Students Attending Class Three and Five Days a Week in Beginning Typewriting at the Community College Level. Final Report.

ERIC Educational Resources Information Center

Ziemer, Adelle W.

The purpose of this study was to determine (1) whether beginning typewriting on the community college level should be taught in a five-day-a-week pattern or in a reduced three-day-a-week pattern; (2) what, if any, relationship existed between the achievement level in beginning college typewriting and the following student characteristics: Locus of…

Achievement of Target Blood Pressure Levels among Japanese Workers with Hypertension and Healthy Lifestyle Characteristics Associated with Therapeutic Failure.

PubMed

Kudo, Nagako; Yokokawa, Hirohide; Fukuda, Hiroshi; Sanada, Hironobu; Miwa, Yuichi; Hisaoka, Teruhiko; Isonuma, Hiroshi

2015-01-01

Few studies have examined Japanese with regard to the achievement rates for target blood pressure levels, or the relationship between these rates and healthy lifestyle characteristics in patients with hypertension as defined by the newly established hypertension management guidelines (JSH2014). The aim of this study was to elucidate achievement rates and examine healthy lifestyle characteristics associated with achievement status among Japanese. This cross-sectional study, conducted in January-December 2012, examined blood pressure control and healthy lifestyle characteristics in 8,001 Japanese workers with hypertension (mean age, 57.0 years; 78.8% were men) who participated in a workplace health checkup. Data were collected from workplace medical checkup records and participants' self-administered questionnaires. We divided into 5 groups [G1; young, middle-aged, and early-phase elderly patients (65-74 years old) without diabetes mellitus or chronic kidney disease (CKD) (<140/90 mmHg), G2; late-phase elderly patients (≥75 years old) without diabetes mellitus or CKD (<150/90 mmHg), G3; diabetic patients (<130/80 mmHg), G4; patients with CKD (<130/80 mmHg), and G5; patients with cerebrovascular and/or coronary artery diseases (<140/90 mmHg)] according to JSH2014. And then, achievement rates were calculated in each group. Multivariate analysis identified healthy lifestyle characteristics associated with "therapeutic failure" of target blood pressure. Target blood pressures were achieved by 60.2% of young, middle-aged, and early-phase elderly patients (G1), 71.4% of late-phase elderly patients (G2), 30.5% of diabetic patients (G3), 33.4% of those with chronic kidney disease (G4), and 66.0% of those with cerebrovascular and/or coronary artery diseases (G5). A body mass index of 18.5-24.9 and non-daily alcohol consumption were protective factors, and adequate sleep was found to contribute to therapeutic success. We found low achievement rates for treatment goals among

Rudimentary Cleaning Compared to Level 300A

NASA Technical Reports Server (NTRS)

Arpin, Christina Y. Pina; Stoltzfus, Joel

2012-01-01

A study was done to characterize the cleanliness level achievable when using a rudimentary cleaning process, and results were compared to JPR 5322.1G Level 300A. While it is not ideal to clean in a shop environment, some situations (e.g., field combat operations) require oxygen system hardware to be maintained and cleaned to prevent a fire hazard, even though it cannot be sent back to a precision cleaning facility. This study measured the effectiveness of basic shop cleaning. Initially, three items representing parts of an oxygen system were contaminated: a metal plate, valve body, and metal oxygen bottle. The contaminants chosen were those most likely to be introduced to the system during normal use: oil, lubricant, metal shavings/powder, sand, fingerprints, tape, lip balm, and hand lotion. The cleaning process used hot water, soap, various brushes, gaseous nitrogen, water nozzle, plastic trays, scouring pads, and a controlled shop environment. Test subjects were classified into three groups: technical professionals having an appreciation for oxygen hazards; professional precision cleaners; and a group with no previous professional knowledge of oxygen or precision cleaning. Three test subjects were in each group, and each was provided with standard cleaning equipment, a cleaning procedure, and one of each of the three test items to clean. The results indicated that the achievable cleanliness level was independent of the technical knowledge or proficiency of the personnel cleaning the items. Results also showed that achieving a Level 300 particle count was more difficult than achieving a Level A nonvolatile residue amount.

Student-Faculty Personality Styles and Their Impact Upon Student Achievement.

ERIC Educational Resources Information Center

Nelson, Blaine W.; Reyes, Robert

This paper reports the results of a study conducted to determine whether a congruence between student and instructor of dogmatic personality styles, as measured by a 50-item closed-ended questionnaire that included a short-form version of Rokeach's Dogmatism Scale, affected the student's level of achievement. Subjects were five instructors and…

How to achieve and prove performance improvement - 15 years of experience in German wastewater benchmarking.

PubMed

Bertzbach, F; Franz, T; Möller, K

2012-01-01

This paper shows the results of performance improvement, which have been achieved in benchmarking projects in the wastewater industry in Germany over the last 15 years. A huge number of changes in operational practice and also in achieved annual savings can be shown, induced in particular by benchmarking at process level. Investigation of this question produces some general findings for the inclusion of performance improvement in a benchmarking project and for the communication of its results. Thus, we elaborate on the concept of benchmarking at both utility and process level, which is still a necessary distinction for the integration of performance improvement into our benchmarking approach. To achieve performance improvement via benchmarking it should be made quite clear that this outcome depends, on one hand, on a well conducted benchmarking programme and, on the other, on the individual situation within each participating utility.

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.

Mathematics beliefs and achievement of adolescent students in Japan: results from the TIMSS 1999 assessment.

PubMed

House, J Daniel

2005-12-01

A recent study (1) of undergraduate students in a precalculus course indicated that they expressed slightly positive attitudes toward mathematics. It is important, however, to examine relationships between students' initial attitudes and achievement outcomes. The present purpose was to assess the relationship between self-beliefs and mathematics achievement for a large national sample of students from the TIMSS 1999 international sample (eighth graders) from Japan. Several significant relationships between mathematics beliefs and test scores were noted. In addition, the overall multiple regression equation that assessed the joint significance of the complete set of self-belief variables was significant (F7.65 = 159.48, p < .001) and explained 20.6% of the variance in mathematics achievement test scores.

Achieving Population-Level Immunity to Rabies in Free-Roaming Dogs in Africa and Asia

PubMed Central

Morters, Michelle K.; McKinley, Trevelyan J.; Horton, Daniel L.; Cleaveland, Sarah; Schoeman, Johan P.; Restif, Olivier; Whay, Helen R.; Goddard, Amelia; Fooks, Anthony R.; Damriyasa, I. Made; Wood, James L. N.

2014-01-01

Canine rabies can be effectively controlled by vaccination with readily available, high-quality vaccines. These vaccines should provide protection from challenge in healthy dogs, for the claimed period, for duration of immunity, which is often two or three years. It has been suggested that, in free-roaming dog populations where rabies is endemic, vaccine-induced protection may be compromised by immuno-suppression through malnutrition, infection and other stressors. This may reduce the proportion of dogs that seroconvert to the vaccine during vaccination campaigns and the duration of immunity of those dogs that seroconvert. Vaccination coverage may also be limited through insufficient vaccine delivery during vaccination campaigns and the loss of vaccinated individuals from populations through demographic processes. This is the first longitudinal study to evaluate temporal variations in rabies vaccine-induced serological responses, and factors associated with these variations, at the individual level in previously unvaccinated free-roaming dog populations. Individual-level serological and health-based data were collected from three cohorts of dogs in regions where rabies is endemic, one in South Africa and two in Indonesia. We found that the vast majority of dogs seroconverted to the vaccine; however, there was considerable variation in titres, partly attributable to illness and lactation at the time of vaccination. Furthermore, >70% of the dogs were vaccinated through community engagement and door-to-door vaccine delivery, even in Indonesia where the majority of the dogs needed to be caught by net on successive occasions for repeat blood sampling and vaccination. This demonstrates the feasibility of achieving population-level immunity in free-roaming dog populations in rabies-endemic regions. However, attrition of immune individuals through demographic processes and waning immunity necessitates repeat vaccination of populations within at least two years to ensure

Antecedents of students' achievement in statistics

NASA Astrophysics Data System (ADS)

Awaludin, Izyan Syazana; Razak, Ruzanna Ab; Harris, Hezlin; Selamat, Zarehan

2015-02-01

The applications of statistics in most fields have been vast. Many degree programmes at local universities require students to enroll in at least one statistics course. The standard of these courses varies across different degree programmes. This is because of students' diverse academic backgrounds in which some comes far from the field of statistics. The high failure rate in statistics courses for non-science stream students had been concerning every year. The purpose of this research is to investigate the antecedents of students' achievement in statistics. A total of 272 students participated in the survey. Multiple linear regression was applied to examine the relationship between the factors and achievement. We found that statistics anxiety was a significant predictor of students' achievement. We also found that students' age has significant effect to achievement. Older students are more likely to achieve lowers scores in statistics. Student's level of study also has a significant impact on their achievement in statistics.

Manufacturing of glassy thin shell for adaptive optics: results achieved

NASA Astrophysics Data System (ADS)

Poutriquet, F.; Rinchet, A.; Carel, J.-L.; Leplan, H.; Ruch, E.; Geyl, R.; Marque, G.

2012-07-01

Glassy thin shells are key components for the development of adaptive optics and are part of future & innovative projects such as ELT. However, manufacturing thin shells is a real challenge. Even though optical requirements for the front face - or optical face - are relaxed compared to conventional passive mirrors, requirements concerning thickness uniformity are difficult to achieve. In addition, process has to be completely re-defined as thin mirror generates new manufacturing issues. In particular, scratches and digs requirement is more difficult as this could weaken the shell, handling is also an important issue due to the fragility of the mirror. Sagem, through REOSC program, has recently manufactured different types of thin shells in the frame of European projects: E-ELT M4 prototypes and VLT Deformable Secondary Mirror (VLT DSM).

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 influence of optimism and pessimism on student achievement in mathematics

NASA Astrophysics Data System (ADS)

Yates, Shirley M.

2002-11-01

Students' causal attributions are not only fundamental motivational variables but are also critical motivators of their persistence in learning. Optimism, pessimism, and achievement in mathematics were measured in a sample of primary and lower secondary students on two occasions. Although achievement in mathematics was most strongly related to prior achievement and grade level, optimism and pessimism were significant factors. In particular, students with a more generally pessimistic outlook on life had a lower level of achievement in mathematics over time. Gender was not a significant factor in achievement. The implications of these findings are discussed.

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

The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning

ERIC Educational Resources Information Center

Coskun, Ismail; Eker, Cevat

2018-01-01

The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year.…

Income-related children's health inequality and health achievement in China.

PubMed

Chen, Lu; Wu, Ya; Coyte, Peter C

2014-10-29

This study assessed income-related health inequality and health achievement in children in China, and additionally, examined province-level variations in health achievement. Longitudinal data on 19,801 children under 18 years of age were derived from the China Health and Nutrition Survey. Income-related health inequality and health achievement were measured by the Health Concentration and Health Achievement Indices, respectively. Panel data with a fixed effect multiple regression model was employed to examine province-level variations in health achievement. A growing trend was towards greater health inequality among Chinese children over the last two decades. Although health achievement was getting better over time, the pro-rich inequality component has lessened the associated gain in achievement. Health achievement was positively impacted by middle school enrollments, the urbanization rate, inflation-adjusted per capita gross domestic product, and per capita public health spending. This study has provided evidence that average health status of Chinese children has improved, but inequality has widened. Widening inequality slowed the growth in health achievement for children over time. There were wide variations in health achievement throughout China.

Cohort versus Non-Cohort High School Students' Math Performance: Achievement Test Scores and Coursework

ERIC Educational Resources Information Center

Parke, Carol S.; Keener, Dana

2011-01-01

The purpose of this study is to compare multiple measures of mathematics achievement for 1,378 cohort students who attended the same high school in a district from 9th to 12th grade with non-cohort students in each grade level. Results show that mobility had an impact on math achievement. After accounting for gender, ethnicity, and SES, adjusted…

Predictors of Mathematics Achievement in Jamaican Elementary School Children.

ERIC Educational Resources Information Center

Roach, D. A.

1981-01-01

Using 418 sixth-graders in Jamaica, sex, family size, birth order, occupational level, father's presence, preference for conceptual style, field dependence, reading achievement, and mental ability were examined in relationship to mathematics achievement. Mental ability, reading achievement, and family size, in that order, were found to predict…

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

PubMed

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

2017-06-01

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

Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity

ERIC Educational Resources Information Center

Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

2011-01-01

This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH…

A Quantitative Comparison of Pennsylvania High School Student Achievement by Middle States Association's Accreditation Status

ERIC Educational Resources Information Center

Johnson, Christopher A.

2012-01-01

As public school accountability for student achievement has continued to increase, prior to and as a result of the No Child Left Behind Act of 2001, schools have sought ways of bringing new instructional services to their students to raise their levels of achievement. Some Pennsylvania public high schools have attempted to improve student…

Effect of decreasing ideal protein levels on performance results and nitrogen efficiency of growing-finishing gilts.

PubMed

Millet, Sam; Aluwé, Marijke; De Paepe, Marc; De Brabander, Daniël L; Van Oeckel, Monique J

2010-02-01

This study examined the effect of decreasing ideal protein concentrations on performance and nutrient efficiency. The experimental diets contained 100%, 90%, 80% or 70% of the ideal dietary protein level (Diet 100%, 90%, 80% and 70%, respectively) estimated in previous experiments with pigs of the same genetic background. The four different treatments were divided among 16 pens of six pigs each. The average initial and final body weight were 20.8 +/- 1.1 and 107 +/- 3 kg, respectively. Three-phase feeding was applied (BW 20-40 kg, 40-70 kg and 70-110 kg). The dietary ileal digestible (ID) methionine + cystine, threonine, tryptophan, isoleucine, valine, and leucine contents expressed as percent of ID lysine were 63, 72, 22, 60, 68, and > 100%, respectively. The lysine to protein ratio was kept constant at 6.8%. Between 21 and 106 kg BW the best performance was achieved on Diet 90%. Diet 70% led to significantly worse results. Although lean meat percentage did not differ, protein content of the carcass was lower on Diet 70% than on Diets 90% and 100%. Decreased protein concentrations increased crude protein efficiency and consequently decreased nitrogen excretion most at the 80% level. If protein varies together with digestible amino acid content, it can be concluded that Diet 80% may be the best choice for the environment and for profitability. If protein content stays at a fixed level, Diet 90% may be the safest choice.

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.

The population-level impacts of a national health insurance program and franchise midwife clinics on achievement of prenatal and delivery care standards in the Philippines.

PubMed

Kozhimannil, Katy Backes; Valera, Madeleine R; Adams, Alyce S; Ross-Degnan, Dennis

2009-09-01

Adequate prenatal and delivery care are vital components of successful maternal health care provision. Starting in 1998, two programs were widely expanded in the Philippines: a national health insurance program (PhilHealth); and a donor-funded franchise of midwife clinics (Well Family Midwife Clinics). This paper examines population-level impacts of these interventions on achievement of minimum standards for prenatal and delivery care. Data from two waves of the Demographic and Health Surveys, conducted before (1998) and after (2003) scale-up of the interventions, are employed in a pre/post-study design, using longitudinal multivariate logistic and linear regression models. After controlling for demographic and socioeconomic characteristics, the PhilHealth insurance program scale-up was associated with increased odds of receiving at least four prenatal visits (OR 1.04 [95% CI 1.01-1.06]) and receiving a visit during the first trimester of pregnancy (OR 1.03 [95% CI 1.01-1.06]). Exposure to midwife clinics was not associated with significant changes in achievement of prenatal care standards. While both programs were associated with slight increases in the odds of delivery in a health facility, these increases were not statistically significant. These results suggest that expansion of an insurance program with accreditation standards was associated with increases in achievement of minimal standards for prenatal care among women in the Philippines.

Student Misconceptions in Chemical Equilibrium as Related to Cognitive Level and Achievement.

ERIC Educational Resources Information Center

Wheeler, Alan E.; Kass, Heidi

Reported is an investigation to determine the nature and extent of student misconceptions in chemical equilibrium and to ascertain the degree to which certain misconceptions are related to chemistry achievement and to performance on specific tasks involving cognitive transformations characteristic of the concrete and formal operational stages of…

The Influence of Mathematics Professional Development, School-Level, and Teacher-Level Variables on Primary Students' Mathematics Achievement

ERIC Educational Resources Information Center

Polly, Drew; Wang, Chuang; Martin, Christie; Lambert, Richard; Pugalee, David; Middleton, Catherina

2018-01-01

This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…

Mathematics creative thinking levels based on interpersonal intelligence

NASA Astrophysics Data System (ADS)

Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.

2017-12-01

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

Age-dependent parathormone levels and different CKD-MBD treatment practices of dialysis patients in Hungary - results from a nationwide clinical audit

PubMed Central

2013-01-01

Background Achieving target levels of laboratory parameters of bone and mineral metabolism in chronic kidney disease (CKD) patients is important but also difficult in those living with end-stage kidney disease. This study aimed to determine if there are age-related differences in chronic kidney disease-mineral and bone disorder (CKD-MBD) characteristics, including treatment practice in Hungarian dialysis patients. Methods Data were collected retrospectively from a large cohort of dialysis patients in Hungary. Patients on hemodialysis and peritoneal dialysis were also included. The enrolled patients were allocated into two groups based on their age (<65 years and ≥65 years). Characteristics of the age groups and differences in disease-related (epidemiology, laboratory, and treatment practice) parameters between the groups were analyzed. Results A total of 5008 patients were included in the analysis and the mean age was 63.4±14.2 years. A total of 47.2% of patients were women, 32.8% had diabetes, and 11.4% were on peritoneal dialysis. Diabetes (37.9% vs 27.3%), bone disease (42.9% vs 34.1%), and soft tissue calcification (56.3% vs 44.7%) were more prevalent in the older group than the younger group (p<0.001 for all). We found an inverse relationship between age and parathyroid hormone (PTH) levels (p<0.001). Serum PTH levels were lower in patients with diabetes compared with those without diabetes below 80 years (p<0.001). Diabetes and age were independently associated with serum PTH levels (interaction: diabetes × age groups, p=0.138). Older patients were more likely than younger patients to achieve laboratory target ranges for each parameter (Ca: 66.9% vs 62.1%, p<0.001; PO4: 52.6% vs 49.2%, p<0.05; and PTH: 50.6% vs 46.6%, p<0.01), and for combined parameters (19.8% vs 15.8%, p<0.001). Older patients were less likely to receive related medication than younger patients (66.9% vs 79.7%, p<0.001). Conclusions The achievement of laboratory target ranges for bone

The relationship between twelve-month home stimulation and school achievement.

PubMed

van Doorninck, W J; Caldwell, B M; Wright, C; Frankenburg, W K

1981-09-01

Home Observation for Measurement of the Environment (HOME) was designed to reflect parental support of early cognitive and socioemotional development. 12-month HOME scores were correlated with elementary school achievement, 5--9 years later. 50 low-income children were rank ordered by a weighted average of centile estimates of achievement test scores, letter grades, and curriculum levels in reading and math. 24 children were classified as having significant school achievement problems. The HOME total score correlated significantly, r = .37, with school centile scores among the low-income families. The statistically more appropriate contingency table analysis revealed a 68% correct classification rate and a significantly reduced error rate over random or blanket prediction. The results supported the predictive value of the 12-month HOME for school achievement among low-income families. In an additional sample of 21 middle-income families, there was insufficient variability among HOME scores to allow prediction. The HOME total scores were highly correlated, r = .86, among siblings tested at least 10 months apart.

Academic Achievement of Ugandan Sixth Grade Students: Influence of Parents' Education Levels

ERIC Educational Resources Information Center

Wamala, Robert; Kizito, Omala Saint; Jjemba, Evans

2013-01-01

The study investigates the influence of a father and mother's education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students' percentage…

Subgroup Achievement and Gap Trends: Idaho, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white…

Effects of self-concept levels and perceived academic achievements of Turkish students on smoking perceptions.

PubMed

Sert, Hilal Parlak; Bektas, Murat; Ozturk, Candan

2014-01-01

The objective of this study was to examine the effect of self-concept levels and perceived academic achievements of sixth, seventh and eighth grade primary school students upon their perceptions about smoking. The data were collected with the Socio-Demographic Data Collection Form, Pier-Herris Self-Concept scale and Children's Decision Balance Scale. The study sample consisted of 374 students receiving education in the sixth, seventh and eighth grades of three primary schools, which were selected among primary schools of Izmir Provincial Directorate for National Education representing three socio-economic groups with a simple random sampling method. The data were collected in December 2012-January 2013. Percentages and the t test were used in the evaluation of the data. While students with a positive self-concept had score averages of 7.12±2.18 regarding the lower dimension of smoking pros and 29.0±2.47 regarding the lower dimension of smoking cons, their counterparts with a negative self-concept had score averages of 8.61±3.76 (p=0.000) and 28.1±3.49 (p=0.004), respectively. According to self-perception, there was statistical difference between perceptions of students regarding smoking (p<0.01). While students perceiving themselves successful had score averages of 7.81±3.13 and 28.5±3.19 regarding the lower dimension of smoking benefit and harm, students perceiving themselves unsuccessful had score averages of 8.27±3.39 (p=0.333) and 29.01±2.05 (p=0.235), with no difference determined. Students with a positive self-perception had a low perception of smoking pros and a high perception of smoking cons. Perception of academic achievement did not affect the pros and cons perceptions of children regarding smoking.

Academic Achievement of LEP Students After Reclassification: A Southern California Study.

ERIC Educational Resources Information Center

Nava-Hamaker, Mary Lou

Gains and grade level achievement in Total Reading and Language of four groups of fifth grade students, including LEP (Limited English Proficient) students, in SES (socioeconomic status) 1 and SES 2 schools were compared to determine whether the students were achieving at grade level in reading and at an equivalent level in language. Groups from…

Literacy Coaching to Improve Student Reading Achievement: A Multi-Level Mediation Model

ERIC Educational Resources Information Center

Matsumura, Lindsay Clare; Garnier, Helen E.; Spybrook, Jessaca

2013-01-01

In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading achievement (2983 students, 167 teachers). Schools in the United States serving large numbers of minority and English language learning (ELL) students from…

Geographic Variation of District-Level Gender Achievement Gaps within the United States

ERIC Educational Resources Information Center

Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

2016-01-01

Gender achievement gaps on national and state assessments have been a popular research topic over the last few decades. Many prior studies examine these gaps in different subjects (e.g., mathematics, reading, and science) and grades (typically kindergarten through eighth grade) for students living in various regions (typically states or countries)…

Online and Face-to-Face Anatomy Dissection Labs: A Comparison of Levels of Achievement in Learning Outcomes and Perception of Learning and Satisfaction

ERIC Educational Resources Information Center

Davidson, Jenna L.

2017-01-01

This quantitative study examined levels of achievement in learning outcomes when using a face-to-face dissection lab compared to an online dissection lab. Constructivist theory and Understanding by Design learning framework were at the core of this research study design. Data was collected from 24 health science students at a private Midwestern…

Socioemotional Behavior and School Achievement in Relation to Extracurricular Activity Participation in Middle Childhood

ERIC Educational Resources Information Center

Metsapelto, Riitta-Leena; Pulkkinen, Lea

2012-01-01

This 3-year longitudinal study investigated the associations of student (aged 9 to 10 years at the beginning of the study; n = 281; 51% girls) participation in extracurricular activities with teacher-rated socioemotional behavior and school achievement. MANOVA results showed that, after controlling for the grade level and the initial level of the…

The effects of school policies and practices on eighth-grade science achievement: A multilevel analysis of TIMSS

NASA Astrophysics Data System (ADS)

Smyth, Carol Ann Mary

Identifying the relative importance of both alterable school policies and fairly stable contextual factors as they relate to middle level science achievement, a domain of identified national concern, requires simultaneous investigation of multilevel predictors (i.e., student level and school level) specific to the grade level and academic subject area. The school level factors are predictors associated with both the school (e.g., average socioeconomic status, tracking, and instructional time) and the classroom (e.g., average academic press of peers, teacher collaboration, and instructional strategies). The current study assessed the effects of school policies, practices, and contextual factors on the science achievement of eighth grade students. These influences were considered to be both additive (i.e., influencing the mean achievement in a school after controlling for student characteristics) and interactive (i.e., affecting the relationships between student background characteristics and individual achievement). To account for the nested structure of predictors and cross level interactions among predictors, a multilevel model for middle level science achievement was estimated using hierarchical linear modeling (HLM) with data collected from eighth grade students, science teachers, and administrators in 1995 as part of the Third International Mathematics and Science Study (TIMSS). The major findings of this research suggest that although average eighth grade science achievement in a school was primarily associated with the contextual characteristics of the classroom and the school (e.g., average socioeconomic status and average academic press), both the academic differentiating influence of prior achievement and the social differentiating influence of parental education on the science achievement of eighth grade students were related not only to contextual characteristics of the classroom and the school, but also to the instructional policies of the classroom

Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2013-01-01

Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

Taking advantage of ground data systems attributes to achieve quality results in testing software

NASA Technical Reports Server (NTRS)

Sigman, Clayton B.; Koslosky, John T.; Hageman, Barbara H.

1994-01-01

During the software development life cycle process, basic testing starts with the development team. At the end of the development process, an acceptance test is performed for the user to ensure that the deliverable is acceptable. Ideally, the delivery is an operational product with zero defects. However, the goal of zero defects is normally not achieved but is successful to various degrees. With the emphasis on building low cost ground support systems while maintaining a quality product, a key element in the test process is simulator capability. This paper reviews the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) test tool that is used in the acceptance test process for unmanned satellite operations control centers. The TASS is designed to support the development, test and operational environments of the Goddard Space Flight Center (GSFC) operations control centers. The TASS uses the same basic architecture as the operations control center. This architecture is characterized by its use of distributed processing, industry standards, commercial off-the-shelf (COTS) hardware and software components, and reusable software. The TASS uses much of the same TPOCC architecture and reusable software that the operations control center developer uses. The TASS also makes use of reusable simulator software in the mission specific versions of the TASS. Very little new software needs to be developed, mainly mission specific telemetry communication and command processing software. By taking advantage of the ground data system attributes, successful software reuse for operational systems provides the opportunity to extend the reuse concept into the test area. Consistency in test approach is a major step in achieving quality results.

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.

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

Perceptions of Relationships between District and School Level Administrators on Student Achievement

ERIC Educational Resources Information Center

Brookins, Tyrone

2010-01-01

The purpose of this qualitative study was to assess the extent to which perceived Using a case study of an urban school district, serving 40,000 students in the Midwest region of the United States, this study investigated district and school administrative leaders' perceptions of how their interactions influenced the achievement of black students.…

A Closer Look at Gender in NAEP Mathematics Achievement and Affect Data: Intersections with Achievement, Race/Ethnicity, and Socioeconomic Status

ERIC Educational Resources Information Center

McGraw, Rebecca; Lubienski, Sarah Theule; Strutchens, Marilyn E.

2006-01-01

In this article we describe gender gaps in mathematics achievement and attitude as measured by the U.S. National Assessment of Educational Progress (NAEP) from 1990 to 2003. Analyzing relationships among achievement and mathematical content, student proficiency and percentile levels, race, and socioeconomic status (SES), we found that gender gaps…

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.

Parental influences on students' self-concept, task value beliefs, and achievement in science.

PubMed

Senler, Burcu; Sungur, Semra

2009-05-01

The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

The Relationship between Mastery Orientation Goals, Student Self-Efficacy for Reading and Reading Achievement in Intermediate Level Learners in a Rural School District

ERIC Educational Resources Information Center

Waleff, Marci Lyn

2010-01-01

Some fourth, fifth and sixth grade students in a rural Pennsylvania school district are not achieving at a proficient level and have low self-efficacy in reading. The purpose of this study was to determine the relationship between teacher implemented mastery orientation goals, students' judgment of their ability to perform the task of reading…

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…

Differences in Mathematical Achievement Levels and in Attitudes for Girls and Boys in Twenty Countries.

ERIC Educational Resources Information Center

Hanna, Gila; Kuendiger, Erika

An assessment of sex-related differences in mathematics achievement and related attitude variables of 13-year-old students from 20 different countries is presented in this study. The analyses of student achievement were based on pretest and posttest data from seven of the participating countries and a single-test condition from the remaining l3…

Lead exposure and the 2010 achievement test scores of children in New York counties

PubMed Central

2012-01-01

Background Lead is toxic to cognitive and behavioral functioning in children even at levels well below those producing physical symptoms. Continuing efforts in the U.S. since about the 1970s to reduce lead exposure in children have dramatically reduced the incidence of elevated blood lead levels (with elevated levels defined by the current U.S. Centers for Disease Control threshold of 10 μg/dl). The current study examines how much lead toxicity continues to impair the academic achievement of children of New York State, using 2010 test data. Methods This study relies on three sets of data published for the 57 New York counties outside New York City: school achievement data from the New York State Department of Education, data on incidence of elevated blood lead levels from the New York State Department of Health, and data on income from the U.S. Census Bureau. We studied third grade and eighth grade test scores in English Language Arts and mathematics. Using the county as the unit of analysis, we computed bivariate correlations and regression coefficients, with percent of children achieving at the lowest reported level as the dependent variable and the percent of preschoolers in the county with elevated blood lead levels as the independent variable. Then we repeated those analyses using partial correlations to control for possible confounding effects of family income, and using multiple regressions with income included. Results The bivariate correlations between incidence of elevated lead and number of children in the lowest achievement group ranged between 0.38 and 0.47. The partial correlations ranged from 0.29 to 0.40. The regression coefficients, both bivariate and partial (both estimating the increase in percent of children in the lowest achievement group for every percent increase in the children with elevated blood lead levels), ranged from 0.52 to 1.31. All regression coefficients, when rounded to the nearest integer, were approximately 1. Thus, when the

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.

Prognostic relevance of motor talent predictors in early adolescence: A group- and individual-based evaluation considering different levels of achievement in youth football.

PubMed

Höner, Oliver; Votteler, Andreas

2016-12-01

In the debate about the usefulness of motor diagnostics in the talent identification process, the prognostic validity for tests conducted in early adolescence is of critical interest. Using a group- and individual-based statistical approach, this prospective cohort study evaluated a nationwide assessment of speed abilities and technical skills regarding its relevance for future achievement levels. The sample consisted of 22,843 U12-players belonging to the top 4% in German football. The U12-results in five tests served as predictors for players' selection levels in U16-U19 (youth national team, regional association, youth academy, not selected). Group-mean differences proved the prognostic relevance for all predictors. Low individual selection probabilities demonstrated limited predictive values, while excellent test results proved their particular prognostic relevance. Players scoring percentile ranks (PRs) ≥ 99 had a 12 times higher chance to become youth national team players than players scoring PR < 99. Simulating increasing score cut-off values not only enhanced specificity (correctly identified non-talents) but also led to lower sensitivity (loss of talents). Extending the current research, these different approaches revealed the ambiguity of the diagnostics' prognostic relevance, representing both the usefulness and several pitfalls of nationwide diagnostics. Therefore, the present diagnostics can support but not substitute for coaches' subjective decisions for talent identification, and multidisciplinary designs are required.

Relationship Between Attainment of Recommended Physical Activity Guidelines and Academic Achievement: Undergraduate Students in Egypt

PubMed Central

Ansari, Walid El; Stock, Christiane

2014-01-01

Introduction: 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. Methods: 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. Results: 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. Conclusion: 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

Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

PubMed Central

Baker, Harolyn W.; Tufts, Margaret; Raymond, Randall E.; Salihu, Hamisu; Elliott, Michael R.

2013-01-01

Objectives. We assessed the long-term effect of early childhood lead exposure on academic achievement in mathematics, science, and reading among elementary and junior high school children. Methods. We linked early childhood blood lead testing surveillance data from the Detroit Department of Health and Wellness Promotion to educational testing data from the Detroit, Michigan, public schools. We used the linked data to investigate the effect of early childhood lead exposure on academic achievement among school-aged children, both marginally and adjusted for grade level, gender, race, language, maternal education, and socioeconomic status. Results. High blood lead levels before age 6 years were strongly associated with poor academic achievement in grades 3, 5, and 8. The odds of scoring less than proficient for those whose blood lead levels were greater than 10 micrograms per deciliter were more than twice the odds for those whose blood lead levels were less than 1 micrograms per deciliter after adjustment for potential confounders. Conclusions. Early childhood lead exposure was negatively associated with academic achievement in elementary and junior high school, after adjusting for key potential confounders. The control of lead poisoning should focus on primary prevention of lead exposure in children and development of special education programs for students with lead poisoning. PMID:23327265

Arithmetic Achievement in Children with Cerebral Palsy or Spina Bifida Meningomyelocele

ERIC Educational Resources Information Center

Jenks, Kathleen M.; van Lieshout, Ernest C. D. M.; de Moor, Jan

2009-01-01

The aim of this study was to establish whether children with a physical disability resulting from central nervous system disorders (CNSd) show a level of arithmetic achievement lower than that of non-CNSd children and whether this is related to poor automaticity of number facts or reduced arithmetic instruction time. Twenty-two children with CNSd…

Longitudinal Relationship between Cardiorespiratory Fitness and Academic Achievement.

PubMed

Sardinha, Luís B; Marques, Adilson; Minderico, Claudia; Palmeira, António; Martins, Sandra; Santos, Diana A; Ekelund, Ulf

2016-05-01

The aim of this study was to examine the prospective associations between cardiorespiratory fitness (CRF) and academic achievement in the youth. The sample included 1286 fifth-, sixth-, and seventh-grade students, age 11 to 14 yr (Mage = 11.3 ± 1.1), from 14 schools followed for 3 yr. Academic achievement was assessed using the students' marks at baseline and at follow-up 3 yr apart, in Portuguese, mathematics, foreign language (English), and science. CRF was assessed by the Progressive Aerobic Cardiovascular Endurance Run test from the Fitnessgram battery. Students were classified as fit-fit, unfit-fit, fit-unfit, and unfit-unfit according to the Progressive Aerobic Cardiovascular Endurance Run test results at baseline and follow-up. Ordinal regression analyses were performed to examine associations between CRF and academic achievement. Being persistently fit (fit-fit), compared with those classified unfit-unfit, increased the odds of having high levels of academic achievement in Portuguese (odds ratio (OR) = 3.49; 95% CI, 1.97-6.20; P < 0.001) and foreign language (OR = 2.41; 95% CI, 1.39-4.14; P < 0.01) at follow-up. Students that improved their CRF and became fit (unfit-fit) had also higher odds of achieving better marks than those persistently unfit-unfit in Portuguese (OR = 2.52; 95% CI, 1.42-4.45; P < 0.01) and foreign language (OR = 2.13; 95% CI, 1.23-3.67; P < 0.01). Consistently high and improvements in cardiorespiratory fitness are prospectively associated with better academic achievement especially in mother tongue and foreign language.

Student achievement in science and mathematics on campuses that have implemented the CSCOPE curriculum model

NASA Astrophysics Data System (ADS)

Wilson, Emily R.

The purpose of this study was to determine whether differences in student achievement exist between school campuses which followed a specific standards-based curriculum model (CSCOPE) and school campuses which followed a non-CSCOPE or traditional curriculum model. One-hundred and sixty CSCOPE curriculum campuses and 160 non-CSCOPE curriculum campuses were used in the study. Achievement data were collected on students in the fifth, eighth, and eleventh grades using the campuses percentage passing on the Texas Assessment of Knowledge and Skills (TAKS) for both science and mathematics. The TAKS is the state-mandated assessment system used to comply with federal testing guidelines. Data for the 2007-2008 school year were used for the elementary level while data from 2006-2007 and 2007-2008 were used for junior high (middle school) and high school levels. Data were analyzed by overall class as well as aggregated by ethnic classifications. Descriptive statistics were used to summarize achievement results and t-tests were utilized to analyze achievement differences between the two curriculum models. Overall fifth grade students in CSCOPE schools outperformed (p < .05) non-CSCOPE counterparts in science and mathematics. Also, fifth grade Hispanic students using CSCOPE curriculum scored higher (p < .05) than those in traditional curricula. Eighth grade students in CSCOPE schools performed better (p < .05) in science than students in non-CSCOPE schools. Finally, eighth grade Hispanic and White subgroups using CSCOPE curriculum outperformed ( p < .05) their ethnic counterparts using traditional curriculum models. The only statistically significant finding at the eleventh grade level was the African-American subgroup in science, but this subgroup had too small of a sample to infer the findings to the population. Thus, the results would tend to support use of the standardized curriculum model (CSCOPE) at lower levels whereas achievement in high school may not be differentially

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.

Goal Setting and Student Achievement: A Longitudinal Study

ERIC Educational Resources Information Center

Moeller, Aleidine J.; Theiler, Janine M.; Wu, Chaorong

2012-01-01

The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in…

Trends of Science Ability in the National Assessment of Educational Achievement (NAEA) of Korean Ninth Graders

ERIC Educational Resources Information Center

Kim, Hyun-Kyung; Lee, Dong-Heon; Kim, Soojin

2016-01-01

The results of the National Assessment of Educational Achievement from 2010 to 2013 have shown a downward trend in ninth graders' science average achievement scores from 2011 to 2013. The percentage of students in the Advanced level decreased dramatically from 19.95% in 2010 to 11.48% in 2013, while the percentage of students in the Basic level…

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

EPA Science to Achieve Results (STAR) Centers for Water Research on National Priorities Related to a Systems View of Nutrient Management

EPA Science Inventory

This poster describes the missions and objectives of four newly-awarded Science to Achieve Results (STAR) Centers. There is also a description of how the projects fit together to meet solicitation research questions.

Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

PubMed Central

Becker, Bronwyn E.; Luthar, Suniya S.

2012-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

PubMed

Becker, Bronwyn E; Luthar, Suniya S

2002-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

Increasing prosocial behavior and academic achievement among adolescent African American males.

PubMed

Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

2007-01-01

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding their behavioral changes using attendance, discipline referrals, suspensions, and expulsions reports. The Kaufman Brief Intelligence Test (KBIT) and the Kaufman Test of Educational Achievement (KTEA) were used to assess the adolescents' improvement in their skills in reading and mathematics. After the end of the two-year program, initial results showed that the adolescents had increased their daily attendance, decreased discipline referrals, and had no suspensions or expulsions. These results also indicated that although the students entered the program at different skill levels, they were assessed to have the ability to function at their appropriate grade level. Their average improvement in basic skills was at least two grade levels. Implications drawn from the findings include: (a) there is a need to emphasize appropriate assessment prior to beginning a skill improvement program; (b) a need to emphasize the use of individualized learning plans and tutors; and (c) a need to further investigate the role of assessment and intervention in after-school programming in order to close the achievement gap.

Assessment of the Orion-SLS Interface Management Process in Achieving the EIA 731.1 Systems Engineering Capability Model Generic Practices Level 3 Criteria

NASA Technical Reports Server (NTRS)

Jellicorse, John J.; Rahman, Shamin A.

2016-01-01

NASA is currently developing the next generation crewed spacecraft and launch vehicle for exploration beyond earth orbit including returning to the Moon and making the transit to Mars. Managing the design integration of major hardware elements of a space transportation system is critical for overcoming both the technical and programmatic challenges in taking a complex system from concept to space operations. An established method of accomplishing this is formal interface management. In this paper we set forth an argument that the interface management process implemented by NASA between the Orion Multi-Purpose Crew Vehicle (MPCV) and the Space Launch System (SLS) achieves the Level 3 tier of the EIA 731.1 System Engineering Capability Model (SECM) for Generic Practices. We describe the relevant NASA systems and associated organizations, and define the EIA SECM Level 3 Generic Practices. We then provide evidence for our compliance with those practices. This evidence includes discussions of: NASA Systems Engineering Interface (SE) Management standard process and best practices; the tailoring of that process for implementation on the Orion to SLS interface; changes made over time to improve the tailored process, and; the opportunities to take the resulting lessons learned and propose improvements to our institutional processes and best practices. We compare this evidence against the practices to form the rationale for the declared SECM maturity level.

Science Achievement of Elementary and Secondary School Students in Japan: The Results of the IEA Study. NIER Occasional Paper 01/89.

ERIC Educational Resources Information Center

Miyake, Misao

This document reports the state of science achievement of Japanese students based on the Second International Science study conducted in 1983-84. Results are compared to the first study conducted in 1970. The target populations, samples, and structure of the second study are described. Test results including score distribution and high and low…

Monetary incentives in support of academic achievement: results of a randomized field trial involving high-achieving, low-resource, ethnically diverse urban adolescents.

PubMed

Spencer, Margaret Beale; Noll, Elizabeth; Cassidy, Elaine

2005-06-01

Significant resources have been directed at understanding and alleviating the achievement gap in education. Most programs focused on this aim rely on a top-down approach, including funding for infrastructure improvement, curriculum development, class size, and teacher salaries. This article presents findings from a randomized field trial that evaluates a bottom-up approach in which high-achieving students of diverse racial and ethnic backgrounds from poor families are given monetary incentives to maintain their academic standing. The evaluation was designed to explore the role of monetary incentives as a mechanism for promoting resiliency in the face of poverty-related challenge. Discussion of what motivates students to learn is framed as a function of normal cognitive and socioemotional development in challenging environments. Evaluation findings indicate that monetary incentives are effective in promoting academic success to different degrees and for different reasons depending on students' perception of the meaning of the incentive in relation to their emergent identity.

The development of science achievement in middle and high school. Individual differences and school effects.

PubMed

Ma, Xin; Wilkins, Jesse L M

2002-08-01

Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.

Self-concept mediates the relation between achievement and emotions in mathematics.

PubMed

Van der Beek, Jojanneke P J; Van der Ven, Sanne H G; Kroesbergen, Evelyn H; Leseman, Paul P M

2017-09-01

Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students. Participants were ninth-grade students (n = 1,014) from eight secondary schools in the Netherlands. Through an online survey including mathematical problems, students were asked to indicate their levels of mathematics enjoyment, anxiety, and self-concept. Structural equation modelling was used to test the mediating role of self-concept in the relation between mathematics achievement and emotions. Multigroup analyses were performed to compare these relations across the three achievement groups. Results confirmed full mediation of the relation between mathematics achievement and emotions by mathematical self-concept. Furthermore, we found higher self-concepts, more enjoyment and less math anxiety in high-achieving students compared to their average and low-achieving peers. No differences across these achievement groups were found in the relations in the mediational model. Mathematical self-concept plays a pivotal role in students' appraisal of mathematics. Mathematics achievement is only one factor explaining students' self-concept. Likely also classroom instruction and teachers' feedback strategies help to shape students' self-concept. © 2017 The British Psychological Society.

Achieving household nutrition security in societies in transition: an overview.

PubMed

Gopalan, C

2001-01-01

The achievement of nutrition security at the household level involves adequacy of food supply at the national level and equitable distribution of food among the population in accordance with their physiological needs. The emergence of globalization and market liberalization and the increasing power of some transnational corporations that are advocating pharmaceutical shortcuts have raised concerns in many developing countries. In order to achieve adequacy of food production, earlier mistakes (such as a reliance on unsustainable new technologies) need to be corrected and the resultant imbalances with respect to food production need to be reversed. Emerging new technologies, including genetic modifications, need to be effectively harnessed and adapted with due consideration to safety and sustainability. There is a need to collect convincing evidence of the efficacy and safety of genetically modified foods before they can gain general public acceptance. Information technology will play an important role in future programmes of food production and developing countries must strive to achieve access to this technology. There is considerable scope and need for the expansion of agro-based industries in villages and townships. This could create job opportunities and could also lead to better production and more effective utilization of local food resources by the community and reduce the present considerable loss of perishable food items. Household nutrition security means more than avoidance of chronic starvation. Policy makers of developing countries should set, as their target in the next century, the achievement of adequate nutrition rather than mere survival.

Teacher-child relationships and academic achievement: a multilevel propensity score model approach.

PubMed

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

2013-10-01

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

New York: Expanding Time, Increasing Opportunities for Achievement

ERIC Educational Resources Information Center

Miller, Tiffany D.

2014-01-01

New York is poised to take an important step to improve student achievement by expanding learning time for students attending high-poverty, low-performing schools. Recent district- and state-level investments in expanded learning time--a promising strategy to close achievement and opportunity gaps--will give students more time to learn core…

[Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables].

PubMed

Rosário, Pedro; Lourenço, Abílio; Paiva, Olímpia; Rodrigues, Adriana; Valle, Antonio; Tuero-Herrero, Ellián

2012-05-01

Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper.

Predictors of College Student Achievement in Undergraduate Asynchronous Web-Based Courses

ERIC Educational Resources Information Center

Bell, Paul D.

2007-01-01

This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, prior college academic achievement, and parental level of…

Simple and fast polydimethylsiloxane (PDMS) patterning using a cutting plotter and vinyl adhesives to achieve etching results.

PubMed

Hyun Kim; Sun-Young Yoo; Ji Sung Kim; Zihuan Wang; Woon Hee Lee; Kyo-In Koo; Jong-Mo Seo; Dong-Il Cho

2017-07-01

Inhibition of polydimethylsiloxane (PDMS) polymerization could be observed when spin-coated over vinyl substrates. The degree of polymerization, partially curing or fully curing, depended on the PDMS thickness coated over the vinyl substrate. This characteristic was exploited to achieve simple and fast PDMS patterning method using a vinyl adhesive layer patterned through a cutting plotter. The proposed patterning method showed results resembling PDMS etching. Therefore, patterning PDMS over PDMS, glass, silicon, and gold substrates were tested to compare the results with conventional etching methods. Vinyl stencils with widths ranging from 200μm to 1500μm were used for the procedure. To evaluate the accuracy of the cutting plotter, stencil designed on the AutoCAD software and the actual stencil widths were compared. Furthermore, this method's accuracy was also evaluated by comparing the widths of the actual stencils and etched PDMS results.

Student Achievement in Edison Schools: Mixed Results in an Ongoing Enterprise. Research Report.

ERIC Educational Resources Information Center

American Federation of Teachers, Washington, DC.

A study examined student achievement in selected Edison schools through an analysis of test-score data. To qualify for the study, each school had to be in operation for more than 1 year and had to have solid student testing data from a solid evaluation design. Eight schools were selected, and their reading data were compared with those of…

State Test Results Are Predictable

ERIC Educational Resources Information Center

Tienken, Christopher H.

2014-01-01

Out-of-school, community demographic and family-level variables have an important influence on student achievement as measured by large-scale standardized tests. Studies described here demonstrated that about half of the test score is accounted for by variables outside the control of teachers and school administrators. The results from these…

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

The Four-Day School Week: An Examination of Long-Term Student Achievement at the Middle and Secondary Levels

ERIC Educational Resources Information Center

Fagergren, Peter J.

2003-01-01

Academic achievement under a four-day school week is compared to the traditional five-day school week. Test scores from the CAT [California Achievement Test], ITBS [Iowa Test of Basic Skills], TASK [Stanford Test of Academic Skills], SAT [Stanford Achievement Test], TAP [Tests of Academic Proficiency], and MAT [Metropolitan Achievement Test] were…

Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

NASA Astrophysics Data System (ADS)

Mokshein, Siti Eshah

The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

PubMed Central

Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine

2016-01-01

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement. PMID:27057084

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

PubMed

Nguyen, Tutrang; Watts, Tyler W; Duncan, Greg J; Clements, Douglas H; Sarama, Julie S; Wolfe, Christopher; Spitler, Mary Elaine

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

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.

Comparisons of mathematics achievement of grade 8 students in the United States and the Russian Federation.

PubMed

Bazarova, Saodat I; Engelhard, George

2004-01-01

Using the Mantel-Haenszel (MH) Procedure, we analyzed data for 7,087 American and 4,022 Russian Grade 8 students from the Third International Mathematics and Science Study (TIMSS) to compare mathematics achievement in the two countries on each of the 124 multiple-choice items. The results of the analyses indicate that the performance of the students on individual multiple-choice mathematics items vary by country. The results also suggest that the relationship between country and item performance differ as a function of content area. A total score of a country's achievement does not provide the whole picture of achievement dynamics; it averages out potentially important information on student achievement and the causes of their performance relative to other countries. The dynamics of achievement across countries will not be revealed unless the analyses are done at the item level.

Preschool Predictors of School-Age Academic Achievement in Autism Spectrum Disorder

PubMed Central

Miller, Lauren E.; Burke, Jeffrey D.; Troyb, Eva; Knoch, Kelley; Herlihy, Lauren E.; Fein, Deborah A.

2017-01-01

Objective Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Method Children with ASD (N = 26) were evaluated at the approximate ages of two, four, and ten years. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e., school-age) and preschool variables. Results Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Conclusions Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population. PMID:27705180

Personalized Opportunities To Learn (POTL): Achieving to High Standards for All Students.

ERIC Educational Resources Information Center

Gervais, J. Donna; Baker, Mona

This paper describes Maine's high standards for all students and a model for personalizing instruction and assessment to fit student needs, thus providing fair opportunities for all children to achieve the standards. Maine's academic standards, the Learning Results, are structured in three levels: broad performance goals for all students (guiding…

The Effect of Second Life on Speaking Achievement

ERIC Educational Resources Information Center

Güzel, Serhat; Aydin, Selami

2016-01-01

The number of studies that focus on the impact of Second Life (SL) as a virtual language learning tool on speaking achievements of EFL learners is quite limited. Thus, this paper aims to provide insight for SL's effect on Turkish EFL learners' speaking achievement levels. Forty-four EFL learners from Balikesir University participated in this…

High school students' science academic achievement: The effect of the Lemov positive framing trust-building technique

NASA Astrophysics Data System (ADS)

Gigliette, Linda Marie

The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.

Achievement Goals and Achievement Emotions: A Meta-Analysis

ERIC Educational Resources Information Center

Huang, Chiungjung

2011-01-01

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement…

Academic achievement of children and adolescents with oral clefts.

PubMed

Wehby, George L; Collet, Brent; Barron, Sheila; Romitti, Paul A; Ansley, Timothy N; Speltz, Matthew

2014-05-01

Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinic-based samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics. Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. Copyright © 2014 by the American Academy of Pediatrics.

The Level of Possession of the Students at the Hashemite University of Professional and Family Counseling Skills in Light of Achievement and Gender Variables

ERIC Educational Resources Information Center

ALharbi, Bassam H. M.; Mhaidat, Fatin

2017-01-01

The present study aimed to identify the level of owning a field training students majoring in psychological counseling at the Hashemite University of professional and family counseling skills in light of achievement and gender variables. The subjects of the study comprised of (100) subjects of field training students in the second semester of the…

The Effect of Using the Lakatosian Heuristic Method to Teach the Surface Area of a Cone on Students' Achievement According to Bloom's Taxonomy Levels

ERIC Educational Resources Information Center

Dimitriou-Hadjichristou, Chrysoula; Ogbonnaya, Ugorji I.

2015-01-01

This paper reports a study on the effect of using the Lakatosian heuristic method to teach the surface area of a cone (SAC) on students' achievement according to Bloom's taxonomy levels. Two groups of students (experimental and control) participated in the study. The experimental group (n = 20) was taught using the Lakatosian heuristic method…

Attribution Theory in Science Achievement

ERIC Educational Resources Information Center

Craig, Martin

2013-01-01

Recent research reveals consistent lags in American students' science achievement scores. Not only are the scores lower in the United States compared to other developed nations, but even within the United States, too many students are well below science proficiency scores for their grade levels. The current research addresses this problem by…

Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. NCEE 2011-4033

ERIC Educational Resources Information Center

Cole, Russell; Haimson, Joshua; Perez-Johnson, Irma; May, Henry

2011-01-01

State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in…

Reducing the racial achievement gap: a social-psychological intervention.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

2006-09-01

Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

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…

Nebraska STARS: Achieving Results

ERIC Educational Resources Information Center

Roschewski, Pat; Isernhagen, Jody; Dappen, Leon

2006-01-01

In 2000, the state of Nebraska passed legislation requiring the assessment of student performance on content standards, but its requirements were very different from those of any other state. Nebraska created what has come to be known as STARS (School-based Teacher-led Assessment and Reporting System). Under STARS, each of Nebraska's nearly 500…

Neuroanatomical correlates of performance in a state-wide test of math achievement.

PubMed

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

2018-03-01

The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.

A system-level mathematical model for evaluation of power train performance of load-leveled electric-vehicles

NASA Technical Reports Server (NTRS)

Purohit, G. P.; Leising, C. J.

1984-01-01

The power train performance of load leveled electric vehicles can be compared with that of nonload leveled systems by use of a simple mathematical model. This method of measurement involves a number of parameters including the degree of load leveling and regeneration, the flywheel mechanical to electrical energy fraction, and efficiencies of the motor, generator, flywheel, and transmission. Basic efficiency terms are defined and representative comparisons of a variety of systems are presented. Results of the study indicate that mechanical transfer of energy into and out of the flywheel is more advantageous than electrical transfer. An optimum degree of load leveling may be achieved in terms of the driving cycle, battery characteristics, mode of mechanization, and the efficiency of the components. For state of the art mechanically coupled flyheel systems, load leveling losses can be held to a reasonable 10%; electrically coupled systems can have losses that are up to six times larger. Propulsion system efficiencies for mechanically coupled flywheel systems are predicted to be approximately the 60% achieved on conventional nonload leveled systems.

Stable same-sex friendships with higher achieving partners promote mathematical reasoning in lower achieving primary school children.

PubMed

DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Poikkeus, Anna-Maija; Aunola, Kaisa; Nurmi, Jari-Erik

2015-11-01

This study was designed to investigate friend influence over mathematical reasoning in a sample of 374 children in 187 same-sex friend dyads (184 girls in 92 friendships; 190 boys in 95 friendships). Participants completed surveys that measured mathematical reasoning in the 3rd grade (approximately 9 years old) and 1 year later in the 4th grade (approximately 10 years old). Analyses designed for dyadic data (i.e., longitudinal actor-partner interdependence model) indicated that higher achieving friends influenced the mathematical reasoning of lower achieving friends, but not the reverse. Specifically, greater initial levels of mathematical reasoning among higher achieving partners in the 3rd grade predicted greater increases in mathematical reasoning from 3rd grade to 4th grade among lower achieving partners. These effects held after controlling for peer acceptance and rejection, task avoidance, interest in mathematics, maternal support for homework, parental education, length of the friendship, and friendship group norms on mathematical reasoning. © 2015 The British Psychological Society.

Stable Same-Sex Friendships with Higher Achieving Partners Promote Mathematical Reasoning in Lower Achieving Primary School Children

PubMed Central

DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Poikkeus, Anna-Maija; Aunola, Kaisa; Nurmi, Jari-Erik

2015-01-01

This study is designed to investigate friend influence over mathematical reasoning in a sample of 374 children in 187 same-sex friend dyads (184 girls in 92 friendships; 190 boys in 95 friendships). Participants completed surveys that measured mathematical reasoning in the 3rd grade (approximately 9 years old) and one year later in the 4th grade (approximately 10 years old). Analyses designed for dyadic data (i.e., longitudinal Actor-Partner Interdependence Models) indicated that higher achieving friends influenced the mathematical reasoning of lower achieving friends, but not the reverse. Specifically, greater initial levels of mathematical reasoning among higher achieving partners in the 3rd grade predicted greater increases in mathematical reasoning from 3rd grade to 4th grade among lower achieving partners. These effects held after controlling for peer acceptance and rejection, task avoidance, interest in mathematics, maternal support for homework, parental education, length of the friendship, and friendship group norms on mathematical reasoning. PMID:26402901

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

PubMed

Hart, William; Albarracín, Dolores

2009-12-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals

PubMed Central

Hart, William; Albarracín, Dolores

2013-01-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. PMID:19968423

School Readiness Factors for Predicting High and Low Achieving Students in First Grade

ERIC Educational Resources Information Center

Davion, Edward, Jr.

2011-01-01

When analyzed according to race and ethnicity, poverty level, parental education level, as well as other related factors in schools in America, academic achievement disparities negatively impact educational outcomes for poor children and children of color on a consistent basis. At all educational levels, academic achievement and attainments of…

A Lifespan Perspective on Adults' Achievement and Life Quality.

ERIC Educational Resources Information Center

Steel, Lauri; Wise, Lauress L.

This paper explores how life course organization influences overall life quality and achievement, with emphasis on achievement differences between men and women. Life course organization refers to the level, timing, sequencing, and continuity of educational, occupational, marital, childbearing, and other commitments made by an individual over a…

Mathematics beliefs and achievement of elementary school students in Japan and the United States: results from the Third International Mathematics and Science Study.

PubMed

House, J Daniel

2006-03-01

Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. O. Martin, 2000). In this study, the author examined relationships between mathematics beliefs and achievement of elementary school-aged students in the United States and Japan. The students had participated in the Third International Mathematics and Science Study (TIMSS; A. E. Beaton et al., 1996). The author examined several self-beliefs and used variance estimation techniques for complex sampling designs. The author identified a number of significant relationships between self-beliefs and mathematics achievement. Students who attributed success in mathematics to controllable factors (e.g., hard work, studying at home) showed higher test scores whereas students who attributed success in mathematics at school to external factors (e.g., good luck) tended to earn lower mathematics test scores. These results extend the findings of previous research results because the author examined large national samples of students in cross-cultural settings as part of a comprehensive international assessment.

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

PubMed Central

Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

2016-01-01

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

An Alignment/Transfer Experiment with Low Socioeconomic Level Students.

ERIC Educational Resources Information Center

Elia, June Isaacs

1994-01-01

This study examined the amount of variance explained by alignment of testing to instruction among low socioeconomic level fourth graders, proposing two instructional alignment hypotheses. Results indicated that alignment had an unusually high effect. Low performing low socioeconomic level students achieved high success levels when conditions of…

Attenuation and image noise level based online z-axis tube current modulation for CT scans independent with localizer radiograph: simulation study and results

NASA Astrophysics Data System (ADS)

Tian, Yi; Chen, Mahao; Kong, Jun

2009-02-01

With the online z-axis tube current modulation (OZTCM) technique proposed by this work, full automatic exposure control (AEC) for CT systems could be realized with online feedback not only for angular tube current modulation (TCM) but also for z-axis TCM either. Then the localizer radiograph was not required for TCM any more. OZTCM could be implemented with 2 schemes as attenuation based μ-OZTCM and image noise level based μ-OZTCM. Respectively the maximum attenuation of projection readings and standard deviation of reconstructed images can be used to modulate the tube current level in z-axis adaptively for each half (180 degree) or full (360 degree) rotation. Simulation results showed that OZTCM achieved better noise level than constant tube current scan case by using same total dose in mAs. The OZTCM can provide optimized base tube current level for angular TCM to realize an effective auto exposure control when localizer radiograph is not available or need to be skipped for simplified scan protocol in case of emergency procedure or children scan, etc.

The Influence of Race-Ethnicity and Physical Activity Levels on Elementary School Achievement

ERIC Educational Resources Information Center

Caldas, Stephen J.; Reilly, Monique S.

2018-01-01

The authors used structural equation modeling to map the relationships between student race-ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical…

An Enriched and Cooperative Reading Program for Achievers at the Sixth Grade Level.

ERIC Educational Resources Information Center

Central Arkansas Education Center, Little Rock.

An enrichment and cooperative reading program for high achievers in grade 6 involved participants in four reading classes who received supplementary reading instruction with the aid of teacher made cassette tapes, listening stations, current newspapers and magazines, and Reader's Digest skill builders. Testing at the end of the first year…

THE RELATIONSHIP OF REACTIVE INHIBITION AND SCHOOL ACHIEVEMENT--THEORY, RESEARCH, AND IMPLICATIONS.

ERIC Educational Resources Information Center

OTTO, WAYNE

THE RELATIONSHIP OF REACTIVE INHIBITION TO TEST PERFORMANCE AND TO ACHIEVEMENT IN READING, SPELLING, AND HANDWRITING WAS STUDIED. IN THIS STUDY, AS IN PREVIOUS WORK DONE BY HALL (1943), REACTIVE INHIBITION IS DEFINED AS THE ACCUMULATION OF A GRADUAL DECREASE IN THE LEVEL OF PERFORMANCE THAT RESULTS FROM THE PERFORMANCE ITSELF. WHEN GIVEN A LOW…

5 a day Achievement Badge for African-American Boy Scouts: pilot outcome results.

PubMed

Baranowski, Tom; Baranowski, Janice; Cullen, Karen W; deMoor, Carl; Rittenberry, LaTroy; Hebert, David; Jones, Lovell

2002-03-01

Boy Scouts are an important channel to complement school-based programs to enable boys to eat more fruit, 100% juice, and vegetables (FJV) for chronic disease prevention. The "5 a Day Achievement Badge" program was presented on a pilot study basis to African-American Boy Scout troops in Houston. Troops were the unit of recruitment and random assignment to treatment and control groups. The badge program was presented in Fall 1997 by trained dietitians and included activities to increase availability and accessibility of fruit and vegetables at scouts' homes, increase preferences for vegetables, and train in the preparation of FaSST (fast, simple, safe, and tasty) recipes. Weekly comic books demonstrated and reinforced what scouts were expected to do at home. A weekly newsletter with recipes was sent to parents. The program was revised and presented to the control group in Winter 1998. Two 24-h recalls were the primary assessment tools. Telephone interviews were conducted with parents. The intervention resulted in a 0.8 FJV serving difference (post values of treatment versus control groups with pre value covaried). The changes obtained suggest that the intervention was effective in promoting dietary change. (C)2002 American Health Foundation and Elsevier Science (USA).

School Districts and Student Achievement

ERIC Educational Resources Information Center

Chingos, Matthew M.; Whitehurst, Grover J.; Gallaher, Michael R.

2015-01-01

School districts are a focus of education reform efforts in the United States, but there is very little existing research about how important they are to student achievement. We fill this gap in the literature using 10 years of student-level, statewide data on fourth- and fifth-grade students in Florida and North Carolina. A variance decomposition…

Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement

ERIC Educational Resources Information Center

Nie, Youyan; Lau, Shun

2010-01-01

This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…

The Effects of Academic Optimism on Elementary Reading Achievement

ERIC Educational Resources Information Center

Bevel, Raymona K.; Mitchell, Roxanne M.

2012-01-01

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

The correlation between achievement goals, learning strategies, and motivation in medical students.

PubMed

Kim, Sun; Hur, Yera; Park, Joo Hyun

2014-03-01

The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

NASA Astrophysics Data System (ADS)

Sezgin Selçuk, Gamze; Sahin, Mehmet; Açıkgöz, Kamile Ün

2011-01-01

This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers ( n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

Clinical importance of achieving biochemical control with medical therapy in adult patients with acromegaly

PubMed Central

Christofides, Elena A

2016-01-01

In acromegaly, achieving biochemical control (growth hormone [GH] level <1.0 ng/mL and age- and sex-normalized levels of insulin-like growth factor 1 [IGF-1]) through timely diagnosis and appropriate treatment provides an opportunity to improve patient outcomes. Diagnosis of acromegaly is challenging because it is rooted in observing subtle clinical manifestations, and it is typical for acromegaly to evolve for up to 10 years before it is recognized. This results in chronic exposure to elevated levels of GH and IGF-1 and delay in patients receiving appropriate treatment, which consequently increases mortality risk. In this review, the clinical impact of elevated GH and IGF-1 levels, the effectiveness of current therapies, and the potential role of novel treatments for acromegaly will be discussed. Clinical burden of acromegaly and benefits associated with management of GH and IGF-1 levels will be reviewed. Major treatment paradigms in acromegaly include surgery, medical therapy, and radiotherapy. With medical therapies, such as somatostatin analogs, dopamine agonists, and GH receptor antagonists, a substantial proportion of patients achieve reduced GH and normalized IGF-1 levels. In addition, signs and symptoms, quality of life, and comorbidities have also been reported to improve to varying degrees in patients who achieve biochemical control. Currently, there are several innovative therapies in development to improve patient outcomes, patient use, and access. Timely biochemical control of acromegaly ensures that the patient can ultimately improve morbidity and mortality from this disease and its extensive consequences. PMID:27471378

What Sport Activity Levels Are Achieved in Patients After Resection and Endoprosthetic Reconstruction for a Proximal Femur Bone Sarcoma?

PubMed

Hobusch, Gerhard M; Bollmann, Jakob; Puchner, Stephan E; Lang, Nikolaus W; Hofstaetter, Jochen G; Funovics, Philipp T; Windhager, Reinhard

2017-03-01

Limited information is available about sports activities of survivors after resection and reconstruction of primary malignant bone tumors with megaprostheses. Because patients often ask what activities are possible after treatment, objective knowledge about sports activities is needed to help assess the risks of sports participation and to help guide patients' expectations. The aims of this study were to evaluate (1) what proportion of patients with proximal-femoral megaprostheses placed as part of tumor reconstructions can perform sports; (2) what activity levels they achieved; and (3) whether sports activity levels are associated with an increased likelihood of revision. This retrospective study considered all 27 living patients in our institutional tumor registry with enduring proximal-femoral reconstructions performed more than 5 years ago who were between the ages of 11 and 49 years at the time of the reconstruction; seven were lost to followup and one was excluded because of paraplegia as a result of a car accident and another because of senile dementia; another two were excluded from statistics because of growing prostheses and skeletal immaturity at the time of followup, leaving 16 (11 male, five female) for analysis. Their mean age was 26 ± 12 years (range, 11-49 years) at surgery, and the mean followup was 18 ± 7 years (range, 5-27 years). Types of sports, frequency per week, duration of each sports session as well as the UCLA and modified Weighted Activity Score were assessed retrospectively by an independent assessor a median of 18 years (range, 5.3-27 years) after surgery. Patients recalled that preoperatively 14 were practicing sports 5 (± 4) hours/week. At followup, 11 of the patients were practicing one or more sports activities 2 (± 3) hours/week on a regular basis. The preoperative UCLA and modified Weighted Activity Score levels of 9 and 6 fell to levels of 6 (p = 0.005) and 3 (p = 0.025), respectively, at followup. With the numbers of

An application of belief-importance theory in the domain of academic achievement.

PubMed

Petrides, K V; Frederickson, Norah

2011-03-01

BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based criteria relating to academic achievement and constructs from the personality domain. SAMPLES. Two hundred and forty-two students, of whom 121 were male and 117 were female (4 unreported). They were approximately 18 years old at the time of testing. METHODS. Data were collected on the belief and importance of academic achievement, the Giant Three personality dimensions, and trait emotional intelligence (trait EI). Academic achievement was operationalized via Key Stage 3 and A-level assessment results. RESULTS. Four hypotheses concerning academic achievement were tested and confirmed, with the Motivation quadrant scoring higher than the other three belimp quadrants (Hubris, Depression, and Apathy). Four hypotheses concerning personality were tested, of which two were confirmed, with the Hubris quadrant scoring highest on psychoticism and the Depression quadrant scoring highest on neuroticism. Four hierarchical regressions demonstrated the incremental validity of the belief and importance belimp coordinates over the Giant Three personality dimensions in the prediction of academic achievement. CONCLUSIONS. The results are encouraging for belimp theory and complement similarly supportive findings in Petrides (2010b,c). ©2010 The British Psychological Society.

The Variation in Student Achievement and Behavior within a Portfolio Management Model: Early Results from New Orleans

ERIC Educational Resources Information Center

McEachin, Andrew J.; Welsh, Richard Osbourne; Brewer, Dominic James

2016-01-01

A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within…

The Effects of Class Size on Student Achievement in Intermediate Level Elementary Students

ERIC Educational Resources Information Center

McInerney, Melissa

2014-01-01

Class size and student achievement have been debated for decades. The vast amount of research on this topic is either conflicting or inconclusive. There are large and small scale studies that support both sides of this dilemma (Achilles, Nye, Boyd-Zaharias, Fulton, & Cain, 1994; Glass & Smith, 1979; Slavin, 1989). Class size reduction is a…

Teacher-Child Interactions and Children's Achievement Trajectories across Kindergarten and First Grade

ERIC Educational Resources Information Center

Curby, Timothy W.; Rimm-Kaufman, Sara E.; Ponitz, Claire Cameron

2009-01-01

This study examined the extent to which the quality of teacher-child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were…

Co-Teaching vs. Solo Teaching: Comparative Effects on Fifth Graders' Math Achievement

ERIC Educational Resources Information Center

Witcher, Melissa; Feng, Jay

2010-01-01

Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to "bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results"(ed.gov). Varied innovative…

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…

The Achievement Ideology and Whiteness: "Achieving Whiteness" or "Achieving Middle Class?"

ERIC Educational Resources Information Center

Allen, Ricky Lee

Over the past few decades, social reproduction theorists have criticized achievement ideology as a dominant and dominating myth that hides the true nature of class immobility. Social reproductionists' primary criticism of achievement ideology is that it blinds the working class, regardless of race or gender, to the possibilities of collective…

Attitudes and Opinions from the Nation's High Achieving Teens: 26th Annual Survey of High Achievers.

ERIC Educational Resources Information Center

Who's Who among American High School Students, Lake Forest, IL.

A national survey of 3,351 high achieving high school students (junior and senior level) was conducted. All students had A or B averages. Topics covered include lifestyles, political beliefs, violence and entertainment, education, cheating, school violence, sexual violence and date rape, peer pressure, popularity, suicide, drugs and alcohol,…

School Context and the Effect ESL Placement on Mexican-Origin Adolescents' Achievement.

PubMed

Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

2008-01-01

OBJECTIVES: Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican-origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. MEASURES: Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican-origin achievement for first-, second-, and third-generation adolescents separately in schools with many and few immigrant students. RESULTS: The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. CONCLUSIONS: We find that ESL enrollment may be protective for second-generation Mexican-origin adolescents in high immigrant concentration schools, and may prove detrimental for first-generation adolescents in contexts with few other immigrant students.

Effects of Single-Gender Middle School Classes on Science Achievement and Attitude

NASA Astrophysics Data System (ADS)

Brooks, Tanisha

Many girls continue to achieve below their male counterparts and portray negative attitudes towards science classes. Some school districts are using single-gender education as a way to shrink the gender gap in school achievement and science related attitude. The purpose of this study was to compare achievement and science-related attitudes of 7th grade girls in single-gender education to 7th grade girls in mixed-gender education. The theoretical base for this study included knowledge from brain-based learning and assimilation, accommodation and age factors of Piaget's theory of cognitive development. The 12-week study included 48 7th grade girls, 21 in the single-gender classroom and 14 in each mixed-gender classroom. This quantitative randomized posttest only control group design utilized the TerraNova Science Assessment and the Test of Science Related Attitudes. Analysis of Variance (ANOVA) was used to determine if significant differences existed in the achievement and attitudes of girls in single and mixed-gender science classes. ANOVA analyses revealed that the girls in the single-gender classroom showed a significantly higher achievement level when compared to girls in the mixed-gender classrooms. Results showed no significant difference in attitude between the two groups. The results of this study contribute to social change by raising awareness about gender issues in science achievement and attitude, addressing a deficiency in the single-gender science education literature, and assisting educational systems in decision making to address achievement gaps while moving toward adequate yearly progress and meeting the requirements of the No Child Left Behind Act of 2001.

The Impact of Statin Use on Lipid Levels in Statin-Naive Patients with Rheumatoid Arthritis (RA) vs. non-RA Subjects: Results from a Population-Based Study

PubMed Central

Myasoedova, Elena; Gabriel, Sherine E.; Green, Abigail B.; Matteson, Eric L.; Crowson, Cynthia S.

2013-01-01

Objectives To examine lipid profiles among statin-naive patients with rheumatoid arthritis (RA) and those without RA before and after the initiation of statins. Methods Information regarding lipid measures and statin use was gathered in a population-based incident cohort of patients with RA (1987 ACR criteria first met between 1/1/1988 and 1/1/2008) and in a cohort of non-RA subjects from the same underlying population. Only patients with no prior history of statin use were included. Results The study included 161 patients with RA (mean age 56.3 years, 57% female) and 221 non-RA subjects (mean age 56.0 years, 66% female). Prior to the start of statins, the levels of total cholesterol (TC) and low-density lipoprotein cholesterol (LDL) were lower in RA vs non-RA cohort (p<0.001 and p=0.003, respectively). The absolute and percent change in LDL after at least 90 days of statin use tended to be smaller in RA vs non-RA cohort (p=0.03 and p=0.09). After at least 90 days of statin use patients with RA were less likely to achieve therapeutic goals for LDL than the non-RA subjects (p=0.046). Increased erythrocyte sedimentation rate (ESR) at baseline (OR 0.47; 95% CI 0.26, 0.85) was associated with lower likelihood of achieving therapeutic LDL goals. Conclusion Patients with RA had lower TC and LDL levels before statin initiation and lower likelihood of achieving therapeutic LDL goals following statin use than the non-RA subjects. Some RA disease characteristics, in particular ESR at baseline, may have an adverse impact on achieving therapeutic LDL goals. PMID:23592565

Antecedents and trajectories of achievement goals: a self-determination theory perspective.

PubMed

Ciani, Keith D; Sheldon, Kennon M; Hilpert, Jonathan C; Easter, Matthew A

2011-06-01

Research has shown that both achievement goal theory and self-determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. One hundred and eighty-four undergraduate preservice teachers in a required domain course agreed to participate in the study. Data were collected at three time points during the semester, and both path modelling and multi-level longitudinal modelling techniques were used. Path modelling techniques with 169 students, results indicated that students' autonomy and relatedness need satisfaction in life predict their initial self-determined class motivation, which in turn predicts initial mastery-approach and -avoidance goals. Multi-level longitudinal modelling with 108 students found that perceived teacher autonomy support buffered against the general decline in students' mastery-approach goals over the course of the semester. Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories. ©2010 The British Psychological Society.

Mathematics anxiety and mathematics achievement

NASA Astrophysics Data System (ADS)

Sherman, Brian F.; Wither (Post.), David P.

2003-09-01

This paper is a distillation of the major result from the 1998 Ph.D. thesis of the late David Wither. It details a longitudinal study over five years of the relationship between mathematics anxiety and mathematics achievement. It starts from the already well documented negative correlation between the two, and seeks to establish one of the three hypotheses—that mathematics anxiety causes an impairment of mathematics achievement; that lack of mathematics achievement causes mathematics anxiety; or that there is a third underlying cause of the two.

Assisting Pupils in Mathematics Achievement (The Common Core Standards)

ERIC Educational Resources Information Center

Ediger, Marlow

2011-01-01

Mathematics teachers must expect reasonably high standards of achievement from pupils. Too frequently, pupils attain at a substandard level and more optimal achievement is necessary. Thus, pupils should have self esteem needs met in the school and classroom setting. Thus, learners feel that mathematics is worthwhile and effort must be put forth to…

Improved parent-reported mobility and achievement of individual goals on activity and participation level after functional power-training in young children with cerebral palsy: a double-baseline controlled trial.

PubMed

van Vulpen, Liesbeth F; de Groot, Sonja; Rameckers, Eugene A; Becher, Jules G; Dallmeijer, Annet J

2018-03-07

In children with cerebral palsy (CP), strength training programs to improve walking capacity and participation in activities of daily living are commonly used in clinical practice, despite lacking evidence of its effectiveness. It has been suggested that strength training with high movement velocity could be more effective than traditional resistance training to improve functional abilities such as walking. In a recently published study, we have demonstrated the positive effects of functional high-velocity resistance (power) training on muscle strength and walking capacity in young children with CP. Whether this type of training is also effective in achieving individual predefined goals in daily activities and self-reported mobility limitations, has not yet been described however. To evaluate the effect of functional power-training on parent-reported mobility and achievement of individual goals on activity and participation level in young children with CP. A double-baseline design was used to compare a 14-week period usual care with a 14-week period of functional power-training (3 times a week) and a follow-up period of 14-weeks. Twenty-two children with spastic CP (13 bilateral, GMFCS level I (N=10) and level II (N=12), mean age 7.5 years (SD 1.8, range 4-10 y)) and their parents participated. Outcome measures were goal attainment scaling (GAS) of individual daily activity related treatment goals, mobility performance as measured using the Functional Mobility Scale (FMS-5m, 50m and 500m), and the parent-reported Mobility Questionnaire (MobQues). After power-training, 86% of children achieved or exceeded their goal, compared with 14% in the usual care period (p<.001). The probability of improvement by one point or more on the FMS- 500 meter after functional power-training was 10 times higher, compared with the usual care period (Relative Risk=10.0 with 95%CI 1.4 - 71.3). No changes were found in the FMS-5m and FMS-50m categories. Improvement on the MobQues was

Achievement as Resistance: The Development of a Critical Race Achievement Ideology among Black Achievers

ERIC Educational Resources Information Center

Carter, Dorinda J.

2008-01-01

In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white,…

Racial and Gender Gaps in Academic Achievement. Report Summary.

ERIC Educational Resources Information Center

Dulaney, Chuck; Banks, Karen

This report summarizes the level of academic achievement, and the extent of racial and gender gaps in that achievement, of students in North Carolina's Wake County Public School System (WCPSS). The comparison was conducted using 1993 End-of-Grade (EOG) tests; low income group EOG test performance; 1993 writing tests and high school writing…

What factors help or hinder the achievement of low SES students? An international comparison using TIMSS 2011 8th grade science data

NASA Astrophysics Data System (ADS)

Bruner, Justin L.

be expected given their SES?" Investigating these questions will help to understand, in a global context, where disadvantaged students are being successful in their science classes, under what conditions, and as a result help to inform educational policy. The results suggest that there are clearly inequities in achievement and that these inequities may be further increased by other factors. These factors are present at all levels of analysis: the student level, the teacher/classroom level, and the school level. There are also variables that consistently had no impact at all levels with respect to student science achievement and there are also variables that were impactful but only within specific countries. Overall, there are no silver bullets present in these data that can do much on their own to help low SES students overcome their predicted achievement disadvantage. However there does appear to be the potential for a combination of factors being able to do more.

Examining School Leadership Effects on Student Achievement: The Role of Contextual Challenges and Constraints

ERIC Educational Resources Information Center

Tan, Cheng Yong

2018-01-01

The present study examined indirect effects of principal leadership on the mathematics achievement of 254,475 15-year-old students from 10,313 schools in 32 OECD economies. Results showed that the students could be divided into three categories ("Disadvantaged," "Average," and "Privileged") differing in levels of…

DC-9/JT8D refan, Phase 1. [technical and economic feasibility of retrofitting DC-9 aircraft with refan engine to achieve desired acoustic levels

NASA Technical Reports Server (NTRS)

1973-01-01

Analyses and design studies were conducted on the technical and economic feasibility of installing the JT8D-109 refan engine on the DC-9 aircraft. Design criteria included minimum change to the airframe to achieve desired acoustic levels. Several acoustic configurations were studied with two selected for detailed investigations. The minimum selected acoustic treatment configuration results in an estimated aircraft weight increase of 608 kg (1,342 lb) and the maximum selected acoustic treatment configuration results in an estimated aircraft weight increase of 809 kg (1,784 lb). The range loss for the minimum and maximum selected acoustic treatment configurations based on long range cruise at 10 668 m (35,000 ft) altitude with a typical payload of 6 804 kg (15,000 lb) amounts to 54 km (86 n. mi.) respectively. Estimated reduction in EPNL's for minimum selected treatment show 8 EPNdB at approach, 12 EPNdB for takeoff with power cutback, 15 EPNdB for takeoff without power cutback and 12 EPNdB for sideline using FAR Part 36. Little difference was estimated in EPNL between minimum and maximum treatments due to reduced performance of maximum treatment. No major technical problems were encountered in the study. The refan concept for the DC-9 appears technically feasible and economically viable at approximately $1,000,000 per airplane. An additional study of the installation of JT3D-9 refan engine on the DC-8-50/61 and DC-8-62/63 aircraft is included. Three levels of acoustic treatment were suggested for DC-8-50/61 and two levels for DC-8-62/63. Results indicate the DC-8 technically can be retrofitted with refan engines for approximately $2,500,000 per airplane.

A quasi-experimental study of maternal smoking during pregnancy and offspring academic achievement

PubMed Central

D'Onofrio, Brian M.; Singh, Amber L.; Iliadou, Anastasia; Lambe, Mats; Hultman, Christina M.; Neiderhiser, Jenae M.; Långström, Niklas; Lichtenstein, Paul

2013-01-01

Maternal smoking during pregnancy (SDP) is associated with lower academic achievement in offspring. The current study, which was based on all births in Sweden from 1983 through 1991, explored the possible causal processes underlying the association between SDP and offspring school grades and a standardized assessment of mathematic proficiency at age 15. The analyses compared relatives who varied in their exposure to SDP and who varied in their genetic relatedness. Although SDP was statistically associated with academic achievement when comparing unrelated individuals, the results suggest that SDP does not cause poorer academic performance, as full siblings differentially exposed to SDP did not differ in their academic scores. The pattern of results suggests that genetic factors shared by parents and their offspring explain significant variance in why offspring opposed to SDP have lower levels of academic achievement. Nevertheless, SDP impacts pregnancy-related outcomes. Reducing SDP, therefore, remains a major public health issue. PMID:20331655

Improving Secondary School Students' Achievement using Intrinsic Motivation

ERIC Educational Resources Information Center

Albrecht, Erik; Haapanen, Rebecca; Hall, Erin; Mantonya, Michelle

2009-01-01

This report describes a program for increasing students' intrinsic motivation in an effort to increase academic achievement. The targeted population consisted of secondary level students in a middle to upper-middle class suburban area. The students of the targeted secondary level classes appeared to be disengaged from learning due to a lack of…

Early Intervention and Student Achievement

ERIC Educational Resources Information Center

Hormes, Mridula T.

2009-01-01

The United States Department of Education has been rigorous in holding all states accountable with regard to student achievement. The No Child Left Behind Act of 2001 clearly laid out federal mandates for all schools to follow. K-12 leaders of public schools are very aware of the fact that results in terms of student achievement need to improve…

Interdependence Revisited: Mathematics Achievement in an Intensified French Immersion Program.

ERIC Educational Resources Information Center

Bournot-Trites, Monique; Reeder, Kenneth

2001-01-01

Examines the effect of teaching mathematics in French on mathematics achievement evaluated in English. Analyzes the effect of increased intensity of bilingual education on mathematics achievement and the effects of language of testing in the context of French immersion at the intermediate level. (Author/VWL)

Optimal achieved blood pressure in acute intracerebral hemorrhage: INTERACT2.

PubMed

Arima, Hisatomi; Heeley, Emma; Delcourt, Candice; Hirakawa, Yoichiro; Wang, Xia; Woodward, Mark; Robinson, Thompson; Stapf, Christian; Parsons, Mark; Lavados, Pablo M; Huang, Yining; Wang, Jiguang; Chalmers, John; Anderson, Craig S

2015-02-03

To investigate the effects of intensive blood pressure (BP) lowering according to baseline BP levels and optimal achieved BP levels in patients with acute intracerebral hemorrhage (ICH). INTERACT2 was an open, blinded endpoint, randomized controlled trial in 2,839 patients with ICH within 6 hours of onset and elevated systolic BP (SBP) (150-220 mm Hg) who were allocated to receive intensive (target SBP <140 mm Hg within 1 hour, with lower limit of 130 mm Hg for treatment cessation) or guideline-recommended (target SBP <180 mm Hg) BP-lowering treatment. Outcome was physical function across all 7 levels of the modified Rankin Scale at 90 days. Analysis of the randomized comparisons showed that intensive BP lowering produced comparable benefits on physical function at 90 days in 5 subgroups defined by baseline SBP of <160, 160-169, 170-179, 180-189, and ≥190 mm Hg (p homogeneity = 0.790). Analyses of achieved BP showed linear increases in the risk of physical dysfunction for achieved SBP above 130 mm Hg for both hyperacute (1-24 hours) and acute (2-7 days) phases while modest increases were also observed for achieved SBP below 130 mm Hg. Intensive BP lowering appears beneficial across a wide range of baseline SBP levels, and target SBP level of 130-139 mm Hg is likely to provide maximum benefit in acute ICH. This study provides Class I evidence that the effect of intensive BP lowering on physical function is not influenced by baseline BP. © 2014 American Academy of Neurology.

Toward achieving flexible and high sensitivity hexagonal boron nitride neutron detectors

NASA Astrophysics Data System (ADS)

Maity, A.; Grenadier, S. J.; Li, J.; Lin, J. Y.; Jiang, H. X.

2017-07-01

Hexagonal boron nitride (h-BN) detectors have demonstrated the highest thermal neutron detection efficiency to date among solid-state neutron detectors at about 51%. We report here the realization of h-BN neutron detectors possessing one order of magnitude enhancement in the detection area but maintaining an equal level of detection efficiency of previous achievement. These 3 mm × 3 mm detectors were fabricated from 50 μm thick freestanding and flexible 10B enriched h-BN (h-10BN) films, grown by metal organic chemical vapor deposition followed by mechanical separation from sapphire substrates. Mobility-lifetime results suggested that holes are the majority carriers in unintentionally doped h-BN. The detectors were tested under thermal neutron irradiation from californium-252 (252Cf) moderated by a high density polyethylene moderator. A thermal neutron detection efficiency of ˜53% was achieved at a bias voltage of 200 V. Conforming to traditional solid-state detectors, the realization of h-BN epilayers with enhanced electrical transport properties is the key to enable scaling up the device sizes. More specifically, the present results revealed that achieving an electrical resistivity of greater than 1014 Ωṡcm and a leakage current density of below 3 × 10-10 A/cm2 is needed to fabricate large area h-BN detectors and provided guidance for achieving high sensitivity solid state neutron detectors based on h-BN.

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.

Violence, bullying and academic achievement: a study of 15-year-old adolescents and their school environment.

PubMed

Strøm, Ida Frugård; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete

2013-04-01

This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to assess whether school-level influence is different for the adolescents exposed to violence and sexual abuse versus the adolescents not exposed to these forms of abuse. This is a cross-sectional study of a sample of 7,343 adolescents between the ages of 15 and 16 from 56 schools in Oslo, Norway. We investigated associations between violence, sexual abuse, bullying, classmate relationships, teacher support and academic achievement. Linear regression was used to investigate associations on the individual level. Multilevel analyses were conducted to test for school level differences while controlling for both individual and contextual factors. On the individual level, all combinations of violence and sexual abuse categories were significantly associated with lower grades. This was also true for bullying, while teacher support resulted in better grades. At the school level, the analysis showed that students in schools with higher levels of bullying performed worse academically. Each unit of increment in bullying in school corresponded to an average 0.98 point decrease in grades (p<.01) when we controlled for sociodemographic characteristics. The association remained significant when the model was tested separately for the nonbullied students, with a small reduction in the coefficient value (-.84, p<.01). No overall significance was found for the interaction between the school environment and adolescent exposure to violence, indicating that the school environment affects all students. Factors on both levels can contribute to reduced grades. This stresses the need to investigate individual and contextual factors simultaneously when examining

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…

Improving urban African Americans' blood pressure control through multi-level interventions in the Achieving Blood Pressure Control Together (ACT) study: a randomized clinical trial.

PubMed

Ephraim, Patti L; Hill-Briggs, Felicia; Roter, Debra L; Bone, Lee R; Wolff, Jennifer L; Lewis-Boyer, LaPricia; Levine, David M; Aboumatar, Hanan J; Cooper, Lisa A; Fitzpatrick, Stephanie J; Gudzune, Kimberly A; Albert, Michael C; Monroe, Dwyan; Simmons, Michelle; Hickman, Debra; Purnell, Leon; Fisher, Annette; Matens, Richard; Noronha, Gary J; Fagan, Peter J; Ramamurthi, Hema C; Ameling, Jessica M; Charlston, Jeanne; Sam, Tanyka S; Carson, Kathryn A; Wang, Nae-Yuh; Crews, Deidra C; Greer, Raquel C; Sneed, Valerie; Flynn, Sarah J; DePasquale, Nicole; Boulware, L Ebony

2014-07-01

Given their high rates of uncontrolled blood pressure, urban African Americans comprise a particularly vulnerable subgroup of persons with hypertension. Substantial evidence has demonstrated the important role of family and community support in improving patients' management of a variety of chronic illnesses. However, studies of multi-level interventions designed specifically to improve urban African American patients' blood pressure self-management by simultaneously leveraging patient, family, and community strengths are lacking. We report the protocol of the Achieving Blood Pressure Control Together (ACT) study, a randomized controlled trial designed to study the effectiveness of interventions that engage patient, family, and community-level resources to facilitate urban African American hypertensive patients' improved hypertension self-management and subsequent hypertension control. African American patients with uncontrolled hypertension receiving health care in an urban primary care clinic will be randomly assigned to receive 1) an educational intervention led by a community health worker alone, 2) the community health worker intervention plus a patient and family communication activation intervention, or 3) the community health worker intervention plus a problem-solving intervention. All participants enrolled in the study will receive and be trained to use a digital home blood pressure machine. The primary outcome of the randomized controlled trial will be patients' blood pressure control at 12months. Results from the ACT study will provide needed evidence on the effectiveness of comprehensive multi-level interventions to improve urban African American patients' hypertension control. Copyright © 2014 Elsevier Inc. All rights reserved.

Counterstereotypic Identity among High-Achieving Black Students

ERIC Educational Resources Information Center

Harpalani, Vinay

2017-01-01

This article examines how racial stereotypes affect achievement and identity formation among low income, urban Black adolescents. Specifically, the major question addressed is: how do high-achieving Black students succeed academically despite negative stereotypes of their intellectual abilities? Results indicate that high-achieving Black youth,…

Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement, Absenteeism, and Disciplinary Outcomes: A Matched-Pair, Cluster-Randomized, Controlled Trial

ERIC Educational Resources Information Center

Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit

2010-01-01

This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The "Positive Action" Hawai'i trial included 20 racially/ethnically diverse…

An ecological study of food desert prevalence and 4th grade academic achievement in new york state school districts.

PubMed

Frndak, Seth E

2014-12-02

This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4(th) grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors. The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level. Significance for public healthThe prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at the school district level. Significant variation in

Evolution of the concept of Capacity-building, results achieved during the past years and the future

NASA Astrophysics Data System (ADS)

Laffaiteur, M.; Camacho, S.

Capacity-building is one of the key elements for the implementation of space applications programmes, particularly in developing countries. As early as 1982, the work programme of the United Nations Programme on Space Applications was expanded in order to promote education and training by organizing seminars, training courses and workshops in various areas, such as astronomy, telecommunications and Earth observation. In the framework of this Programme, the Office for Outer Space Affairs undertook the initiative, at the beginning of the 1990's, aimed at establishing regional centres for space science and technology education, affiliated to the United Nations and located in developing countries. These centres have started their activities between 1995 and 2000 in Africa, Asia and the Pacific, and Latin America and the Caribbean. The centres are based on the concept that by pooling material and human resources, developing countries can have education and training centres, of an international-level quality. A considerable impetus has been given to capacity-building after the UNISPACE III Conference, in particular in the "Vienna Declaration on Space and Human Development". The necessity to enhance capacity-building through the development of human and budgetary resources, the training of teachers, the exchange of teaching methods, materials and experience and the development of infrastructure and policy regulatories. In the process of the implementation of the recommendations of UNISPACE III, Action Teams led by Governments were established. One of them was exclusively dealing with capacity-building. Its proposals have been reviewed last June by the Committee on the Peaceful Uses of Outer Space (COPUOS) and will be examined, among other reports of Action Teams, by the General Assembly in next October. A lot of work has been done during the past years and have produced very important results. But there is still an important gap in capacity-building between space

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

NASA Astrophysics Data System (ADS)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self